King Khalid University

  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

  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

  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

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

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

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

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

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

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

  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