Language Research Center

  The Language Research Center organized a webinar on March 23, 2022, that included a presentation titled "Analyzing the Efficacy of the Teaching Approaches Implemented by the Literature Teachers for EFL Students: Undergraduate Learners' Perspective", which was delivered by Dr. Najmus Sarifa and Ms. Rakhshinda Jabeen.   Sarifa and Jabeen spoke about different approaches to teaching literature, highlighting the fact that we should never ignore the significance of the extent to which learners learn when a particular teaching method or a technique is implemented in class. In other words, the researchers emphasized the learning methods rather than the teaching ones. The study explored the effectiveness of certain teaching approaches employed by teachers in a literature classroom.   Literature, the researchers added, is beyond what is commonly believed. This is even beyond learning about "people, culture, ethics, behaviours and other social norms" (Mustakim, Mustapha & Lebar 2018). Literature courses, they said, are indispensable for enhancing the learning scope of the language. A variety of characters with certain literary diction takes language learning to another level.   The researchers highlighted the fact that technology and innovation have given rise to a dramatic change in learning skills. They pointed up the inclusion of a profound range of literary works in the course curriculum. The dual benefit of including literature in the curriculum at the tertiary level, they said, is the fact that the students can develop an insight into the culture and characters of the English society and increase their imaginative power.   Sarifa and Jabeen explained in detail certain approaches to teaching literature such as teacher-centered approach, stylistic approach, learner-centered approach, paraphrastic approach, and culture-based approach by comparing them.   The speakers concluded that literature teachers need to be creative and trained enough to choose a teaching method that provides maximum benefits to the learners.   The webinar was very informative and a great success. Date: 3/25/2022 Source: Mohammad Adil Siddique

  The Language Research Center organized a webinar on March 23, 2022, that included a presentation titled "Analyzing the Efficacy of the Teaching Approaches Implemented by the Literature Teachers for EFL Students: Undergraduate Learners' Perspective", which was delivered by Dr. Najmus Sarifa and Ms. Rakhshinda Jabeen.   Sarifa and Jabeen spoke about different approaches to teaching literature, highlighting the fact that we should never ignore the significance of the extent to which learners learn when a particular teaching method or a technique is implemented in class. In other words, the researchers emphasized the learning methods rather than the teaching ones. The study explored the effectiveness of certain teaching approaches employed by teachers in a literature classroom.   Literature, the researchers added, is beyond what is commonly believed. This is even beyond learning about "people, culture, ethics, behaviours and other social norms" (Mustakim, Mustapha & Lebar 2018). Literature courses, they said, are indispensable for enhancing the learning scope of the language. A variety of characters with certain literary diction takes language learning to another level.   The researchers highlighted the fact that technology and innovation have given rise to a dramatic change in learning skills. They pointed up the inclusion of a profound range of literary works in the course curriculum. The dual benefit of including literature in the curriculum at the tertiary level, they said, is the fact that the students can develop an insight into the culture and characters of the English society and increase their imaginative power.   Sarifa and Jabeen explained in detail certain approaches to teaching literature such as teacher-centered approach, stylistic approach, learner-centered approach, paraphrastic approach, and culture-based approach by comparing them.   The speakers concluded that literature teachers need to be creative and trained enough to choose a teaching method that provides maximum benefits to the learners.   The webinar was very informative and a great success. Date: 3/25/2022 Source: Mohammad Adil Siddique

  Ms. Sharmin Siddiqui presented a paper titled "Enhancing Communicative Competence in English: Some Needs to Be Addressed" at a webinar organized by the Language Research Center on March 02, 2022. She highlighted the notion, components, strategies, and issues related to communicative competence.   The presenter referenced different scholarly views (Widowson, Brown, etc.) on communicative competence. Based on the scholarly opinions, she explained the fact that proper knowledge of a language is beyond the learners' ability to understand, read, write and speak. The proper competence is not fulfilled unless the learners' knowledge has its communicative effect. She also emphasized the real-world application of the target language, which is something closely associated with communicative competence. She added the intriguing phenomenon that communicative competence among students in a foreign or second language is more complex than we like to think.   Siddiqui highlighted the controversy over the notion of communicative competence mentioning the fact that Chomsky was the first proponent to distinguish between the lexical items – performance and competence. Chomsky, she added, clearly termed the former as the knowledge of various grammatical rules and the latter as successful communication. Hymes added socio-cultural factors to this concept, said Siddiqui.   Siddiqui explained in detail the four components of communicative competence (Sauvignon 1997) – discourse competence, strategic competence, grammatical competence, and sociolinguistic competence. These four can be the basis for curriculum design as well as classroom practice. There is a need for special hours to provide students with facilities and guidance for their proper improvement.   When it comes to issues associated with communicative competence, she added lack of linguistic and background knowledge, inability to organize ideas and express oneself, foreign language inhibition and anxiety, shyness, interlanguage errors, overgeneralization, excessive use of the native tongue, and limited teaching time are some of the main problems impeding the development of communicative competency among English language learners.   Siddiqui concluded that having the proper communication skills would equip learners with confidence and the ability to express themselves effectively. Constant and systematic research is needed to understand how to help students achieve communicative competence fully.   The webinar was very interactive and a great success with both male and female faculty members' active participation. Date: 3/5/2022 Source: Mohammad Adil Siddique

On February 16, 2022, Mr. Mohammad Adil led a dynamic workshop titled "A Practical Approach to Aligning Course Learning Outcomes with Tests and Other Assessment Tools." This timely workshop, organized by the Language Research Center, provided a deep dive into methods for effectively measuring course learning outcomes, stressing the significance of advance planning for outcome alignment. Initiating the session with an engaging brainstorming exercise, Adil presented participants with a sample course report emphasizing learning outcome measurement. Participants were then tasked with identifying potential issues with the demonstrated measurement in the report, sparking a lively exchange of ideas. Adil highlighted the necessity for instructors to measure each learning outcome based on distinct tasks. He explained that when a comprehensive test, such as a final exam, aligns with multiple learning outcomes, the measurement should be based on points achieved per task rather than the total exam score. He meticulously demonstrated how final exam tasks could be precisely aligned with specific learning outcomes and how these could be effectively and accurately measured. In addition, Adil briefly discussed potential approaches to crafting assignments based on specific learning outcomes. Emphasizing a proactive strategy, he advised coordinators to develop and share alignment plans with instructors at the beginning of a course to prevent confusion and misalignment. The practical and insightful workshop was well-received and deemed a great success. A recording of the event, titled "CLO Alignment Webinar," is available for further reference and revisiting the rich discussions of the workshop. In a seamless continuation of the training session explained above, the Development and Quality Unit later in the day further highlighted the dedication to enhancing educational standards. This session, pivotal in strengthening our assessment process, emphasized: Effective Use of Moderation Checklist: Reinforcing its role in ensuring fair, valid, and reliable assessments, aligned with learning outcomes. Review of Past Exams: Analyzing previous results to refine assessment strategies, ensuring alignment with educational goals. Phases of Assessment Moderation: From pre-assessment checks to post-assessment evaluations, ensuring thoroughness and fairness in line with Bloom's Revised Taxonomy. Application of Bloom's Taxonomy: This ensures a diverse range of cognitive skill assessments, from basic understanding to complex analysis. This comprehensive approach, anchored by past assessments and the moderation checklist, significantly elevates the consistency, fairness, and educational alignment of our courses and program assessments.

On February 16, 2022, Mr. Mohammad Adil led a dynamic workshop titled "A Practical Approach to Aligning Course Learning Outcomes with Tests and Other Assessment Tools." This timely workshop, organized by the Language Research Center, provided a deep dive into methods for effectively measuring course learning outcomes, stressing the significance of advance planning for outcome alignment. Initiating the session with an engaging brainstorming exercise, Adil presented participants with a sample course report emphasizing learning outcome measurement. Participants were then tasked with identifying potential issues with the demonstrated measurement in the report, sparking a lively exchange of ideas. Adil highlighted the necessity for instructors to measure each learning outcome based on distinct tasks. He explained that when a comprehensive test, such as a final exam, aligns with multiple learning outcomes, the measurement should be based on points achieved per task rather than the total exam score. He meticulously demonstrated how final exam tasks could be precisely aligned with specific learning outcomes and how these could be effectively and accurately measured. In addition, Adil briefly discussed potential approaches to crafting assignments based on specific learning outcomes. Emphasizing a proactive strategy, he advised coordinators to develop and share alignment plans with instructors at the beginning of a course to prevent confusion and misalignment. The practical and insightful workshop was well-received and deemed a great success. A recording of the event, titled "CLO Alignment Webinar," is available for further reference and revisiting the rich discussions of the workshop. In a seamless continuation of the training session explained above, the Development and Quality Unit later in the day further highlighted the dedication to enhancing educational standards. This session, pivotal in strengthening our assessment process, emphasized: Effective Use of Moderation Checklist: Reinforcing its role in ensuring fair, valid, and reliable assessments, aligned with learning outcomes. Review of Past Exams: Analyzing previous results to refine assessment strategies, ensuring alignment with educational goals. Phases of Assessment Moderation: From pre-assessment checks to post-assessment evaluations, ensuring thoroughness and fairness in line with Bloom's Revised Taxonomy. Application of Bloom's Taxonomy: This ensures a diverse range of cognitive skill assessments, from basic understanding to complex analysis. This comprehensive approach, anchored by past assessments and the moderation checklist, significantly elevates the consistency, fairness, and educational alignment of our courses and program assessments.

  Mr. Mohammad Adil conducted a very effective workshop focusing on stress management which was titled A Professional Approach to Reducing Stress Involved in Course Report Writing, on November 10, 2021. The workshop was organized by the Language Research Center. The trainer, along with some basics of course report writing, particularly emphasized how to lessen stress many teachers experience before course report submission. He also emphasized that a professional approach to handling this course report task can easily reduce stress to a great extent.   The session included some brainstorming tasks for the participants. The tasks were based on the relationship between a course coordinator and instructors and how a wrong approach to designing an examination or a quiz could lead to unnecessary stress. In response to the tasks, the participants shared some thought-provoking ideas that every teacher must think of. For example, changing our mentality helps a great deal. We all should avoid downplaying the course report writing job and therefore consider it as an important one.   The trainer emphasized being proactive and working on the report ahead of time, preferably during the semester, not after the final examination. He also showed some examples of how tests, quizzes, and tasks could be aligned with the course learning outcomes in advance and how it could help design tests in a more effective way, eventually reducing stress most teachers experience at the end of every semester.   As regards Course Learning Outcomes (CLO) measurement, the trainer primarily emphasized the "Values" domain, which many instructors have experienced difficulties with. He showed a sample of a survey form that could be used in class to measure the CLOs under "Values".   Adil concluded that we, the instructors, especially the coordinators, work ahead of time by being proactive by designing and aligning. The coordinators should avoid burdening the instructors with tasks they can do easily alone. Also, the instructors should cooperate as well by being available to the coordinator.   The workshop was very engaging and a great success. Please click here to view the workshop booklet. Date: 11/12/2021 Source: Faculty of Languages and Translation

  Mr. Mohammad Adil conducted a very effective workshop focusing on stress management which was titled A Professional Approach to Reducing Stress Involved in Course Report Writing, on November 10, 2021. The workshop was organized by the Language Research Center. The trainer, along with some basics of course report writing, particularly emphasized how to lessen stress many teachers experience before course report submission. He also emphasized that a professional approach to handling this course report task can easily reduce stress to a great extent.   The session included some brainstorming tasks for the participants. The tasks were based on the relationship between a course coordinator and instructors and how a wrong approach to designing an examination or a quiz could lead to unnecessary stress. In response to the tasks, the participants shared some thought-provoking ideas that every teacher must think of. For example, changing our mentality helps a great deal. We all should avoid downplaying the course report writing job and therefore consider it as an important one.   The trainer emphasized being proactive and working on the report ahead of time, preferably during the semester, not after the final examination. He also showed some examples of how tests, quizzes, and tasks could be aligned with the course learning outcomes in advance and how it could help design tests in a more effective way, eventually reducing stress most teachers experience at the end of every semester.   As regards Course Learning Outcomes (CLO) measurement, the trainer primarily emphasized the "Values" domain, which many instructors have experienced difficulties with. He showed a sample of a survey form that could be used in class to measure the CLOs under "Values".   Adil concluded that we, the instructors, especially the coordinators, work ahead of time by being proactive by designing and aligning. The coordinators should avoid burdening the instructors with tasks they can do easily alone. Also, the instructors should cooperate as well by being available to the coordinator.   The workshop was very engaging and a great success. Please click here to view the workshop booklet. Date: 11/12/2021 Source: Faculty of Languages and Translation

  Dr. Yahia Zeghoudi’s presentation was based on a particular speaking disorder which is titled Functional Dysphonia: A Rehabilitative Approach. It was presented at a webinar organized by the Language Research Center on October 20, 2021.   Dr. Zeghoudi began the session by mentioning some common symptoms of this speaking disorder, such as hoarseness, huskiness, roughness, breathiness, restricted pitch range, etc. He also highlighted some mental, physical as well external causes such as risk involved in certain jobs, stress and anxiety, throat infections, irritants, and so on.   Dr. Zeghoudi mentioned a French citizen who was wrongly assessed by his music teacher after the World War. The teacher classified his voice range as very low. Actually, his voice was seriously injured, and he eventually became voiceless. He spent 20 years suffering from dysphonia, moving from doctor to doctor and from speech therapist to speech therapist beginning in 1956 and ending in 1976, Dr. Zeghoudi added.   In regards to therapy, Dr. Zeghoudi mentioned Guérin’s approach that is based on voice rehabilitation. Guérin started a smooth rehabilitative program. He suggested — in general — implementing about 300 vocal exercises but selected a limited number of about 15 to 20 depending on the case of the patient. Some of the basic exercises were yawning, voicing, larynx toning, and deep breathing.   The webinar was very interactive and a great success. Date: 10/23/2021 Source: Mohammad Adil Siddique

  Dr. Yahia Zeghoudi’s presentation was based on a particular speaking disorder which is titled Functional Dysphonia: A Rehabilitative Approach. It was presented at a webinar organized by the Language Research Center on October 20, 2021.   Dr. Zeghoudi began the session by mentioning some common symptoms of this speaking disorder, such as hoarseness, huskiness, roughness, breathiness, restricted pitch range, etc. He also highlighted some mental, physical as well external causes such as risk involved in certain jobs, stress and anxiety, throat infections, irritants, and so on.   Dr. Zeghoudi mentioned a French citizen who was wrongly assessed by his music teacher after the World War. The teacher classified his voice range as very low. Actually, his voice was seriously injured, and he eventually became voiceless. He spent 20 years suffering from dysphonia, moving from doctor to doctor and from speech therapist to speech therapist beginning in 1956 and ending in 1976, Dr. Zeghoudi added.   In regards to therapy, Dr. Zeghoudi mentioned Guérin’s approach that is based on voice rehabilitation. Guérin started a smooth rehabilitative program. He suggested — in general — implementing about 300 vocal exercises but selected a limited number of about 15 to 20 depending on the case of the patient. Some of the basic exercises were yawning, voicing, larynx toning, and deep breathing.   The webinar was very interactive and a great success. Date: 10/23/2021 Source: Mohammad Adil Siddique

  Ms. Amatul Hafeez Alvi presented her research paper she had previously presented at the 1st AEJ UKI SLA Research International Conference that aimed at bringing together English language professionals from around the world to share, learn, and further the English language. Her research was titled "From Pedagogy to Andragogy in Post COVID-19 ESP Courses: A Customized Blended Learning Model for English in Medicine at a Saudi University", and was presented at a webinar organized by the Language Research Center on October 11, 2021.   Alvi began the session by talking about a customized blended learning model for teaching English in Medicine at King Khalid University. In her research, she mentioned, she had tried to address the challenges which COVID-19 posed when teaching a subject like this. She shared her experience as she had done at the conference.   Alvi highlighted how COVID-19 affects health, the public, the entire society and most importantly the education system worldwide. Many countries around the world dramatically changed their policy with regard to education to ensure the proper safety of the people involved, she added.   Alvi emphasized that the education sector was so immensely disturbed that the attendance to universities, colleges, and schools was suspended almost globally. According to statistical data in 2021 from UNESCO, more than 94% of students around the globe were affected by this pandemic. She mentioned Saudi Arabia as one of the success stories in the world when it comes to coping with the impact of COVID-19 in the education sector.   Alvi pinpointed the fact that some courses were affected severely due to this pandemic. English for specific purposes (ESP), which has an "oriented focus", is one of those affected as face-to-face mode would be more effective. Such ESP courses, she added, are completely different from EFL and ESL courses in that they primarily focus on language in context. In ESP, the learners' knowledge of English reflects directly on their profession. Her research focused on English in Medicine. In the case of ESP, she added, they actually concentrated on the transfer from Pedagogy to Andragogy, the latter of which is more learner-centered.   Alvi concluded that we need to explore more methodologies and approaches to make ESP more effective.   The webinar was very interactive and a great success with the active participation of both male and female faculty members. Date: 10/14/2021 Source: Mohammad Adil Siddique