Standard 4

  Under the supervision of the Deanship of E-Learning, E-Learning Supervisor, Mohsin Khan, recently delivered a 2-day training course on "Applying the Quality Matters Rubric Workshop (Virtual)". Ms. Safa Al-Shehri and Mr. Abdullah Zubain at the Deanship of E-Learning provided holistic support.   The Quality Matters (QM) Rubric introduces participants to best practices, instructional design, and research-based design principles of an online/hybrid course to ensure quality assurance.   "The 10-hour virtual workshop was particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning. It was a great opportunity for 30 faculty members from various disciplines to learn more about the QM Rubric and its use in reviewing the design of online and blended courses," Khan said.   The Deanship of E-Learning explained that the QM Rubric is a widely respected set of standards used to design effective online courses through a faculty peer review process. Participants in the virtual workshop commented that the QM Rubric increases learn engagement and learning achievement.   The Bachelor of Arts in English program is committed to offering expertise to teaching staff in other colleges, allowing them to participate in professional and academic development programs in accordance with a plan that meets their needs and contributes to the development of their performance. Date: 3/11/2021 Source: Faculty of Languages and Translation

  Under the supervision of the Deanship of E-Learning, E-Learning Supervisor, Mohsin Khan, recently delivered a 2-day training course on "Applying the Quality Matters Rubric Workshop (Virtual)". Ms. Safa Al-Shehri and Mr. Abdullah Zubain at the Deanship of E-Learning provided holistic support.   The Quality Matters (QM) Rubric introduces participants to best practices, instructional design, and research-based design principles of an online/hybrid course to ensure quality assurance.   "The 10-hour virtual workshop was particularly helpful to those new to QM or those considering the adoption of a quality assurance process for online and blended learning. It was a great opportunity for 30 faculty members from various disciplines to learn more about the QM Rubric and its use in reviewing the design of online and blended courses," Khan said.   The Deanship of E-Learning explained that the QM Rubric is a widely respected set of standards used to design effective online courses through a faculty peer review process. Participants in the virtual workshop commented that the QM Rubric increases learn engagement and learning achievement.   The Bachelor of Arts in English program is committed to offering expertise to teaching staff in other colleges, allowing them to participate in professional and academic development programs in accordance with a plan that meets their needs and contributes to the development of their performance. Date: 3/11/2021 Source: Faculty of Languages and Translation

  On March 3, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the seventh and last session of webinars on academic writing by Dr. Nada Alqarni.   "It is highly recommended the inclusion of a short concluding section", said Dr. Alqarni. Most readers can read the conclusion as well as the abstract as they summarize the main findings of the research paper in a non-technical language, as she further illustrated. Dr. Alqarni explained the main purpose of the conclusion: "To clearly signal to the reader that the writing is finished and to leave a clear impression that the purpose has been achieved". She also indicated that there are several features of the conclusion; among them are the provision of a summary for the whole paper and the explanation of the paper's main purpose. Accordingly, she emphasized in the "possible structures of the conclusion" that the conclusion should be concise and clear.   After that, Dr. Alqarni illustrated some common mistakes that the author should steer clear of in his/her conclusion. Additionally, she stated that the author should use basic synthesis of information in the conclusion. She also emphasized that he/she should restate results, highlight achievements, outline possible applications and implications of the work, and propose future work for third parties to carry out in his/her conclusion.   Following this section about the conclusion, Dr. Alqarni moved to discuss the abstract, which was the second part of this session. "The abstract is a very important paragraph at the beginning of your research paper'', said Dr. Alqarni. She pointed out that there are many features of the research paper abstracts. She also indicated that there are two main approaches to writing research paper abstracts: "a result-driven'' abstract and "a research paper summary abstract". Dr. Alqarni further illustrated the correct order of the research paper abstract. She finally displayed an example of an abstract from the article "Use of a Writing Websites by Pre-Masters Students on an English for Academic Purposes Course".   By the end of the seventh session of the academic writing series of webinars, attendees had the opportunity to ask their questions and share their suggestions and thoughts. Date: 3/5/2021 Source: Khairyah Al-Beshri - Scientific Research Committee

  On March 1, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the sixth session of webinars on academic writing by Dr. Nada Alqarni.   This webinar was designed to investigate the discussion of results in a research paper. In the discussions section, writers have greater freedom than in the introduction or in the literature review. "By the time readers reach the discussion, authors can assume a fair amount of shared knowledge", illustrated Dr. Nada at the beginning of the webinar. "They can assume that the reader has understood the purpose of the study, obtained a sense of the methodology, and followed along with the results".   The purpose of the discussion section is to show that the results lead clearly to the conclusion being drawn. This may include any limitations that might cause problems with any claims being made as well as any possible explanations for these results.   Dr. Alqarni asserted that discussion should be more than a summary. It should go beyond the results. It should be more theoretical, abstract, or general. It should be more integrated with the field, more connected to the real world, or more concerned with implications or application.   She further indicated that in the discussion section a researcher should step back and take a broad look at the findings of the study and the study as a whole. "The discussion section moves from the narrow specific focus of the research to a more general view. It must clearly show how the results lead to the conclusions being drawn and therefore how these conclusions should be understood and any possible explanations for these results", she said. This should include any limitations that might cause problems with any claims being made.   A discussion section should include the following elements: a reference to the main purpose of the study, a generalized review of the most important findings (i.e., summary of results), possible explanations for the findings in general, comparison with expected results and other studies, limitations of the overall study that restrict the extent to which the findings can be generalized, and the conclusion of the discussion section. In the discussion section, the researcher should not simply repeat all the details, attempt to cover all the information, or claim more than is reasonable or defensible, she illustrated.   Dr. Alqarni also referred to the qualifications and strength of claims in the discussion section and gave examples of using modal auxiliaries to weaken claims. She also highlighted the language used in the discussion section with examples.   The webinar, which was mainly delivered to MA and Ph.D. students and attended by staff members of the Faculty of Languages and Translation and other faculties, witnessed overwhelming participation.   The series of academic writing webinars — organized by the Scientific Research Committee — consisted of seven sessions that were held every Monday and Wednesday from February 10 to March 3, 2021, at 4:30 pm. Date: 3/4/2021 Source: Dr. Amal Metwally - Head of Scientific Research Committee

  On March 3, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the seventh and last session of webinars on academic writing by Dr. Nada Alqarni.   "It is highly recommended the inclusion of a short concluding section", said Dr. Alqarni. Most readers can read the conclusion as well as the abstract as they summarize the main findings of the research paper in a non-technical language, as she further illustrated. Dr. Alqarni explained the main purpose of the conclusion: "To clearly signal to the reader that the writing is finished and to leave a clear impression that the purpose has been achieved". She also indicated that there are several features of the conclusion; among them are the provision of a summary for the whole paper and the explanation of the paper's main purpose. Accordingly, she emphasized in the "possible structures of the conclusion" that the conclusion should be concise and clear.   After that, Dr. Alqarni illustrated some common mistakes that the author should steer clear of in his/her conclusion. Additionally, she stated that the author should use basic synthesis of information in the conclusion. She also emphasized that he/she should restate results, highlight achievements, outline possible applications and implications of the work, and propose future work for third parties to carry out in his/her conclusion.   Following this section about the conclusion, Dr. Alqarni moved to discuss the abstract, which was the second part of this session. "The abstract is a very important paragraph at the beginning of your research paper'', said Dr. Alqarni. She pointed out that there are many features of the research paper abstracts. She also indicated that there are two main approaches to writing research paper abstracts: "a result-driven'' abstract and "a research paper summary abstract". Dr. Alqarni further illustrated the correct order of the research paper abstract. She finally displayed an example of an abstract from the article "Use of a Writing Websites by Pre-Masters Students on an English for Academic Purposes Course".   By the end of the seventh session of the academic writing series of webinars, attendees had the opportunity to ask their questions and share their suggestions and thoughts. Date: 3/5/2021 Source: Khairyah Al-Beshri - Scientific Research Committee

  On March 1, 2021, the Women's Scientific Research Committee of the Bachelor of Arts in English program organized the sixth session of webinars on academic writing by Dr. Nada Alqarni.   This webinar was designed to investigate the discussion of results in a research paper. In the discussions section, writers have greater freedom than in the introduction or in the literature review. "By the time readers reach the discussion, authors can assume a fair amount of shared knowledge", illustrated Dr. Nada at the beginning of the webinar. "They can assume that the reader has understood the purpose of the study, obtained a sense of the methodology, and followed along with the results".   The purpose of the discussion section is to show that the results lead clearly to the conclusion being drawn. This may include any limitations that might cause problems with any claims being made as well as any possible explanations for these results.   Dr. Alqarni asserted that discussion should be more than a summary. It should go beyond the results. It should be more theoretical, abstract, or general. It should be more integrated with the field, more connected to the real world, or more concerned with implications or application.   She further indicated that in the discussion section a researcher should step back and take a broad look at the findings of the study and the study as a whole. "The discussion section moves from the narrow specific focus of the research to a more general view. It must clearly show how the results lead to the conclusions being drawn and therefore how these conclusions should be understood and any possible explanations for these results", she said. This should include any limitations that might cause problems with any claims being made.   A discussion section should include the following elements: a reference to the main purpose of the study, a generalized review of the most important findings (i.e., summary of results), possible explanations for the findings in general, comparison with expected results and other studies, limitations of the overall study that restrict the extent to which the findings can be generalized, and the conclusion of the discussion section. In the discussion section, the researcher should not simply repeat all the details, attempt to cover all the information, or claim more than is reasonable or defensible, she illustrated.   Dr. Alqarni also referred to the qualifications and strength of claims in the discussion section and gave examples of using modal auxiliaries to weaken claims. She also highlighted the language used in the discussion section with examples.   The webinar, which was mainly delivered to MA and Ph.D. students and attended by staff members of the Faculty of Languages and Translation and other faculties, witnessed overwhelming participation.   The series of academic writing webinars — organized by the Scientific Research Committee — consisted of seven sessions that were held every Monday and Wednesday from February 10 to March 3, 2021, at 4:30 pm. Date: 3/4/2021 Source: Dr. Amal Metwally - Head of Scientific Research Committee

نبارك لطالبة خولة الفهد من #كليةاللغاتوالترجمة قسم اللغة الانجليزية الفوز بالمركز الأول في منافسة ماراثون القراءة والتي نظمتها وكالة ⁧‫#عمادةشؤونالطلاب‬⁩ لشؤون الطالبات بـ ⁧‫#جامعةالملكخالد

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

  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