Spring 2021

  On February 14, 2021, the Scientific Research Committee-Women’s Section hosted a webinar titled The Journey Just Begins: What to do After Graduation. It was presented by MA students Alaa Salem, Fatimah Abdulla, Warda Saad, and Rana Almutared, who have graduated and have been through the process of trying to find a job. The presentation was aimed at BA students who are about to graduate.   The presenters gave practical, concrete advice to students:   You cannot rely only on your good marks and a reputable degree to get a job, as there are many graduates looking for a job who have similar degree qualifications, and the competition is fierce. One strong recommendation was to do extra preparation after graduation, depending on the job type you are interested in. This could mean taking a post-degree exam such as IELTS, STEP, PGAT, Cognitive test, professional licensing, or other online courses.   The presenters also advised soon to be graduates to be involved in outside activities such as volunteer work or university club participation. This not only looks good on the CV, but the soft skills you learn from this kind of involvement is often what prospective employers are looking for and is asked about in interviews.   The students were counseled to attend conferences and forums, training programs, and use social media to make themselves visible and to social network. They were advised to be proactive about finding a job: do not just rely on advertisements or unemployment offices to know about employment opportunities, as these are well used by many other applicants and the competition is high for these jobs. Students need to be enterprising in getting themselves noticed. One effective way of getting noticed is sending out letters of inquiry to contact suitable companies.   The presentation was able to impart very practical advice while making it clear that finding a job is hard work. It requires effort, patience, confidence, and perseverance. Yet, the participants came away with a sense of hope, encouragement, and inspiration. Date: 2/16/2021 Source: Dr. Sheila Simpkins, Member of the Scientific Research Committee

  On February 14, 2021, the Scientific Research Committee-Women’s Section hosted a webinar titled The Journey Just Begins: What to do After Graduation. It was presented by MA students Alaa Salem, Fatimah Abdulla, Warda Saad, and Rana Almutared, who have graduated and have been through the process of trying to find a job. The presentation was aimed at BA students who are about to graduate.   The presenters gave practical, concrete advice to students:   You cannot rely only on your good marks and a reputable degree to get a job, as there are many graduates looking for a job who have similar degree qualifications, and the competition is fierce. One strong recommendation was to do extra preparation after graduation, depending on the job type you are interested in. This could mean taking a post-degree exam such as IELTS, STEP, PGAT, Cognitive test, professional licensing, or other online courses.   The presenters also advised soon to be graduates to be involved in outside activities such as volunteer work or university club participation. This not only looks good on the CV, but the soft skills you learn from this kind of involvement is often what prospective employers are looking for and is asked about in interviews.   The students were counseled to attend conferences and forums, training programs, and use social media to make themselves visible and to social network. They were advised to be proactive about finding a job: do not just rely on advertisements or unemployment offices to know about employment opportunities, as these are well used by many other applicants and the competition is high for these jobs. Students need to be enterprising in getting themselves noticed. One effective way of getting noticed is sending out letters of inquiry to contact suitable companies.   The presentation was able to impart very practical advice while making it clear that finding a job is hard work. It requires effort, patience, confidence, and perseverance. Yet, the participants came away with a sense of hope, encouragement, and inspiration. Date: 2/16/2021 Source: Dr. Sheila Simpkins, Member of the Scientific Research Committee

  On February 10, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the first session of webinars on academic writing by Dr. Nada Alqarni.   "Understanding your writing strategies is important in becoming a confident writer", said Dr. Alqarni. Academic writing is a product of many considerations (i.e., audience, purpose, consideration, style, flow, and presentation), as she further illustrated. Dr. Alqarni explained the significance of employing hedging, whose job is to make things fuzzier, implying that the writer is less than fully committed to the certainty of the referential information given. She further illustrated that hedging can be expressed through the use of a variety of structures. Additionally, she explained when to use hedges, emphasizing that their appropriate use is central to developing an academic, communicative competence as it assists the writers in establishing "a relationship with the reader and with the authorities in the field".   Following this introductory section, Dr. Alqarni moved to explain the parts of the academic research paper. The introduction, the purpose of the introduction, and common mistakes that the authors should steer clear of in writing the introduction, as well as the main parts in the introduction, were the main ideas covered in the second section. She emphasized that the author should establish a research territory, identify a niche indicating the gap in the previous research by raising a question about it, and occupy the niche stating the purpose of the present research. Hence, in the introduction, authors should establish why the topic is important, outline the past-present history of the study of the topic, indicate the gap in knowledge and possible limitations, state the aim of the paper and its contribution, explain the key terminology in the field of the study and how the terminology and acronyms are used in the paper and indicate the structure of the paper.   The webinar, which was mainly delivered to MA and Ph.D. students, and attended by the vice dean Dr. Salma Alqahtani and staff members at the faculty of languages and translation, included practice on the three main parts of an introduction (i.e., the general research area, the gap in the literature and the purpose of the research paper).   The series of academic writing webinars, which are organized by the Scientific Research Committee, consists of seven sessions on Mondays & Wednesdays, February 10, 2021, to March 3, 2021, at 4:30 pm. Date: 2/14/2021 Source: Dr. Amal Metwally – Head of Scientific Research Committee

  On February 10, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the first session of webinars on academic writing by Dr. Nada Alqarni.   "Understanding your writing strategies is important in becoming a confident writer", said Dr. Alqarni. Academic writing is a product of many considerations (i.e., audience, purpose, consideration, style, flow, and presentation), as she further illustrated. Dr. Alqarni explained the significance of employing hedging, whose job is to make things fuzzier, implying that the writer is less than fully committed to the certainty of the referential information given. She further illustrated that hedging can be expressed through the use of a variety of structures. Additionally, she explained when to use hedges, emphasizing that their appropriate use is central to developing an academic, communicative competence as it assists the writers in establishing "a relationship with the reader and with the authorities in the field".   Following this introductory section, Dr. Alqarni moved to explain the parts of the academic research paper. The introduction, the purpose of the introduction, and common mistakes that the authors should steer clear of in writing the introduction, as well as the main parts in the introduction, were the main ideas covered in the second section. She emphasized that the author should establish a research territory, identify a niche indicating the gap in the previous research by raising a question about it, and occupy the niche stating the purpose of the present research. Hence, in the introduction, authors should establish why the topic is important, outline the past-present history of the study of the topic, indicate the gap in knowledge and possible limitations, state the aim of the paper and its contribution, explain the key terminology in the field of the study and how the terminology and acronyms are used in the paper and indicate the structure of the paper.   The webinar, which was mainly delivered to MA and Ph.D. students, and attended by the vice dean Dr. Salma Alqahtani and staff members at the faculty of languages and translation, included practice on the three main parts of an introduction (i.e., the general research area, the gap in the literature and the purpose of the research paper).   The series of academic writing webinars, which are organized by the Scientific Research Committee, consists of seven sessions on Mondays & Wednesdays, February 10, 2021, to March 3, 2021, at 4:30 pm. Date: 2/14/2021 Source: Dr. Amal Metwally – Head of Scientific Research Committee

  Dr. Sara Sevinj Huseynova conducted a workshop titled Foundation Knowledge for Teaching Listening and Speaking Effectively at a webinar organized by the Language Research Center on February 03, 2021. She emphasized what a teacher needs to know to teach the skills mentioned above properly.   Dr. Huseynova first introduced that the core principles of teaching these two skills are generally the same even though one is receptive and the other is productive. The principles, Dr. Huseynova said, are communicative teaching, interactive/task-based learning, learner-centered instruction, and group/blended learning. According to sociolinguists, communication takes place visually, vocally, and verbally. In the "Communicative Approach", she added, students should be engaged in interactive learning, which also involves authentic language input in real-world contexts.   Dr. Huseynova also emphasized the textbook's appropriateness, which means that the material used should include various gender-appropriate topics and interactive activities that make students talk and respond. Moreover, teachers need to prepare lesson plans based on the textbook; however, the lesson's general instructional line should involve the ideas of communicative approach in action.   Dr. Huseynova recommends that the teachers help students have proper exposure to genuine English usage. The teachers should apply both controlled and non-controlled techniques along with efficient use of technology in class. Sara mentioned real-life characteristics and difficulties of listening and speaking processes, making oral communication challenging to teach. Overall, the lessons should be fully learner-centered with less lecturing or reduced "Teacher Talk Time" with the instructor being a role model and art director.   While explaining the interactive teacher roles, Dr. Huseynova focused on unlocking the knowledge of the students before letting the students practice listening, which activates their schematic knowledge. Pre-listening encourages discussion around the theme of the unit with inspiration from interesting questions and striking visuals. Pre-listening may include pronunciation practice as well, which may help improve the overall listening comprehension.   Dr. Huseynova also explained the basic principles of a task-based approach to listening, modern teaching strategies for listening, creative teacher roles, how to encourage students to listen and talk, assessment methods, and the necessity to provide the appropriate feedback.   Dr. Huseynova mentioned the appropriateness of using the "Flipped Classroom" model for teaching listening and speaking, especially during online education. With the "Flipped Classroom" model, learning is flipped, and the students can finish the lower level of cognitive work before the lesson starts, and the teacher continues with applying the knowledge and practicing listening and speaking skills in class.   Dr. Huseynova concluded that it is very important to create an effective rapport with the students and share the appropriate knowledge. A teacher should praise the students in a balanced way with mild criticism while giving corrective feedback, which shows the teacher's genuine interest. Feedback must be given tactfully so that the students are not embarrassed or anxious, not to lose interest in learning.   The webinar was informative and a great success with both male and female faculty members' active participation. Date: 2-5-2021 Source: Mohammad Adil Siddique

  Dr. Sara Sevinj Huseynova conducted a workshop titled Foundation Knowledge for Teaching Listening and Speaking Effectively at a webinar organized by the Language Research Center on February 03, 2021. She emphasized what a teacher needs to know to teach the skills mentioned above properly.   Dr. Huseynova first introduced that the core principles of teaching these two skills are generally the same even though one is receptive and the other is productive. The principles, Dr. Huseynova said, are communicative teaching, interactive/task-based learning, learner-centered instruction, and group/blended learning. According to sociolinguists, communication takes place visually, vocally, and verbally. In the "Communicative Approach", she added, students should be engaged in interactive learning, which also involves authentic language input in real-world contexts.   Dr. Huseynova also emphasized the textbook's appropriateness, which means that the material used should include various gender-appropriate topics and interactive activities that make students talk and respond. Moreover, teachers need to prepare lesson plans based on the textbook; however, the lesson's general instructional line should involve the ideas of communicative approach in action.   Dr. Huseynova recommends that the teachers help students have proper exposure to genuine English usage. The teachers should apply both controlled and non-controlled techniques along with efficient use of technology in class. Sara mentioned real-life characteristics and difficulties of listening and speaking processes, making oral communication challenging to teach. Overall, the lessons should be fully learner-centered with less lecturing or reduced "Teacher Talk Time" with the instructor being a role model and art director.   While explaining the interactive teacher roles, Dr. Huseynova focused on unlocking the knowledge of the students before letting the students practice listening, which activates their schematic knowledge. Pre-listening encourages discussion around the theme of the unit with inspiration from interesting questions and striking visuals. Pre-listening may include pronunciation practice as well, which may help improve the overall listening comprehension.   Dr. Huseynova also explained the basic principles of a task-based approach to listening, modern teaching strategies for listening, creative teacher roles, how to encourage students to listen and talk, assessment methods, and the necessity to provide the appropriate feedback.   Dr. Huseynova mentioned the appropriateness of using the "Flipped Classroom" model for teaching listening and speaking, especially during online education. With the "Flipped Classroom" model, learning is flipped, and the students can finish the lower level of cognitive work before the lesson starts, and the teacher continues with applying the knowledge and practicing listening and speaking skills in class.   Dr. Huseynova concluded that it is very important to create an effective rapport with the students and share the appropriate knowledge. A teacher should praise the students in a balanced way with mild criticism while giving corrective feedback, which shows the teacher's genuine interest. Feedback must be given tactfully so that the students are not embarrassed or anxious, not to lose interest in learning.   The webinar was informative and a great success with both male and female faculty members' active participation. Date: 2-5-2021 Source: Mohammad Adil Siddique

  Ms. Sharmin Siddiqui presented her research paper titled From Normal to New Normal: Rethinking Methodologies, at a webinar organized by the Language Research Center on January 27, 2021. She highlighted the dramatic shift from one teaching move to another due to the current pandemic.   Siddiqui first defined the new normal with a reference from Wikipedia on how the term 'New Normal' was first used in 2007 and 2008 during the financial crisis and used until COVID-19. She mentioned how the traditional classroom pedagogies during the lockdown abruptly took a backseat, and virtual learning became the only way of teaching in mainstream education. She also stated how the sudden disruption required many professionals to change their conventional mindsets and acquire a new set of skills compatible with the latest online pedagogies.   Siddiqui focused on the dramatic success of online teaching at King Khalid University during the outbreak. She mentioned that faculty members and students could communicate effectively and successfully in this virtual teaching mode during the pandemic, although many educational institutions of different countries halted their activities sine die.   Siddiqui also talked about the two most popular learning management systems: Moodle and Blackboard. She brought out some limitations of using virtual platforms exclusively and put forward some issues to reconsider the teachers' methodologies. Referring to a case study, she mentioned that if learners are provided with the same learning material, quality of teachers, and resources as in the traditional mode of learning, the same academic outcomes will be achieved.   The primary issue associated with virtual classrooms, Siddiqui said, is the difficulty in addressing individual interests and needs according to the learners' different learning styles. Also, lecturing is the commonly used method in the online mode, she added. The intended communicative gestures that are considered important vehicles for building rapport with learners are not possible in a virtual platform. Besides, reassessing absenteeism criteria is one of the needs for ensuring the learning outcomes, she mentioned. She also highlighted some drawbacks of applying a particular test type in a virtual platform and questioned its validity.   The presenter concluded her presentation with some recommendations. To differentiate instruction in virtual platforms, teachers need to switch between the modes. Using different kinds of synchronous and asynchronous communication ensures successful collaboration between teachers and students, she emphasized. To ensure the learners' attention and attendance, teachers should announce that at the end of the session, there will be an incentive-based assessment.   The webinar was very interactive and a great success with both male and female faculty members' active participation. Date: 1-29-2021 Source: Mohammad Adil Siddique

  Ms. Sharmin Siddiqui presented her research paper titled From Normal to New Normal: Rethinking Methodologies, at a webinar organized by the Language Research Center on January 27, 2021. She highlighted the dramatic shift from one teaching move to another due to the current pandemic.   Siddiqui first defined the new normal with a reference from Wikipedia on how the term 'New Normal' was first used in 2007 and 2008 during the financial crisis and used until COVID-19. She mentioned how the traditional classroom pedagogies during the lockdown abruptly took a backseat, and virtual learning became the only way of teaching in mainstream education. She also stated how the sudden disruption required many professionals to change their conventional mindsets and acquire a new set of skills compatible with the latest online pedagogies.   Siddiqui focused on the dramatic success of online teaching at King Khalid University during the outbreak. She mentioned that faculty members and students could communicate effectively and successfully in this virtual teaching mode during the pandemic, although many educational institutions of different countries halted their activities sine die.   Siddiqui also talked about the two most popular learning management systems: Moodle and Blackboard. She brought out some limitations of using virtual platforms exclusively and put forward some issues to reconsider the teachers' methodologies. Referring to a case study, she mentioned that if learners are provided with the same learning material, quality of teachers, and resources as in the traditional mode of learning, the same academic outcomes will be achieved.   The primary issue associated with virtual classrooms, Siddiqui said, is the difficulty in addressing individual interests and needs according to the learners' different learning styles. Also, lecturing is the commonly used method in the online mode, she added. The intended communicative gestures that are considered important vehicles for building rapport with learners are not possible in a virtual platform. Besides, reassessing absenteeism criteria is one of the needs for ensuring the learning outcomes, she mentioned. She also highlighted some drawbacks of applying a particular test type in a virtual platform and questioned its validity.   The presenter concluded her presentation with some recommendations. To differentiate instruction in virtual platforms, teachers need to switch between the modes. Using different kinds of synchronous and asynchronous communication ensures successful collaboration between teachers and students, she emphasized. To ensure the learners' attention and attendance, teachers should announce that at the end of the session, there will be an incentive-based assessment.   The webinar was very interactive and a great success with both male and female faculty members' active participation. Date: 1-29-2021 Source: Mohammad Adil Siddique

  On 26 January 2021, the Bachelor of Arts in English program at the Faculty of Languages and Translation held an orientation program for first-year students. At the gathering, new students received important information delivered in a small group and discussion format in line with COVID-19 social distancing measures. Several members of the leadership team and functional units of the FLT were there to introduce the curriculum and the culture within the campus.   Dean Abdullah Al-Melhi began the program by welcoming the students. He explained that this meeting is not just a perfunctory gathering, highlighting that this welcoming activity was designed to help students overcome the challenges and difficulties they will face while keeping an eye on success. Dean Al-Melhi then imparted important instructions about the English program and useful tips for academic success.   Vice Dean of Academic Affairs, Dr. Yahya Asiri, then introduced students to the intended outcomes of the Bachelor of Arts in English program, how they will be assessed, an overview of Blackboard, and the expectations of their performance as they progress through the university. English Department Chair, Dr. Munassir Alhamami, echoed Vice Dean Asiri's advice and familiarized students with university rules and regulations. Academic Advisor, Dr. Dawood Mahdi, followed after and encouraged students to use the services available on campus to support their success.   At the end of the event, E-Learning Unit Supervisor, Mohsin Raza Khan, guided students through the basics of Blackboard, such as how to log in, upload assignments, use the discussion forum, and take exams. He explained that if they need help throughout the semester, the Blackboard Student Support team is also just a call or click away.   The Bachelor of Arts in English program is committed to providing a comprehensive orientation for new students, ensuring their full understanding of the types of services and facilities available.   Date: 1/26/2021 Source: FLT Web

  On 26 January 2021, the Bachelor of Arts in English program at the Faculty of Languages and Translation held an orientation program for first-year students. At the gathering, new students received important information delivered in a small group and discussion format in line with COVID-19 social distancing measures. Several members of the leadership team and functional units of the FLT were there to introduce the curriculum and the culture within the campus.   Dean Abdullah Al-Melhi began the program by welcoming the students. He explained that this meeting is not just a perfunctory gathering, highlighting that this welcoming activity was designed to help students overcome the challenges and difficulties they will face while keeping an eye on success. Dean Al-Melhi then imparted important instructions about the English program and useful tips for academic success.   Vice Dean of Academic Affairs, Dr. Yahya Asiri, then introduced students to the intended outcomes of the Bachelor of Arts in English program, how they will be assessed, an overview of Blackboard, and the expectations of their performance as they progress through the university. English Department Chair, Dr. Munassir Alhamami, echoed Vice Dean Asiri's advice and familiarized students with university rules and regulations. Academic Advisor, Dr. Dawood Mahdi, followed after and encouraged students to use the services available on campus to support their success.   At the end of the event, E-Learning Unit Supervisor, Mohsin Raza Khan, guided students through the basics of Blackboard, such as how to log in, upload assignments, use the discussion forum, and take exams. He explained that if they need help throughout the semester, the Blackboard Student Support team is also just a call or click away.   The Bachelor of Arts in English program is committed to providing a comprehensive orientation for new students, ensuring their full understanding of the types of services and facilities available.   Date: 1/26/2021 Source: FLT Web