COVID-19

  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

  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 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

  On September 21, 2020, E-Learning Unit Supervisor, Mohsin Khan, delivered a webinar titled "Using Bb Random Block for Online Midterm Exam/Quizzes". The webinar, supervised by Vice Dean for Academic Affairs, Dr. Yahya Asiri, was developed to provide faculty members with tools they can use to reduce academic misconduct in their online exams and quizzes, leading to an effective mechanism used to verify that the work and assignments of students are of their own.   As the overall participation of teaching staff in the assessment and development activities of the Bachelor of Arts in English Program (BAEP) is paramount, Mr. Khan welcomed the participants and thanked them for attending, noting that a recording of the session will be available in the near future. Mr. Khan then introduced the attendees to the concepts of creating Pools and Random Blocks. He then explained that Pools are a collection of questions that function as a sort of test bank. He mentioned that we have the ability to edit or delete each question in a Pool and change the default point values for each assigned question. It is important to remember, he noted, that when instructors select Pool questions for a test, any changes made in the Pool will take effect anywhere the question appears.   Mr. Khan then moved on to Random Blocks, defining them as assessments created from Pools at random so each student’s exam is unique. He then made an important point about Random blocks in that they can be created from one or more Pools of questions. He showed why it is essential that each Pool have a variety of questions with no similarity. It is critical, he explained, that instructors edit the number of questions to display within each Random Block while monitoring the assigned points per question and variety of questions pulled from the Pool.   The Bachelor of Arts in English Program at the Faculty of Languages and Translation is committed to developing and improving the professional skills and capabilities of faculty members in line with modern developments. To view the recording of this session, please (click here). Date: 9/21/2020 Source: FLT Web Team

  Ms. Amatul Hafeez Alvi conducted a workshop on Virtual Teaching of English Courses: Ways to Make it Effective, at a webinar organized by the Language Research Center on September 16, 2020.   Alvi started the session by stating the objectives of the webinar – creating interactivity, reliability in building online learning experiences, forging online connections to build the teacher-learner relation, the application of key principles to create teaching presence and avoidance of "turning off" students to the online paradigm.   First, she emphasized the proper knowledge a teacher should have about instructional technology. She specifically focused on being familiar with devices, the Internet, e-content, related problems associated with the course website and connectivity. She also added the importance of having proper knowledge of how to handle problems with students and troubleshoot them efficiently.   Secondly, Alvi emphasized the teacher's presence. She focused on how a teacher should introduce himself or herself by, for instance, uploading an introductory video or emailing. Doing this, at least, can create an impression that the teacher is around. A teacher should use both synchronous and asynchronous communication methods to connect with the learners, she added. Furthermore, she stressed on being a reflective teacher who is able to evaluate himself or herself after what he or she has done.   Alvi also talked about fostering communication by being a role model, allowing students to know each other, creating a safe learning atmosphere and social opportunities, and emphasizing teamwork. Clarity and simplicity are also essential in designing a course, said Alvi. A teacher must be able to consider different learning styles, she added. For example, there are visual, auditory, and kinesthetic learners who acquire things differently.   Alvi concluded that a teacher must keep on searching for new ideas, for example, from the Internet and colleagues.   The webinar was very interactive and a great success with the active participation of both male and female faculty members from the Bachelor of Arts in English program.  Date: 9-16-2020 Source: Mohammad Adil Siddique

  On 3 September 2020, 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 not only the curriculum but also 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 towards success. Dean Al-Melhi then imparted important instructions about the English program and useful tips for academic success.   English Department Chair, Dr. Munassir Alhamami, echoed Dean Al-Melhi's advice and familiarized students with university rules and regulations. Academic Advisor, Dr. Dawood Mahdi, then informed students about the university facilities and resources.   At the end of the event, E-Learning Unit Supervisor, Mohsin Raza Khan, delivered an interactive Blackboard training session using iPads. He highlighted the key areas students need to be aware of and noted strategies for success in the online learning environment. Date: 9/6/2020 Source: FLT Web