Faculty of Languages and Translation

  Dr. Sheila Simpkins, assistant professor at the faculty of languages and translation, delivered a webinar titled “Academic Writing”, at an event organized by the scientific research committee on Tuesday, November 10, 2020.   Dr. Simpkins started her presentation by explaining some basic assumptions about English writing that EFL students are unaware of.  Most EFL students will say that writing is about grammar. Dr. Simpkins says that academic writing is all about ideas.  Grammar is important in the sense that we need to write in a way that the reader can understand our ideas. She maintains that the goal of academic writing is to persuade. “You as a writer have an idea, and your goal is to persuade the reader that your idea is correct,” said Dr. Simpkins.   She further explained that there are certain patterns in English writing that ensure the writing will be unified, cohesive, coherent, and therefore will persuade the audience. One of the important patterns she referred to is within the body paragraph: T SEE SEE SEE C. The body paragraph has a topic sentence, supporting sentences, explain/example sentences, and a conclusion sentence. Each of these sentences has a specific job to do in the paragraph. She went on to explain the role of each of the sentences.   Dr. Simpkins understands that this may seem formulaic, however, the veracity of the pattern holds whether students are beginners just learning to write a standalone paragraph or are advanced and writing a longer piece of work. Knowing this basic pattern/rule is essential for EFL students to write strong academic papers.   The webinar was highly informative and comprehensive, with a well-structured presentation. It was attended by faculty members and MA students who took part in the discussion. Date: 12/6/2020 Source: Amal Metwally – Scientific Research Committee Coordinator

  On 30 November 2020, Mohsin Khan and Dr. Sayyed Rashid Ali Shah delivered an in-service teacher training webinar to 300 participants. The webinar, in cooperation with the Directorate of Education in Rijal Alma on "Online Teaching: Authentic Assessment Tools and Strategies" by Dr. Sayyed Rashid Ali Shah and "Online Pedagogical Practices" by Mohsin Khan, provided both male and female teachers with the strategies, tools, and knowledge needed to adjust to the educational changes caused by the COVID-19 pandemic. Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, related that he planned this event after receiving a request from the Directorate of Education in Rijal Alma, noting that it was an excellent opportunity for the Faculty of Languages and Translation to provide a unique in-service teacher training opportunity that combines learning goals, learning outcomes, and community service in a way that enhances both teacher and student growth in the region.   After introductions by Vice Dean Almosa, Dr. Shah began the discussion to center on the pedagogical shift required for online teaching, noting that assessment plays a vital role. He began by encouraging educators to introduce innovative assessment tasks based on recent trends. Dr. Shah highlighted the different types of assessment tools in online teaching and learning, helping participants to develop an understanding of online assessment tools that can be utilized/adapted by English language teachers in the Saudi EFL context. "There are a number of practices you can use to evaluate students mindfully. The best method will vary based on learning needs and objectives," he said.   Khan then discussed the need for providing context in an online environment. He then explained that a teacher must find creative ways of using a given learning management system to enhance student learning. Drawing on his experience as a Master Reviewer for Quality Matters, Khan guided participants through a series of strategies they can use to evaluate and improve their online instruction. "The mere use of technology is not enough. The success of online education lies in proper incorporation of technology in order to attain the curriculum objectives and academic goals," he concluded.   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: 12/4/2020 Source: Faculty of Languages and Translation

  On 30 November 2020, Mohsin Khan and Dr. Sayyed Rashid Ali Shah delivered an in-service teacher training webinar to 300 participants. The webinar, in cooperation with the Directorate of Education in Rijal Alma on "Online Teaching: Authentic Assessment Tools and Strategies" by Dr. Sayyed Rashid Ali Shah and "Online Pedagogical Practices" by Mohsin Khan, provided both male and female teachers with the strategies, tools, and knowledge needed to adjust to the educational changes caused by the COVID-19 pandemic. Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, related that he planned this event after receiving a request from the Directorate of Education in Rijal Alma, noting that it was an excellent opportunity for the Faculty of Languages and Translation to provide a unique in-service teacher training opportunity that combines learning goals, learning outcomes, and community service in a way that enhances both teacher and student growth in the region.   After introductions by Vice Dean Almosa, Dr. Shah began the discussion to center on the pedagogical shift required for online teaching, noting that assessment plays a vital role. He began by encouraging educators to introduce innovative assessment tasks based on recent trends. Dr. Shah highlighted the different types of assessment tools in online teaching and learning, helping participants to develop an understanding of online assessment tools that can be utilized/adapted by English language teachers in the Saudi EFL context. "There are a number of practices you can use to evaluate students mindfully. The best method will vary based on learning needs and objectives," he said.   Khan then discussed the need for providing context in an online environment. He then explained that a teacher must find creative ways of using a given learning management system to enhance student learning. Drawing on his experience as a Master Reviewer for Quality Matters, Khan guided participants through a series of strategies they can use to evaluate and improve their online instruction. "The mere use of technology is not enough. The success of online education lies in proper incorporation of technology in order to attain the curriculum objectives and academic goals," he concluded.   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: 12/4/2020 Source: Faculty of Languages and Translation

  On 2 December 2020, a webinar was organized by the Language Research Center (LRC) of the Faculty of Languages and Translation dedicated to those students who are often overlooked by the teachers and are tagged as bad students entitled "Exploring the Infringing Behaviors of Students Inside an EFL Classroom: A Research Study From the Teacher’s Vantage Point." At the beginning of the webinar, Dr. Najmus Sarifa and Ms. Rakshinda Jabeen began by explaining their study's purpose, which is centered on the premise that there are neither bad students nor bad teachers, noting that only expertise, competence, and cooperation can do wonders in the class.   Sarifa and Jabeen introduced their topic by stating the fact that the infringing behavior of students is defined as a set of undesired and objectionable behavior that hampers the flow of teaching-learning activities in the classroom. Such behavior, they said, can result in a disturbance in class and eventually hinder the entire learning process. Not only is it annoying for the teachers, but it is irritating, exasperating, and tiresome for the learners as well, they added. They pinpointed some common misbehavior types such as disobedience, rudeness, non-attentiveness, daydreaming, unpunctuality, and most importantly, not completing classroom tasks.   Their research study investigated how university teachers perceive misbehavior and sheds light on the underlying causes of such undesired behavioral traits. It was based on a descriptive survey, the result of which showed the common inappropriate behaviors the teachers encounter and the reasons for such behaviors. The findings of the study, they said, would help to establish a well-managed classroom.   To achieve proper education goals, Sarifa and Jabeen explained that it is important to create an ideal learning environment that fosters a positive attitude among the students.   While explaining the potential reasons for misbehavior, they mentioned some scholars Başar (1998), Bull & Solity (1996), and Stephens & Crawley (1994). According to these scholars, they said, students with variegated characters may have problematic behaviors. Students' past experiences may result in misbehavior as well. The teacher's attitude towards students may also give rise to such undesired attitudes.   Sarifa and Jabeen emphasized that skillful classroom management will make a significant change and lessen the amount of undesirable behavior in class. The presenters further recommended that effective instruction and the smooth running of a lesson require interaction patterns, and teaching methodologies that create diverse communication contexts in an EFL classroom.   They concluded that students rarely misbehave without cause. The research study opens room for further analysis and discussion on outside factors as well as the inside factors responsible for disruptive behaviors. They recommended further exploration of the reasons for misconduct among students.   During the question-answer session, LRC Director, Dr. Ismail Alrefaai, emphasized that it is important to explain the rules, regulations, and expectations at the beginning of every course or class. He also placed emphasis on reducing teacher talk time in language classes and ensuring teaching and learning strategies are student-centered and encourage active learning.   The webinar was very interactive yielding insights into a better understanding of the appropriate methods to care for, motivate, and support underachieving students in the Bachelor of Arts in English program.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to ensuring that students are provided with effective academic, professional, psychological, social guidance, and counseling services through qualified and sufficient staff. Date: 12/3/2020 Source: Mohammad Adil Siddique

  On 2 December 2020, a webinar was organized by the Language Research Center (LRC) of the Faculty of Languages and Translation dedicated to those students who are often overlooked by the teachers and are tagged as bad students entitled "Exploring the Infringing Behaviors of Students Inside an EFL Classroom: A Research Study From the Teacher’s Vantage Point." At the beginning of the webinar, Dr. Najmus Sarifa and Ms. Rakshinda Jabeen began by explaining their study's purpose, which is centered on the premise that there are neither bad students nor bad teachers, noting that only expertise, competence, and cooperation can do wonders in the class.   Sarifa and Jabeen introduced their topic by stating the fact that the infringing behavior of students is defined as a set of undesired and objectionable behavior that hampers the flow of teaching-learning activities in the classroom. Such behavior, they said, can result in a disturbance in class and eventually hinder the entire learning process. Not only is it annoying for the teachers, but it is irritating, exasperating, and tiresome for the learners as well, they added. They pinpointed some common misbehavior types such as disobedience, rudeness, non-attentiveness, daydreaming, unpunctuality, and most importantly, not completing classroom tasks.   Their research study investigated how university teachers perceive misbehavior and sheds light on the underlying causes of such undesired behavioral traits. It was based on a descriptive survey, the result of which showed the common inappropriate behaviors the teachers encounter and the reasons for such behaviors. The findings of the study, they said, would help to establish a well-managed classroom.   To achieve proper education goals, Sarifa and Jabeen explained that it is important to create an ideal learning environment that fosters a positive attitude among the students.   While explaining the potential reasons for misbehavior, they mentioned some scholars Başar (1998), Bull & Solity (1996), and Stephens & Crawley (1994). According to these scholars, they said, students with variegated characters may have problematic behaviors. Students' past experiences may result in misbehavior as well. The teacher's attitude towards students may also give rise to such undesired attitudes.   Sarifa and Jabeen emphasized that skillful classroom management will make a significant change and lessen the amount of undesirable behavior in class. The presenters further recommended that effective instruction and the smooth running of a lesson require interaction patterns, and teaching methodologies that create diverse communication contexts in an EFL classroom.   They concluded that students rarely misbehave without cause. The research study opens room for further analysis and discussion on outside factors as well as the inside factors responsible for disruptive behaviors. They recommended further exploration of the reasons for misconduct among students.   During the question-answer session, LRC Director, Dr. Ismail Alrefaai, emphasized that it is important to explain the rules, regulations, and expectations at the beginning of every course or class. He also placed emphasis on reducing teacher talk time in language classes and ensuring teaching and learning strategies are student-centered and encourage active learning.   The webinar was very interactive yielding insights into a better understanding of the appropriate methods to care for, motivate, and support underachieving students in the Bachelor of Arts in English program.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to ensuring that students are provided with effective academic, professional, psychological, social guidance, and counseling services through qualified and sufficient staff. Date: 12/3/2020 Source: Mohammad Adil Siddique

  On 25 November 2020, Hassan Costello delivered a webinar to 48 participants organized by the Alumni Unit of the Faculty of Languages and Translation that addressed the importance of having a highly optimized résumé entitled "Constructing a Resume That Will Get Noticed". The workshop, under the supervision of Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, and planning of Alumni Unit Coordinator, Mohsin Khan, was developed to provide Bachelor of Arts in English program students and alumni with additional activities for their professional development, consistent with the intended learning outcomes, and labor market developments. Prior to the webinar, research was conducted to gather input and experiences of alumni who successfully obtained employment using the strategies delivered in prior résumé training sessions.   After introductions by Vice Dean Almosa and Mohsin Khan, Costello began the webinar by discussing the need for English majors to educate potential employers about what they can do and how what they've learned is transferable to work situations. He pointed out that many employers will be eager to talk with someone who has skills in writing, editing, communication, critical analysis, research, problem-solving, collaboration, and managing information, just to name a few. Costello noted that the average employer will only spend 20 seconds in the initial review of the résumé, explaining that is the reason why it's critical to write an ATS-optimized resume. Costello then steered the discussion to center on the applicant tracking system (ATS), which is a system — used by recruiters — that uses algorithms to rank resumes based on how well they match the position. He then explained that in order to construct a resume that will get noticed, one must pay attention to keyword optimization, which is the most important element of an ATS-optimized resume. In order to do that, he mentioned that résumés should be tailored to the job description with any and all applicable titles, skills, and keywords found in the actual job description to ensure a high match rate. A lively discussion ensued in which several participants wanted to know how to convey their skills and abilities with no professional experience. Costello then said, "I gave the example of one of our more successful alumni, Hasan AlQahtany, who is now working at BAE Systems in Dhahran as an English teacher. He volunteered, was in the English Club, and served as a student leader in the Language Enhancement Program. Those are some of the things you can put on your resume, and when you do, make sure you use nouns. Those keywords should also match applicable keywords in the job description." He then highlighted that volunteer work or internships show that you have real-world experience and demonstrates abilities.   At the end of the webinar, all comments or questions raised during the event were answered. All participants — who maintained attendance throughout the webinar — were offered an opportunity to have their résumé reviewed by the presenter via email.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to communicating with its alumni and involving them in events and activities. Date: 11/27/2020 Source: Faculty of Languages and Translation

  On 25 November 2020, Hassan Costello delivered a webinar to 48 participants organized by the Alumni Unit of the Faculty of Languages and Translation that addressed the importance of having a highly optimized résumé entitled "Constructing a Resume That Will Get Noticed". The workshop, under the supervision of Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, and planning of Alumni Unit Coordinator, Mohsin Khan, was developed to provide Bachelor of Arts in English program students and alumni with additional activities for their professional development, consistent with the intended learning outcomes, and labor market developments. Prior to the webinar, research was conducted to gather input and experiences of alumni who successfully obtained employment using the strategies delivered in prior résumé training sessions.   After introductions by Vice Dean Almosa and Mohsin Khan, Costello began the webinar by discussing the need for English majors to educate potential employers about what they can do and how what they've learned is transferable to work situations. He pointed out that many employers will be eager to talk with someone who has skills in writing, editing, communication, critical analysis, research, problem-solving, collaboration, and managing information, just to name a few. Costello noted that the average employer will only spend 20 seconds in the initial review of the résumé, explaining that is the reason why it's critical to write an ATS-optimized resume. Costello then steered the discussion to center on the applicant tracking system (ATS), which is a system — used by recruiters — that uses algorithms to rank resumes based on how well they match the position. He then explained that in order to construct a resume that will get noticed, one must pay attention to keyword optimization, which is the most important element of an ATS-optimized resume. In order to do that, he mentioned that résumés should be tailored to the job description with any and all applicable titles, skills, and keywords found in the actual job description to ensure a high match rate. A lively discussion ensued in which several participants wanted to know how to convey their skills and abilities with no professional experience. Costello then said, "I gave the example of one of our more successful alumni, Hasan AlQahtany, who is now working at BAE Systems in Dhahran as an English teacher. He volunteered, was in the English Club, and served as a student leader in the Language Enhancement Program. Those are some of the things you can put on your resume, and when you do, make sure you use nouns. Those keywords should also match applicable keywords in the job description." He then highlighted that volunteer work or internships show that you have real-world experience and demonstrates abilities.   At the end of the webinar, all comments or questions raised during the event were answered. All participants — who maintained attendance throughout the webinar — were offered an opportunity to have their résumé reviewed by the presenter via email.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to communicating with its alumni and involving them in events and activities. Date: 11/27/2020 Source: Faculty of Languages and Translation

  On 25 November 2020, a webinar was organized by the Language Research Center of the Faculty of Languages and Translation that addressed the importance of teaching for quality learning entitled "Probing into the Holistic and Atomistic Ways of Learning Adopted by Students at the Tertiary Level." At the beginning of the webinar, Ms. Tanzina Halim and Ms. Shanjida Halim began with quotations by Tyler (2013) and Taba (1962), who emphasized the importance of students' ability to transfer teaching to their lives outside school and focused on why real teaching should be given preference over memorizing facts.   The presenters introduced their topic by labeling learning as dependent on a complex interaction of factors. In this way, there are different approaches to learning conditioned by concepts of learning. They differentiated the two central concepts – Holistic and Atomistic approaches. When the approach is holistic, they said, a learner preserves a structure and focuses on the whole in relation to the parts. On the other hand, the atomistic approach allows a learner to distort the structure, focusing on the parts. The former, they added, is an in-depth approach to learning and the latter, on the other hand, is a surface approach that is primarily based on memorization with little emphasis on meaning. As far as the quality of learning is concerned, the presenters labeled the holistic approach more effective. The atomistic approach results in lower quality learning outcomes, they added while quoting Marton & Saljo (1984) and Process & Millar (1989). The presenters explained in detail the characteristics of these two approaches and the factors that affect the learners' approaches to learning at the tertiary level. They focused on the importance of having a proper understanding of 'deep' and 'surface' approaches among educators. They also explained the role of teachers to make learning engaging and changing learners from passive to active.   They concluded that learning is the acquisition of new concepts and beliefs. It was suggested that there is a need for reframing how educators understand 'deep' and 'surface' approaches. The webinar was very interactive yielding insights into a better understanding of effective teaching with better learning outcomes. It was well-structured, insightful, and rich in content with the active participation of both male and female faculty members.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to ensuring that teaching and learning strategies are student-centered and encourage active learning. Date: 11/26/2020 Source: Mohammad Adil Siddique

  On 25 November 2020, a webinar was organized by the Language Research Center of the Faculty of Languages and Translation that addressed the importance of teaching for quality learning entitled "Probing into the Holistic and Atomistic Ways of Learning Adopted by Students at the Tertiary Level." At the beginning of the webinar, Ms. Tanzina Halim and Ms. Shanjida Halim began with quotations by Tyler (2013) and Taba (1962), who emphasized the importance of students' ability to transfer teaching to their lives outside school and focused on why real teaching should be given preference over memorizing facts.   The presenters introduced their topic by labeling learning as dependent on a complex interaction of factors. In this way, there are different approaches to learning conditioned by concepts of learning. They differentiated the two central concepts – Holistic and Atomistic approaches. When the approach is holistic, they said, a learner preserves a structure and focuses on the whole in relation to the parts. On the other hand, the atomistic approach allows a learner to distort the structure, focusing on the parts. The former, they added, is an in-depth approach to learning and the latter, on the other hand, is a surface approach that is primarily based on memorization with little emphasis on meaning. As far as the quality of learning is concerned, the presenters labeled the holistic approach more effective. The atomistic approach results in lower quality learning outcomes, they added while quoting Marton & Saljo (1984) and Process & Millar (1989). The presenters explained in detail the characteristics of these two approaches and the factors that affect the learners' approaches to learning at the tertiary level. They focused on the importance of having a proper understanding of 'deep' and 'surface' approaches among educators. They also explained the role of teachers to make learning engaging and changing learners from passive to active.   They concluded that learning is the acquisition of new concepts and beliefs. It was suggested that there is a need for reframing how educators understand 'deep' and 'surface' approaches. The webinar was very interactive yielding insights into a better understanding of effective teaching with better learning outcomes. It was well-structured, insightful, and rich in content with the active participation of both male and female faculty members.   The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to ensuring that teaching and learning strategies are student-centered and encourage active learning. Date: 11/26/2020 Source: Mohammad Adil Siddique

  Second-year Translation students, Wafa Al-Qahtani, Raneem Riyad, and Renad Al-Fudailii, delivered a webinar titled: "Translation of Metaphors, Metonymy, and Similes in the Holy Quran" at a regular biweekly event organized by the Language Research Center (LRC) on November 11, 2020. LRC Director, Dr. Ismail Alrefaai, and Dr. Eyhab Bader Eddin MCIL CL MITI sincerely thanked the students for their participation, which allowed for a better understanding of the challenges involved in rendering the sacred text into English, as the classical Arabic in which it is written is lexically complex with unique linguistic features.   The presenters highlighted the significance of how challenging it is for translators to translate the Quran's rhetorical features or tropes. The presentation was centered on three kinds of tropes – Metonymy, Simile and Metaphor.   Wafa began her part by talking about Metonymy, explaining its etymological background with some relevant examples. Metonymy, she added, is a critical figure of speech, which significantly plays an important role in expressing the accurate meaning of particular messages in the Holy Quran. She explained in detail the role of Metonymy in the Holy Quran by comparing different examples of Quranic translation. The examples conspicuously highlighted the extent to which translators maintained Metonymy in translating the Quranic verses.   Raneem focused on how to translate Simile in the Holy Quran. She first defined the term etymologically and explained in detail with an example. Simile, she explained, is a figure of speech in which one thing is likened to another in such a way as to clarify and enhance an image. While comparing two versions of Quranic translation, she highlighted ambiguity in using a word that may confuse English readers or non-native Arabic speakers. She also focused on how the actual meaning is lost or not adequately expressed in such translation.   Renad's part was centered on Metaphors. She defined the term with an example. Metaphors, she said, is a figure of speech in which one thing is described in terms of another. While comparing two versions of Quranic translation, she pointed out the metaphorically more accurate version that conveys proper metaphorical sense.   The presenters came up with the conclusion that translating the Holy Quran involves tremendous challenges. The difficulty increases in the case of translating a sacred book like the Holy Quran as it needs an honest transfer of meaning. Also, the fact that many Arabic words do not have exact English equivalents makes translation even more challenging. It was undoubtedly a very informative webinar, garnering the active participation of both male and female faculty members and students alike.   The Master of Arts in Translation program at the Faculty of Languages and Translation is committed to providing student-centered professional development activities that are consistent with program learning outcomes and labor market developments. Date: 11/12/2020 Source: Mohammad Adil Siddique