The purpose of this study was to investigate the effectiveness of creative problem solving and mobile learning in developing EFL pre-service teachers’ classroom management skills. The sample of the study included 10 pre-service teachers enrolled in the fourth year, English department for basic education at Port Said Faculty of Education. A mixed methods research design was adopted for this study to allow triangulation of data and explore the multi-dimensional nature of classroom management skills. The instruments of the study included a classroom management skills questionnaire, classroom management observation checklist, classroom management skills test and a rubric for scoring it and two interview question guides. The results of the study revealed that the treatment was effective in developing EFL pre-service teachers’ classroom management skills. Pre-service teachers started with a limited perception of classroom management skills and moved to a much clearer, organized, and complicated one as shown in the participants’ responses to interview questions. On the other hand, they stressed the importance of creative problem solving and mobile learning in helping them to solve different classroom management problems.
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