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  On February 22, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the fourth session of webinars on academic writing by Dr. Nada Alqarni.   The session, titled "Reporting Quantitative Results", started with a discussion on how to structure the results in a research paper. It stated the ways of reporting the two results – the quantitative and the qualitative. In this session, the focus was on quantitative results. An explanation was given on statistical concepts and analysis.   The next section described an acceptable results section and an unacceptable results section, showing that an acceptable results section should always tell a story, whereas an unacceptable results section gives a long and tedious analysis.   Dr. Alqarni also focused on how the results should be presented and interpreted. It was mentioned that an appropriate statistical program should be used. In this case, the software SPSS was introduced. The analysis should be completed using descriptive statistics, mean, median, standard deviation, frequencies, and proportions for the variables.   The next step discussed how the results should be presented. It was suggested to make use of sub-sections and sub-headings to organize the results for the readers. Then it was mentioned that there are various charts, graphs, and tables that can be used to support the results, but tables and graphs should be presented only when necessary.   Dr. Alqarni also focused on the common purposes of data along with comparing and evaluating different sets of data. Towards the end of the session, she also focused on what kind of language should be used for reporting results.   The session was attended by students and faculty members from the undergraduate, graduate, and postgraduate programs of the Faculty of Languages and Translation. Date: 2/24/2021 Source: Ms. Tanzina Halim - Member of the Scientific Research Committee
  On February 17, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the third session of webinars on academic writing by Dr. Nada Alqarni.   This webinar was devoted to exploring how researchers should write the methodology section in their research papers. The purpose of the methods section, said Dr. Alqarni, is to accurately and clearly describe the research design and the procedures undertaken to collect and analyze data and present the rationale for choosing each for the study. In addition, the methods section should explain in detail how a study was conducted so other researchers may be able to assess the merit of the research and even replicate the study themselves. This section should also highlight the unique features of a given study and show the reader that the research has been carried out appropriately and, therefore, the results can be believed.   Dr. Alqarni indicated that the methodology section has certain features. It explicitly describes the exact procedures and rationale when developing data-set, results, and conclusions in an empirical research study. It does not include much background knowledge; however, it should contain justifications, explanations, and examples.   "There are four key elements included in the methodology. These are research design, population sample and selection of participants, data collection procedures, and statistical treatment/planned data analysis or analytic procedures", said Dr. Alqarni. Dr. Alqarni explained the basic methodological concepts: the variables, reliability, validity, and bias and error. She also reviewed the study design, including a description of the study setting and population of interest as well as a description of the study's sample or units of evaluation.   Dr. Alqarni explained the data collection methods, including qualitative research, interviews, and observational studies. She then reviewed some examples clarifying the methods of data collection and the language tense and grammatical structures commonly used.   The webinar, tailored to MA & Ph.D. students, was also attended by staff members who all enriched the discussion. The participants were engaged in the discussion, and the webinar witnessed chat interaction.  Date: 2/21/2021 Source: Dr. Amal Metwally – Head of Scientific Research Committee
  On February 15, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the second session of webinars on academic writing by Dr. Nada Alqarni.   Dr. Alqarni started her speech by referring to a common mistake that the authors should steer clear of, which is to sprinkle references liberally around with insufficient thought as to how they fit into the theory and the theme. She explained that a good start would be to place the topic into a historical perspective and identify key landmark studies. Additionally, the authors could establish a context for their own interest and research and distinguish what has been done in order to identify a space for their work. Dr. Alqarni asserted that the literature review should indicate the core concepts, the variables, and the findings of the research paper. She then reviewed the steps researchers should follow in writing the review of the literature. First, they should find the information and studies that are relevant to their topic. Second, they should summarize these studies (organize and evaluate them), indicating who found out what, when, and how this developed the study of the topic. Finally, the researchers should finish with a conclusion, explaining the gaps in knowledge that they have identified and how their research will fill these gaps left by previous research.   Dr. Alqarni highlighted the significance of the works cited in a research paper. Researchers, she said, should apply a mental test every time a work is referred to or a quotation is included. This mental test consists of asking the questions if this reference adds to the development of the theory. How does it follow the thread of the research paper? And how does it relate to the research questions? Then the research should indicate the gap in the knowledge to be filled. Dr. Alqarni discusses the rules of citation tense. She illustrated that a move from past to present perfect and then to present indicates that the researchers reported are increasingly close to the writer in some way. She then reviewed the methods of giving a general panorama of past-to-present literature, reporting what specific authors have said, and highlighting the limitations of previous studies. Dr. Alqarni provided many valuable examples that clarified all the steps for writing the literature review effectively.   The webinar, which was very informative and highly interactive, was attended by MA & Ph.D. students and staff members who all indicated the significance of the webinar content. Date: 2/21/2021 Source: Dr. Amal Metwally – Head of Scientific Research Committee
  Dr. Shadma Iffat Rahmatullah conducted a workshop titled Professional Development of Language Teachers: Need for Self-Appraisal, at a webinar organized by the Language Research Center (LRC) on February 17, 2021. The emphasis of her presentation was on being a reflective teacher.   Dr. Iffat began by emphasizing the importance of the professional development of teachers for their career enhancement. She also highlighted that teachers are always engaged in lifelong learning throughout their lives and therefore need to cope with the ever-changing teaching and learning environment. She raised some questions about whether teachers evaluate themselves, predefine learning outcomes and evaluate how effective the teaching is from the point of view of learning.   Dr. Iffat, while explaining the need for quality professional development, showed the correlation between the teaching practice and students' learning achievement and how teaching goals are related to students' actual learning needs. In this case, she added, professional development is increasingly important. This primarily focuses on the way teachers construct their professional identities in the continuous interaction with students. Teachers, she said, should understand the underlying theory behind instructional strategy. According to some research, students placed with high-performing teachers make progress three times as fast as those placed with low-performing teachers.   Dr. Iffat also focused on how a teacher's performance is affected by his or her personal life factors. In this case, she added, teachers need to develop certain skills to balance their personal and professional lives.   Dr. Iffat compared teacher training and professional development by explaining that professional development puts emphasis on teachers' awareness of their teaching contexts, which helps them apply their practical skills in their teaching, whereas teacher training helps them learn essential pedagogical skills.   Overall, Dr. Iffat highlighted the importance of self-reflection or being a reflective teacher who has the ability to evaluate himself or herself and understand what, why and how they should do things in class. She explained the distinction between a reflective and non-reflective teacher as a reflective teacher always conducts self-evaluation. Further, she explained how such evaluation can be carried out.   Dr. Shadma Iffat concluded that teachers' professional development enhances the understanding level of students. Also, teachers' ongoing reflection of their own teaching practices is the most required element of professional development.   Dean Abdullah Al-Melhi, in response to her presentation, proffered positive comments on how important being a reflective teacher is and congratulated Dr. Iffat for her informative presentation. He also added the importance of coping with new technology along with the regular practice of being reflective teachers. He thanked the Ph.D. students in addition to all participants in the webinar. LRC Director, Dr. Ismail Alrefaai, emphasized putting such webinars under the umbrella of Teachers' Professional Development. He added that technology can also help with such self-evaluation. While repeating the main points highlighted by Dr. Iffat, he added that teachers should reflect on students' feedback and evaluation and accordingly improve themselves.   The webinar was informative, interactive, and a great success with male and female faculty members' and the Ph.D. students' active participation. Date: 2-19-2021 Source: Mohammad Adil Siddique
  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
  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
  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 18 October 2020, Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, delivered an in-service teacher training webinar in cooperation with the Directorate of Education in Sarat Abidah on "Quality in Educational Organizations". Vice Dean Almosa related that he planned this community service event after receiving a request from the Directorate of Education in Sarat Abidah, noting that it was an excellent opportunity for the Faculty of Languages and Translation to recommend consultative high-potential policy interventions, which are linked to a sound quality assurance system that drives continuous improvement.   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: 12/19/2020 Source: Faculty of Languages and Translation
  Prof. Najaat Busabaa, professor of linguistics at the faculty of languages and translation, delivered a webinar titled "Netspeak Linguistic Features Used by Youth" at an event organized by the scientific research committee on Tuesday, November 24, 2020.   Prof. Busabaa started her presentation by emphasizing the indisputable fact of the widespread use of internet among the youth. They use it because "it is quicker, cheaper, and more convenient than other communicative methods, "she illustrated. She added that the rapid development of this new technology and communicative method has become of great importance in modern people's lives. This development is parallel to the expansion of the internet culture mainly mediated through the English language, and consequently, it has a profound influence on languages, spoken or written.   Netspeak is "a type of language displaying features that are unique to the internet." Prof. Busabaa noted that this phenomenon in Arabic is prolific; however, it has been rarely investigated among the youth. When chatting, as was assumed by linguists, they have two alternative choices; either they will use English with Latin letters and compensate for the lack of some correspondence letters in English by using numbers that look like those letters or, they will Arabize those letters with English Netspeak abbreviations putting them in Arabic scripts.   She also referred to Arabizi as a norm used in Netspeak chatting rooms. According to many scholars, Arabizi is "a blended language composed of English and vernacular Arabic, written in Latin letters but using arithmographemes; numerals as letters."   Prof. Busabaa, moreover, identified the methods and procedures of the study. She stated that in order to investigate the frequency of linguistic features used by Yemeni students in Netspeak, a qualitative method was used, limiting these features then describing and explaining them linguistically. She also reviewed the literature and then reached the findings of the study. The study indicated that there is a common balance in the chatting roles; the participants are brief and focus on the direct content of their responses. Moreover, sentences that are used are short and simple, which gives an impression of brevity to listeners. In addition, communication topics mainly include news about school or university issues such as timetables, lectures, and exams. Also, jokes, parental relations, love poetry, wise sayings, remarks on death, or congratulations have been noticed. Furthermore, commenting on others' lexical mistakes is rare. They paid no attention to correct each other. The researcher has found only one comment as feedback to correct the mistake of the other chatter. The linguistics categories involve showing exaggeration by repeating some letters to draw attention, dictation marks: "spelling, glottal stop, al-taa, al marboodah, the use of punctuation marks, question marks, exclamations, colon, semi-colon, and al-Tashkeel."   Prof Busabaa explained that extracts from the Holy Quran require special attention from the users because these are sacred texts. She reached the conclusion that vernacular language replaces standard Arabic in chat rooms, which is entirely different from the findings of the other earlier works where English replaces other languages. Consequently, she proposed some recommendations to follow. These include initiating a number of organized campaigns, either electronic or in the fields among Yemeni youth of the importance of their language to establish and strengthen their identities. Also, teachers should be strict in correcting students' linguistic mistakes and establishing web pages that provide the youth with the principles of their language in attractive ways to draw their attention and involve them in defending their own language.   The webinar was very informative, and it witnessed significant interaction from both faculty members and MA students who showed their interest in the study and its findings. Date: 12/6/2020 Source: Amal Metwally – Scientific Research Committee Coordinator
  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 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, 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
  On October 28, 2020, a webinar was organized by the Language Research Center. The presenters were Dr. Rizwana Wahid and Ms. Qudsia Zaini. They spoke on the subject of Quality Parameters for Blackboard Evaluation based on a case study they had conducted.   Wahid and Zaini's paper attempted to explore how teachers justify online learning effectiveness and learner performance quality during the COVID-19 pandemic. Before they began their main presentation, they raised a question regarding the authenticity of Blackboard exams in evaluating students' learning and performance.   They stated the challenges involved in conducting remote online exams as far as fairness and validity are concerned. They explained quality parameters that involve multiple strategies and activities to evaluate students' readiness and progress of learning outcomes.   The study was significant, they said, because of the challenges teachers experience while teaching and giving their students exams online. Their paper's major objectives were the investigation of quality parameters to ensure online exam quality, finding the best ways to assess students during the pandemic, and the exploration of the proper ways to justify students' performance in online distance exams. While highlighting the literature review, they mentioned Frazer, Dickinson & Gronseth, and Chang had discussed and emphasized practical approaches to online teaching.   Wahid and Zaini discussed some solutions previously considered difficult or impossible to implement that teachers now use in accurately assessing their students, whether the students really deserve the grades they get by taking online exams, and how the availability of the Internet affects such exams. In response to the questionnaire, most of the teachers expressed their opinion in favor of traditional face-to-face teaching, they said. There were, however, some mixed opinions as well, some of which were in favor of online assessment. To overcome the difficulties experienced by teachers, they made some recommendations. Implementing strategies to increase test security, using the timer effectively, creating larger test pools, randomizing questions, and using Blackboard's "SafeAssign" option may solve the problems associated with online assessment, they added.   They concluded that one of the most important criterion of quality assurance and academic accreditation is ensuring that teaching/learning strategies and assessment methods are aligned with the intended learning outcomes at the program and course levels. They added that the teachers should evaluate the quality of learning, exams, and assignments for every course while ensuring learning strategies are student-centered.   It was an informative webinar and a great success with the active participation of male and female faculty members from the Bachelor of Arts in English program. Date: 10/29/2020 Source: Mohammad Adil Siddique
  Ms. Sufia Sultana and Ms. Richa Rastogi gave a presentation titled "Social Constructivist Approach: A Panacea for EFL Learners' Stress and Anxiety During the Pandemic" at a webinar arranged by the Language Research Center on October 14, 2020. The presentation was based on their research that explored learners' attitude towards online learning methods.   Sultana and Rastogi introduced the topic by mentioning how COVID-19 severely affected human life in general across the world and how it impacted educational institutions, resulting in a conspicuous shift from face-to-face to distance learning.   The primary objectives of their study, they said, were to explore students' attitudes towards online learning methods, identify teachers' capability for utilizing online platforms, highlight challenges involved in teaching, and recognize students' anxiety and stress levels as a crucial factor in deciding their academic performance and well-being.   Sultana and Rastogi highlighted the impact of COVID-19 on higher education. While reviewing the literature, they mentioned a research study conducted by the World Bank in response to the crisis. According to the study1, they said, "A failure to sustain effective tertiary systems can lead to perilous social upheavals, as youth fall outside the education system, unable to engage in active learning and uncertain about the future of their education and prospects." They also mentioned a study conducted at Arizona State University on how this crisis affected students of low-income groups.   The presenters further focused on the students' perspective during the pandemic. They substantiated the major reasons for stress and anxiety. The reasons, according to their research, are insufficient information about precautionary measures, fear of personal losses with respect to standard of living, lack of support network, claustrophobic confinement at home, and lack of motivation in self-isolation. Sultana and Rastogi's research also revealed that insufficient command of the target language, lack of exposure to electronic exams, and time-consuming schedules result in higher stress and anxiety levels.   They finally made some recommendations, such as increasing teacher training in implementing high-quality courses, creating a diverse learning environment for the students, orientation programs that train the students for self-directed learning, and developing critical thinking skills. They concluded that students' overall performance was very satisfactory despite the stress they experienced. They added students' readiness for self-directed learning and training curricula are the foundations of an integrated learning experience.   It was undoubtedly a very informative webinar as the presenters successfully pinpointed the major academic issues caused by the COVID-19 pandemic as well as how to address them. The webinar was a great success with the active participation of both male and female faculty members of the Bachelor of Arts in English program. 1Citation "World Bank. 2020. The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/34571 License: CC BY 3.0 IGO." Date: 10/15/2020 Source: Mohammad Adil Siddique
  First-year Translation MA student, Abeer Al Asmari, delivered a webinar titled: "Literary Translation: A Cynosure of Hopeful Translators, Yet Too Hard to Master" at a regular biweekly event organized by the Language Research Center (LRC) on September 30, 2020.   Abeer, while quoting John Keats, first defined Literary Translation. She said, "It is a genre of literary creativity in which a work written in one language is recreated in another." She emphasized literary creativity by labeling literary translation as a form of creative writing. Abeer moved on to talking about the significance of literary translation. Literary translation, she added, helps us have proper exposure to other cultures and a better understanding of other countries. She argued that a literary translator should be bi-cultural in addition to being bilingual.   She highlighted controversy over literary translation by specifying that there are boundaries between translating and re-writing literary texts that require demarcation in new standards. She thought that it is upsetting to find some translators exceeding the beauty hidden in the original texts. She, therefore, emphasized that the beauty of the original texts must be maintained by the translators so that it is not lost in the translated version. She added some more lucid points by quoting Pinker (1997), Newmark (1988), and Benjamin (1973). She also quoted Daniel Hahn, director of the British Centre for Literary Translation, by calling his statement even more convincing.   Abeer highlighted the challenges involved in this genre by explaining why translators stay away from this. The worst challenge, she added, lies in the phonological level, which includes rhyme, rhythm, meter, assonance, onomatopoeia, alliteration, and consonance. This level, she noted, makes translation an arduous task for the translators. Another challenge involved is in the stylistic level that includes metaphor, puns, and similes. Culture is also another challenge a translator may face, she added. She finally focused on potential solutions by explaining the ways to overcome those challenges.   Abeer concluded by quoting Umberto Eco and said, "Translation is the art of failure."   LRC Director, Dr. Ismail Alrefaai, and Dr. Eyhab Bader Eddin MCIL CL MITI, Abeer's instructor, sincerely thanked Abeer for her effective presentation, which allowed for a better understanding of literary translation through unique insights. They stressed the importance of throwing weight behind MA students who possess burning enthusiasm and pluck up the courage to follow suit. Abeer's fellow students provided her with unflagging support by their attendance. It is hoped that such webinars would create a window of opportunity for other students to stand on the stage and take up the torch lit by Abeer. 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: 10/1/2020 Source: Mohammad Adil Siddique