Scientific Research Committee Webinar: Netspeak Linguistic Features Used by Youth


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

  At a webinar organized by the Language Research Center on March 3, 2021, Dr. Sarwat Un Nisa delivered a presentation titled Challenges of Online Classes and Strategies to Overcome Them. The presentation was based on several research studies conducted on the above issue.   Dr. Sarwat started her presentation by stating that the rapid shift from a face-to-face learning mode to a distance learning mode has given rise to many challenges for ELT instructors around the world. One of the challenges, she states, is handling classroom management issues. It is crucial and important to admit that virtual classroom management strategies are different from face-to-face classroom management.   Dr. Sarwat's presentation was divided into three parts – online pedagogy, challenges faced by students, the strategies instructors can adapt, and the challenges students face and the strategies they can adapt to overcome them.   According to Pelz (2009), she said, learning is more effective when students do most of the work in class. Interactivity is the heart of effective asynchronous learning. While explaining online pedagogy, first, she emphasized using technology as a tool. Creating a successful online learning experience begins with the deliberate application of instructional design principles, she added. Secondly, she emphasized keeping technology as simple as possible. If technology turns hard for the students to understand, the instructors need to spend extra time explaining the technology itself, which affects the actual learning. Thirdly, she spoke about alignment, which is all about the correlation between the course content, tests and learning objectives. Fourthly, she mentioned the ease in course design and navigation. She explained that the course teacher can make it easy for the learners by creating hyperlinks and making regular announcements. The fifth point she covered is the importance of clear expectations and directions for activities and assessments. Students should be clear about which direction they are moving towards. Finally, she emphasized making the instructor’s presence known to students. Regular correspondence between the instructor and students can solve this issue.   Dr. Sarwat, while talking about teacher-student interaction, stated that it is essential to respond quickly to student questions. By doing this regularly, such interaction increases.   Dr. Sarwat also highlighted student-to-content interaction, multimedia principles, multiple interactions with the same content, academic honesty and authenticity of student work, supporting students. She also talked about technical issues and how to solve them. She concluded her presentation by sharing some strategies that learners can adapt to overcome the challenges of online learning.   The webinar was a great success with the active participation of faculty members and graduate students. Date: 3-4-2021 Source: Mohammad Adil Siddique
نبارك لطالبة خولة الفهد من #كليةاللغاتوالترجمة قسم اللغة الانجليزية الفوز بالمركز الأول في منافسة ماراثون القراءة والتي نظمتها وكالة ⁧‫#عمادةشؤونالطلاب‬⁩ لشؤون الطالبات بـ ⁧‫#جامعةالملكخالد
  On February 24, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the fifth session of webinars on academic writing by Dr. Nada Alqarni. This session was designed to explore reporting qualitative results of scientific research papers.   Dr. Nada Alqarni started the session by highlighting the purpose of qualitative reports. "It is designed to provide a rich and vivid description so that the reader can vicariously experience what it is like to be in the same situation as the research participants", said Dr. Alqarni. She also referred to the characteristics of qualitative reports. She indicated that these are such reports that have more freedom, diversity, and disagreement. There are no fixed formats to follow in writing such reports.   In addition, Dr. Alqarni described the structure of a qualitative report. Good qualitative reports display a smoothly flowing, natural rhythm of text and quotes. They provide some contextual information to the quotations concerning the social situation and the communicative context. This kind of report deals with data that are not easily reduced to numbers. "Data that are related to concepts, opinions, values and behaviors of people in social contexts", she illustrated. These could be transcripts of individual interviews and focus groups, field notes from observation of certain activities, copies of documents, or audio/video recordings. She further defined qualitative analysis as the range of processes and procedures whereby we move from qualitative data that have been collected into some form of explanation, understanding or interpretation of the people and situation being investigated. It is usually based on an interpretive philosophy. The idea is to examine the meaningful and symbolic content of qualitative data.   The approaches in the analysis are both deductive and inductive. The "deductive approach" is used when time and resources are limited. It is generally used when qualitative research is a smaller component of a larger quantitative study. On the other hand, the "inductive approach" is used when qualitative research is a major design of the inquiry. It is implemented using an emergent framework to group the data and then look for relationships.   Dr. Alqarni identified the steps for writing the report, the tools for helping the analytical process, and the variation in the format and language use.   The webinar, which was organized primarily for MA & Ph.D. students, witnessed resounding success and was attended by staff members and postgraduate students from different faculties of the university. It is worthwhile to mention that attendees who will attend at least five of the seven webinars on academic writing will get a certificate of attendance after the end of sessions. Date: 2/28/2021 Source: Dr. Amal Metwally - Head of Scientific Research Committee
  At a webinar organized by the Language Research Center on February 24, 2021, Ms. Arshi Khatoon presented her topic: 21st Century Teaching and the Global Scale of English. She put emphasis on the dynamics of the most modern concepts of learning and teaching and its proper implementation to have better learning outcomes.   Ms. Khatoon, first, stated the fact that in this global and interconnected world, all learners need new skills and knowledge to be successful in their lives. 21st-century skills are essential for the fulfillment of such success, she added. She quoted David Nunan, "The Global Scale of English represents the most significant advance in performance-based approaches to language learning, teaching and assessment since the development of the Common European Framework of Reference".   Teachers, Ms. Khatoon, said, can use the global scale of English to guide their students properly. The teachers first ask themselves how good their English is, whether they are progressing and what they need to do next. To answer these questions, both teachers and students need to follow the steps of the English learning ecosystem. A teacher should know a clear definition of a particular level of proficiency, alignment between the learning materials and the 'levels' of definitions, and have tacit knowledge of assessment tests designed to profile learners' proficiency across the four basic skills. The Global Scale of English, Ms. Khatoon explained, is an accurate, standardized scale that measures English language proficiency. Unlike other frameworks, this particular scale identifies what a learner can do at each point on the scale across the four skills. The purpose of the scale, she said, is designed to motivate learners.   She focused on Learning and Innovation Skills that comprise 4Cs – Critical thinking, communication, collaboration and creativity. These skills help students thrive in their working lives. These 4Cs help students have opportunities in advance to develop basic skills or foundation knowledge. They also ensure that students have proper academic, social-emotional, and workforce skills to be successful.   The key elements of 21st-century learning help students prepare for their future jobs independently. She, therefore, emphasized that lessons should be designed according to the 21st-century theme.   Ms. Khatoon concluded that students need the ability to think critically and creatively, collaborate with others and communicate clearly.   The webinar was a great success with active participation from students and faculty members of the undergraduate, graduate, and postgraduate programs. Date: 2-25-2021 Source: Mohammad Adil Siddique
تبارك كلية اللغات والترجمة عودة المبتعث سعادة الدكتور عيسى أحمد عسيري بعد حصوله على درجة الدكتوراه في تخصص الترجمة من جامعة مكواري بدولة أستراليا ‏تمنياتنا لسعادته بالتوفيق والعون لخدمة الوطن الغالي