Bachelor of Arts in English Program

  In a continuous series of sessions aimed at advancing and deepening understanding of graduate students, Dr. Eyhab Bader Eddin started to offer an advanced free intensive course on the Parts of Speech. Students at the graduate or doctoral level who are in the process of writing their thesis, dissertations, or research papers face unique challenges. These papers indicate whether or not they understood the concepts clearly. For this reason, Dr. Bader Eddin held a 3-part webinar series on the 8 parts of speech open to the public during the 2020-2021 academic year. The webinar, tailored to graduate students, attracted hundreds of attendees from different parts of the world. High on the target list came graduate students and English teachers for the purpose of addressing any problems related to parts of speech and to fill any gap in their linguistic knowledge so as to clamber up the rung of their mental ladder aplomb.   "While it may seem that having a detailed understanding of the parts of speech is not needed, it is imperative that graduates of the Faculty of Languages and Translation present their papers in the right manner with proper sentence structure," said Dr. Bader Eddin. He then explained that Dean, Dr. Abdullah Al-Melhi, and Vice Dean of Postgraduate Studies, Dr. Munassir Alhamami, were highly supportive of his 3-part webinar series, which was launched to engage the community, alumni, and currently enrolled students at the undergraduate and graduate levels.   The topics discussed included, but were not limited to the following: Language components Detailed Overview of the parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Syntactic theory Language universals Semantic classes Typology of parts of speech systems Language components Overview of parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Nouns as a part of speech Noun types and characteristics Noun plural formation Noun plurals Noun gender Noun Case Noun genitive and -of phrase Meanings of genitive and –of phrase   These sessions were followed by assignments handed out to ensure the attendees' thorough understanding of the topics covered. Questions were always welcomed to clear away any fog of misunderstanding during the course of the sessions. It is worth mentioning that we have come to know that new sessions are to be held soon in a bid to complete the series.   To view all webinars, please click here. Date: 5/6/2021 Source: Faculty of Languages and Translation

  In a continuous series of sessions aimed at advancing and deepening understanding of graduate students, Dr. Eyhab Bader Eddin started to offer an advanced free intensive course on the Parts of Speech. Students at the graduate or doctoral level who are in the process of writing their thesis, dissertations, or research papers face unique challenges. These papers indicate whether or not they understood the concepts clearly. For this reason, Dr. Bader Eddin held a 3-part webinar series on the 8 parts of speech open to the public during the 2020-2021 academic year. The webinar, tailored to graduate students, attracted hundreds of attendees from different parts of the world. High on the target list came graduate students and English teachers for the purpose of addressing any problems related to parts of speech and to fill any gap in their linguistic knowledge so as to clamber up the rung of their mental ladder aplomb.   "While it may seem that having a detailed understanding of the parts of speech is not needed, it is imperative that graduates of the Faculty of Languages and Translation present their papers in the right manner with proper sentence structure," said Dr. Bader Eddin. He then explained that Dean, Dr. Abdullah Al-Melhi, and Vice Dean of Postgraduate Studies, Dr. Munassir Alhamami, were highly supportive of his 3-part webinar series, which was launched to engage the community, alumni, and currently enrolled students at the undergraduate and graduate levels.   The topics discussed included, but were not limited to the following: Language components Detailed Overview of the parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Syntactic theory Language universals Semantic classes Typology of parts of speech systems Language components Overview of parts of speech Grammatical hierarchy Sentence types according to A) structure and B) communicative function Nouns as a part of speech Noun types and characteristics Noun plural formation Noun plurals Noun gender Noun Case Noun genitive and -of phrase Meanings of genitive and –of phrase   These sessions were followed by assignments handed out to ensure the attendees' thorough understanding of the topics covered. Questions were always welcomed to clear away any fog of misunderstanding during the course of the sessions. It is worth mentioning that we have come to know that new sessions are to be held soon in a bid to complete the series.   To view all webinars, please click here. Date: 5/6/2021 Source: Faculty of Languages and Translation

  During the first week of April 2021, the Vice Deanship of Academic Development and Quality at the Faculty of Languages and Translation met with the Employer Advisory Board (EAB) to leverage the EAB's knowledge of labor markets, in-demand skills, and pedagogy at the Bachelor of Arts in English program (BAEP). The main purpose of the meetings — held across several days — was to obtain feedback that can be used to create a more well-rounded education that satisfies the demand for skilled employees.   The EAB at BAEP represents an industry partnership that enables continuous evaluation, development, and performance improvement in our educational offering linked to regional economic development and labor market needs. As such, during the meetings in April 2021 — and during all prior meetings — the EAB examined labor requirements to ensure BAEP's Mission Statement, Program Learning Outcomes, Graduate Attributes, and Study Plan are aligned with labor market demands.   The list of experts in BAEP's Advisory Board includes:   Mushabab Abu Eshi, currently the General Secretary at the Abha Chamber of Commerce. Musa Ahmed, currently a vice-principal at a local high school. Afan Al-Qahtani, currently the Women's Asir Region Supervisor at Saudi National Bank. Sultan Al-Qahtani, currently Head of Strategy at Aseer Development Authority, a newly formed administration from the government sector with a mandate to supervise planning and implementation of a regional development strategy for the Asir Region. Hussein Asiri, currently the Men's Department of English Head at the Ministry of Education in Asir. Laila Mohammed, currently the Women's Department of English Head at the Ministry of Education in Asir.   The EAB commended the program for responding to workforce needs by cultivating creative graduates with valuable skills that businesses need to thrive, noting that our English majors are versatile working across industries because of their ability to critique and analyze written expression. They especially appreciated the linguistic skills of our graduates, which complements the increased demand for English language proficiency and helps to overcome cultural barriers in the trade of services, goods, and tourism. EAB members from the Ministry of Education and Abha Chamber of Commerce called for increased focus on practical speaking modules in current courses, which is one of the 4 macro skills in communication.   Afnan Al-Qahtani, Women's Asir Region Supervisor at Saudi National Bank, explained that soft skills are as vital as hard skills. She highlighted the need to invite seasoned guest speakers to deliver impactful soft skills training because employers are looking for graduates who can demonstrate competence in communicating well with others, showing initiative and responsibility, and working well in teams.   The Aseer Development Authority (ASDA) recommended integrating course learning outcomes on English for tourism purposes with a practical component into current courses. ASDA Head of Strategy, Sultan Al-Qahtani, explained that the newly launched Soudah Development Company (SDC), wholly owned by the Public Investment Fund (PIF), will create thousands of new jobs by 2030 as a result of a multibillion-dollar investment in tourism infrastructure and attractions throughout the region. Date: 4/12/2021 Source: Faculty of Languages and Translation

  Dr. Abdulkhaleq Al-Qahtani, associate professor of the Department of English at the Faculty of Languages and Translation, presented a paper titled "Reading comprehension and strategies of Saudi Arabian learners in two learning contexts: EFL vs. ESL" at a webinar hosted by Department of English Chair, Dr. Munassir Alhamami, on April 8, 2021. As a visiting professor for the University of Southern Indiana on sabbatical leave from King Khalid University, Dr. Al-Qahtani obtained data from five different universities across the Midwestern United States, a region that contains the largest population of Saudi students.   In this talk, Dr. Al-Qahtani presented evidence of a significant difference between EFL and ESL students in the strategies they use. ESL students were found to favor Global Reading Strategies (GLOB), which can be explained as universal techniques that we all use when reading. Dr. Al-Qahtani noted that he used the Survey of Reading Strategies (SORS) instrument developed by Kouider Mokhtari and Ravi Sheorey in 2002. SORS measures three categories of reading strategies, namely global reading strategies, problem solving strategies, and support strategies. At the macro level, Dr. Al-Qahtani highlighted that the findings of the 141 participants in his study indicate a predominant use of problem solving strategies, followed by global strategies, and support strategies.   "Saudi Arabia is traditionally an EFL context. Students usually have friends around the globe and use English as their preferred language of communication. English is no longer limited to the classroom," he said. Dr. Al-Qahtani then went on to mention that although the USA was traditionally a pure ESL context, that is no longer the case for many Saudi students, who through technology, communicate with friends and family in Saudi Arabia as if they were face to face. This observation, he noted, supports the notion that the ESL learning environment does not always lead to better acquisition of the target language in comparison to the EFL context.   Dr. Al-Qahtani informed the audience that his paper is accepted for publication in the near future, and he looks forward to collegial dialogue on the implications of his study and the potential for further research. Date: 4/12/2021 Source: Faculty of Languages and Translation

  Dr. Abdulkhaleq Al-Qahtani, associate professor of the Department of English at the Faculty of Languages and Translation, presented a paper titled "Reading comprehension and strategies of Saudi Arabian learners in two learning contexts: EFL vs. ESL" at a webinar hosted by Department of English Chair, Dr. Munassir Alhamami, on April 8, 2021. As a visiting professor for the University of Southern Indiana on sabbatical leave from King Khalid University, Dr. Al-Qahtani obtained data from five different universities across the Midwestern United States, a region that contains the largest population of Saudi students.   In this talk, Dr. Al-Qahtani presented evidence of a significant difference between EFL and ESL students in the strategies they use. ESL students were found to favor Global Reading Strategies (GLOB), which can be explained as universal techniques that we all use when reading. Dr. Al-Qahtani noted that he used the Survey of Reading Strategies (SORS) instrument developed by Kouider Mokhtari and Ravi Sheorey in 2002. SORS measures three categories of reading strategies, namely global reading strategies, problem solving strategies, and support strategies. At the macro level, Dr. Al-Qahtani highlighted that the findings of the 141 participants in his study indicate a predominant use of problem solving strategies, followed by global strategies, and support strategies.   "Saudi Arabia is traditionally an EFL context. Students usually have friends around the globe and use English as their preferred language of communication. English is no longer limited to the classroom," he said. Dr. Al-Qahtani then went on to mention that although the USA was traditionally a pure ESL context, that is no longer the case for many Saudi students, who through technology, communicate with friends and family in Saudi Arabia as if they were face to face. This observation, he noted, supports the notion that the ESL learning environment does not always lead to better acquisition of the target language in comparison to the EFL context.   Dr. Al-Qahtani informed the audience that his paper is accepted for publication in the near future, and he looks forward to collegial dialogue on the implications of his study and the potential for further research. Date: 4/12/2021 Source: Faculty of Languages and Translation

  During the first week of April 2021, the Vice Deanship of Academic Development and Quality at the Faculty of Languages and Translation met with the Employer Advisory Board (EAB) to leverage the EAB's knowledge of labor markets, in-demand skills, and pedagogy at the Bachelor of Arts in English program (BAEP). The main purpose of the meetings — held across several days — was to obtain feedback that can be used to create a more well-rounded education that satisfies the demand for skilled employees.   The EAB at BAEP represents an industry partnership that enables continuous evaluation, development, and performance improvement in our educational offering linked to regional economic development and labor market needs. As such, during the meetings in April 2021 — and during all prior meetings — the EAB examined labor requirements to ensure BAEP's Mission Statement, Program Learning Outcomes, Graduate Attributes, and Study Plan are aligned with labor market demands.   The list of experts in BAEP's Advisory Board includes:   Mushabab Abu Eshi, currently the General Secretary at the Abha Chamber of Commerce. Musa Ahmed, currently a vice-principal at a local high school. Afan Al-Qahtani, currently the Women's Asir Region Supervisor at Saudi National Bank. Sultan Al-Qahtani, currently Head of Strategy at Aseer Development Authority, a newly formed administration from the government sector with a mandate to supervise planning and implementation of a regional development strategy for the Asir Region. Hussein Asiri, currently the Men's Department of English Head at the Ministry of Education in Asir. Laila Mohammed, currently the Women's Department of English Head at the Ministry of Education in Asir.   The EAB commended the program for responding to workforce needs by cultivating creative graduates with valuable skills that businesses need to thrive, noting that our English majors are versatile working across industries because of their ability to critique and analyze written expression. They especially appreciated the linguistic skills of our graduates, which complements the increased demand for English language proficiency and helps to overcome cultural barriers in the trade of services, goods, and tourism. EAB members from the Ministry of Education and Abha Chamber of Commerce called for increased focus on practical speaking modules in current courses, which is one of the 4 macro skills in communication.   Afnan Al-Qahtani, Women's Asir Region Supervisor at Saudi National Bank, explained that soft skills are as vital as hard skills. She highlighted the need to invite seasoned guest speakers to deliver impactful soft skills training because employers are looking for graduates who can demonstrate competence in communicating well with others, showing initiative and responsibility, and working well in teams.   The Aseer Development Authority (ASDA) recommended integrating course learning outcomes on English for tourism purposes with a practical component into current courses. ASDA Head of Strategy, Sultan Al-Qahtani, explained that the newly launched Soudah Development Company (SDC), wholly owned by the Public Investment Fund (PIF), will create thousands of new jobs by 2030 as a result of a multibillion-dollar investment in tourism infrastructure and attractions throughout the region. Date: 4/12/2021 Source: Faculty of Languages and Translation

  On 31 March 2021, Hassan Costello and Dr. Sayyed Rashid Ali Shah delivered an in-service teacher training webinar to 145 participants. The webinar, in cooperation with the Ministry of Education in Asir and Rijal Alma on "IELTS Listening and Speaking" by Hassan Costello and "IELTS Preparation: Reading & Writing!" by Dr. Sayyed Rashid Ali Shah, provided both male and female teachers with exam-specific tips and how to answer different question types.   After introductions by Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, Costello began the webinar by reviewing the content of the IELTS Listening Test, and then he moved on to provide a lot of useful tips. He explained that the IELTS Listening Test is not only about listening to the recording but also about understanding the content and finding answers at the same time. "When you have your test, you need to listen to the recording, read the questions, and at the same time write down your answers. At one time, you are listening, reading, and writing. You really are multitasking during this listening test. It can be quite difficult, and it's something that you do need to practice." He then explained that concentration is the biggest challenge for test-takers. He noted that test-takers really need to concentrate during the IELTS Listening test because if focus is lost at any time, test-takers will miss an answer and lose their place in the recording. He then moved on to discuss how test-takers can do well on the 3 parts of the IELTS Speaking Test. He encouraged test takers to avoid yes or no responses in part 1 and expand their answers through examples. "The speaking task has three different parts to it: part one, part two, and part three. In part two, candidates are expected to speak for about two minutes, and there is no interruption. In part 3, it's more like an interview. If the examiner asks you some sort of question, you respond and they ask you another question, or they might ask you to go deeper into the first question. Sometimes they'll ask you to predict something, you might compare, and they might ask you to give your opinion. Remember that part 3 is based on a theme. In part 2 you're given something to describe and it might be a historical building, it might be a teacher you really liked, it might be an object precious to you. Part 3 continues from part 2, so whatever you talked about in part 2 you're going to talk about in part 3 but at a more abstract level." Towards the end of his part of the webinar, Costello advised potential test-takers not to worry about accents or about mistakes. "It's okay if you have an accent in terms of your pronunciation mark. The main thing they're looking for is that you speak clearly and they can understand what you're saying. Don't worry if you make mistakes. Treat this almost like a conversation."   Dr. Shah then began by noting a lot of the strategies covered on the IELTS Listening Test are applicable to the IELTS Reading Test, and he will provide 10 reading strategies and 6 writing strategies that candidates often need to remember. "I'll try to share my personal experience with you because I went through these different stages in my academic life. I took IELTS as a student, and more than twice I moved on, and at the end, I reached the target of becoming an IELTS examiner," he said. Dr. Shah then highlighted that there are 11-14 various types of questions, explaining that awareness of the types of questions along with identifying the types of questions will help candidates to score well. Dr. Shah then emphasized the importance of skimming and scanning long passages. He related that it would be difficult to answer all 40 questions without efficient skimming and scanning techniques. "Candidates are usually not very much familiar with the types of texts included in the IELTS academic module or general training. Reading articles online will help to widen reading skills and develop familiarity with complex texts and passages," he said. Towards the end of his part of the webinar, Dr. Shah highlighted Task 2 of IELTS Academic Writing, explaining that techniques can be applied to writing a letter in the general training module or to describe a graph or pie chart, which is Task 1 in IELTS Academic Writing. After, he explained that the IELTS Writing rubric evaluates four different aspects of your responses: Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy, and Task Response. Dr. Shah then provided examples of each of the 4 aspects, noting that they should not be ignored. "It is important that you understand the question. Understanding questions solves half of the problem," he said.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community partnership activities as part of its role in the community partnership plan at King Khalid University. Date: 4/7/2021 Source: Faculty of Languages and Translation

  On 31 March 2021, Hassan Costello and Dr. Sayyed Rashid Ali Shah delivered an in-service teacher training webinar to 145 participants. The webinar, in cooperation with the Ministry of Education in Asir and Rijal Alma on "IELTS Listening and Speaking" by Hassan Costello and "IELTS Preparation: Reading & Writing!" by Dr. Sayyed Rashid Ali Shah, provided both male and female teachers with exam-specific tips and how to answer different question types.   After introductions by Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, Costello began the webinar by reviewing the content of the IELTS Listening Test, and then he moved on to provide a lot of useful tips. He explained that the IELTS Listening Test is not only about listening to the recording but also about understanding the content and finding answers at the same time. "When you have your test, you need to listen to the recording, read the questions, and at the same time write down your answers. At one time, you are listening, reading, and writing. You really are multitasking during this listening test. It can be quite difficult, and it's something that you do need to practice." He then explained that concentration is the biggest challenge for test-takers. He noted that test-takers really need to concentrate during the IELTS Listening test because if focus is lost at any time, test-takers will miss an answer and lose their place in the recording. He then moved on to discuss how test-takers can do well on the 3 parts of the IELTS Speaking Test. He encouraged test takers to avoid yes or no responses in part 1 and expand their answers through examples. "The speaking task has three different parts to it: part one, part two, and part three. In part two, candidates are expected to speak for about two minutes, and there is no interruption. In part 3, it's more like an interview. If the examiner asks you some sort of question, you respond and they ask you another question, or they might ask you to go deeper into the first question. Sometimes they'll ask you to predict something, you might compare, and they might ask you to give your opinion. Remember that part 3 is based on a theme. In part 2 you're given something to describe and it might be a historical building, it might be a teacher you really liked, it might be an object precious to you. Part 3 continues from part 2, so whatever you talked about in part 2 you're going to talk about in part 3 but at a more abstract level." Towards the end of his part of the webinar, Costello advised potential test-takers not to worry about accents or about mistakes. "It's okay if you have an accent in terms of your pronunciation mark. The main thing they're looking for is that you speak clearly and they can understand what you're saying. Don't worry if you make mistakes. Treat this almost like a conversation."   Dr. Shah then began by noting a lot of the strategies covered on the IELTS Listening Test are applicable to the IELTS Reading Test, and he will provide 10 reading strategies and 6 writing strategies that candidates often need to remember. "I'll try to share my personal experience with you because I went through these different stages in my academic life. I took IELTS as a student, and more than twice I moved on, and at the end, I reached the target of becoming an IELTS examiner," he said. Dr. Shah then highlighted that there are 11-14 various types of questions, explaining that awareness of the types of questions along with identifying the types of questions will help candidates to score well. Dr. Shah then emphasized the importance of skimming and scanning long passages. He related that it would be difficult to answer all 40 questions without efficient skimming and scanning techniques. "Candidates are usually not very much familiar with the types of texts included in the IELTS academic module or general training. Reading articles online will help to widen reading skills and develop familiarity with complex texts and passages," he said. Towards the end of his part of the webinar, Dr. Shah highlighted Task 2 of IELTS Academic Writing, explaining that techniques can be applied to writing a letter in the general training module or to describe a graph or pie chart, which is Task 1 in IELTS Academic Writing. After, he explained that the IELTS Writing rubric evaluates four different aspects of your responses: Coherence and Cohesion, Lexical Resource, Grammatical Range and Accuracy, and Task Response. Dr. Shah then provided examples of each of the 4 aspects, noting that they should not be ignored. "It is important that you understand the question. Understanding questions solves half of the problem," he said.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community partnership activities as part of its role in the community partnership plan at King Khalid University. Date: 4/7/2021 Source: Faculty of Languages and Translation

  The Scientific Research Committee - Women's section - organized a webinar entitled "Empowering Researchers & EFL Learners Through Digital Literacy" on March 31, 2021. The webinar was presented by Dr. Amal Metwally, the head of the scientific research committee, who indicated that the webinar is designed to explore the vital role of digital tools in empowering researchers and EFL learners.   Dr. Amal Metwally started her presentation with an introduction in which she differentiated between "digital natives" and "digital immigrants". Our students today are all "native speakers" of the digital language of computers and the Internet. Those of us who were not born into the digital world but have adopted aspects of the new technology are compared to them as "digital immigrants", she illustrated.   Dr. Amal Metwally asserted that digital natives may not be familiar with digital educational tools. For this reason, they need to be made aware of and taught about these educational tools since they are able to adopt new technologies into their learning quite easily.   "When teaching with digital tools and apps, you need to spend some time deciding which tools to use and how to use those tools to create autonomous, collaborative, innovative, authentic, and student-centered learning experiences", said Dr. Metwally.   "Digital Literacy" is often used as a synonym for digital or technical skills and competencies. However, comprehension of digital literacy should go beyond mere information technology skills, explained Dr. Metwally. She referred to two main types of definitions of digital literacy; conceptual definitions and standardized sets of operations intended to provide national and international normalizations of digital literacy.   Dr. Metwally referred to the definition by Richard Lanham (1995), who claims that "literacy" has extended its semantic reach from meaning "the ability to read and write" to now meaning "the ability to understand information however presented".   She also illustrated that in his book Digital Literacy (1997), Gilster identifies four key digital literacy competencies. These are: knowledge assembly, evaluating information content, searching the Internet, and navigating hypertext. Finally, she said that DL could be better defined as "The ability to use technology as a tool to research, organize, evaluate, and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information".   Dr. Metwally has also investigated the four digital literacy types: language-based, information-based, connection-based, and (re-) design-based literacies. She also indicated that digital literacy comprises five major digital skills. These are photo-visual, reproduction, branching, information, and socio-emotional skills.   In the following section of the webinar, Dr. Amal Metwally introduced some significant technology integration frameworks. The importance of exploring technology integration models is that such models are used by educators to evaluate and inform how they teach with digital tools and apps.   "Our goal, as educators, is to teach students, not just by transferring knowledge to them, but by creating meaningful learning experiences that support their knowledge, understanding and skill development", she said. SAMR model (2011), which stands for Substitution, Augmentation, Modification, and Redefinition, can be used as a guide for evaluating and selecting digital tools that will create meaningful teaching and learning experiences. Another model is the TPACK Framework (2006) which focuses on technological knowledge, pedagogical knowledge, and content knowledge, offers a productive approach to many of the dilemmas that teachers face in implementing educational technology in their classrooms. By differentiating among these three types of knowledge, the TPACK framework outlines how content and pedagogy must form the foundation for any effective educational technology integration. In exploring the role of digital literacy in empowering learners, Bloom's taxonomy can serve as a tool to help us select the most appropriate apps and tools based on the level and depth of cognitive knowledge students need to acquire. As we design instruction, we can consider how we might start with the higher-order thinking skills to encourage students to build their knowledge through learning experiences, explained Dr. Metwally.   She then answered the significant question, "How can digital literacy empower researchers & EFL learners?" She also reviewed some very helpful tools that can support researchers and EFL learners in their journey.   The webinar, which was very informative and highly engaging, was attended by the Dean's Assistant, Dr. Salma Alqahtani, staff members, MA & Ph.D. students, as well as some undergraduate students who showed their interest in digital tools. It is worth mentioning that the webinar was the last event organized by the scientific research committee in the second semester of this academic year 2020-2021. Date: 4/4/2021 Source: Saeeda Alfaifi, member of the Scientific Research Committee

  The Scientific Research Committee - Women's section - organized a webinar entitled "Empowering Researchers & EFL Learners Through Digital Literacy" on March 31, 2021. The webinar was presented by Dr. Amal Metwally, the head of the scientific research committee, who indicated that the webinar is designed to explore the vital role of digital tools in empowering researchers and EFL learners.   Dr. Amal Metwally started her presentation with an introduction in which she differentiated between "digital natives" and "digital immigrants". Our students today are all "native speakers" of the digital language of computers and the Internet. Those of us who were not born into the digital world but have adopted aspects of the new technology are compared to them as "digital immigrants", she illustrated.   Dr. Amal Metwally asserted that digital natives may not be familiar with digital educational tools. For this reason, they need to be made aware of and taught about these educational tools since they are able to adopt new technologies into their learning quite easily.   "When teaching with digital tools and apps, you need to spend some time deciding which tools to use and how to use those tools to create autonomous, collaborative, innovative, authentic, and student-centered learning experiences", said Dr. Metwally.   "Digital Literacy" is often used as a synonym for digital or technical skills and competencies. However, comprehension of digital literacy should go beyond mere information technology skills, explained Dr. Metwally. She referred to two main types of definitions of digital literacy; conceptual definitions and standardized sets of operations intended to provide national and international normalizations of digital literacy.   Dr. Metwally referred to the definition by Richard Lanham (1995), who claims that "literacy" has extended its semantic reach from meaning "the ability to read and write" to now meaning "the ability to understand information however presented".   She also illustrated that in his book Digital Literacy (1997), Gilster identifies four key digital literacy competencies. These are: knowledge assembly, evaluating information content, searching the Internet, and navigating hypertext. Finally, she said that DL could be better defined as "The ability to use technology as a tool to research, organize, evaluate, and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information".   Dr. Metwally has also investigated the four digital literacy types: language-based, information-based, connection-based, and (re-) design-based literacies. She also indicated that digital literacy comprises five major digital skills. These are photo-visual, reproduction, branching, information, and socio-emotional skills.   In the following section of the webinar, Dr. Amal Metwally introduced some significant technology integration frameworks. The importance of exploring technology integration models is that such models are used by educators to evaluate and inform how they teach with digital tools and apps.   "Our goal, as educators, is to teach students, not just by transferring knowledge to them, but by creating meaningful learning experiences that support their knowledge, understanding and skill development", she said. SAMR model (2011), which stands for Substitution, Augmentation, Modification, and Redefinition, can be used as a guide for evaluating and selecting digital tools that will create meaningful teaching and learning experiences. Another model is the TPACK Framework (2006) which focuses on technological knowledge, pedagogical knowledge, and content knowledge, offers a productive approach to many of the dilemmas that teachers face in implementing educational technology in their classrooms. By differentiating among these three types of knowledge, the TPACK framework outlines how content and pedagogy must form the foundation for any effective educational technology integration. In exploring the role of digital literacy in empowering learners, Bloom's taxonomy can serve as a tool to help us select the most appropriate apps and tools based on the level and depth of cognitive knowledge students need to acquire. As we design instruction, we can consider how we might start with the higher-order thinking skills to encourage students to build their knowledge through learning experiences, explained Dr. Metwally.   She then answered the significant question, "How can digital literacy empower researchers & EFL learners?" She also reviewed some very helpful tools that can support researchers and EFL learners in their journey.   The webinar, which was very informative and highly engaging, was attended by the Dean's Assistant, Dr. Salma Alqahtani, staff members, MA & Ph.D. students, as well as some undergraduate students who showed their interest in digital tools. It is worth mentioning that the webinar was the last event organized by the scientific research committee in the second semester of this academic year 2020-2021. Date: 4/4/2021 Source: Saeeda Alfaifi, member of the Scientific Research Committee