Faculty of Languages and Translation

  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