الفهرس 
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Abstract
The current study endeavored to investigate the effectiveness of a mobile application training program in the light of the social constructivism theory to enhance EFL prospective teachers’ speaking sub-skills and assess their satisfaction towards the mobile training program. Fifty EFL prospective teachers (third year) in the Faculty of Education, Kafr El-Shiekh University were selected randomly as the study participants. The study followed one-group pretest-posttest design. The participants received the training sessions via Microsoft Teams application, and they used a variety of mobile applications like BBC Learning English and Ted Talks which helped them to improve their speaking sub-skills. The researcher used the IELTS speaking test as assessment criterion for participants’ performance before and after the treatment. In addition, a twenty-two-item questionnaire was administrated to assess EFL prospective teachers’ satisfaction concerning using smartphone applications in learning. The study materials encompassed the mobile application training program, a lecturer’s guide, and a student’s guide prepared by the researcher. The experiment lasted for a whole semester. The t-test for paired samples was used to compare the pre-post test scores to measure the improvement. The results revealed that there were significant differences between the mean scores in the pre-posttest on the four sub-skills of speaking. Consequently, the mobile application training program proved its effectiveness in enhancing EFL Prospective teachers’ speaking sub-skills. Moreover, the level of participants’ satisfaction exceeded 80% indicating the success of the implementation. The study recommended doing more research on the effectiveness of ready- made and newly-designed mobile applications in improving the different language skills.