Teacher Talk Time

  On February 28, 2021, Dr. Sara Sevinj Huseynova delivered an in-service instructor training webinar to almost 500 attendees. The webinar, in cooperation with the Ministry of Education Directorate in the Asir region and Rijal Alma on "Teaching Language Skills: Basic Ideas and Techniques for Instructing Listening and Speaking", was warmly received by local participants and attendees from around the Kingdom.   The Dean of the Faculty of Languages and Translation, Dr. Abdullah Al-Melhi, opened the webinar by underlining the effectiveness of initiating the interaction of instructors teaching the same subject in order to improve their performance. Dean Al-Melhi then introduced keynote speaker Sara Huseynova, who he pointed out as well "needs no introduction".   Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, related that he planned this event after receiving a request from the local Directorate of Education, underlining that it was an excellent opportunity for the Faculty of Languages and Translation to provide a unique instructor training opportunity that combines professional growth opportunity with online discussions in a very business-like manner.   Following after, Dr. Huseynova started the webinar presentation noting that languages are learned through excitement and not through fear of mistakes, and shared her knowledge on how to inspire the students for a greater attitude to learning English and the 4 basic language skills: listening, speaking, reading, and writing. She pointed out the necessity to balance those skills and practice them according to the new tendencies in the language's instruction. "The same way languages are taught at the English Department of the FLT," she stressed.   Dr. Huseynova then started the discussion of the skills teaching general approach in applied linguistics like the focal method, content-based instruction and also, task-based approach, which is currently widely used in language instruction worldwide.   Participants were then introduced to the fact that the core principles of teaching listening and speaking with the task-based approach are generally the same even though one is receptive and the other one is productive. The principles, Dr. Huseynova said, are communicative teaching, interactive and task-based learning, learner-centered instruction, group and blended learning. According to sociolinguists, communication takes place mainly visually, and also, vocally and verbally. In the communicative approach, she added, students might successfully be engaged in interactive learning, which also involves authentic language input in real-world contexts.   The keynote speaker also emphasized the appropriateness of the textbook: the material used might well include various culture and gender-appropriate topics and interactive activities that invite students to talk and respond. Moreover, teachers need to prepare lesson plans based on the textbook; however, the general instructional line of the lesson should, by all means, 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 but not overwhelming use of technology in class. The presenter mentioned real-life characteristics and difficulties of listening and speaking processes, making oral communication difficult to teach, evermore during online instruction with so much possible distraction. 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 to improve student-teacher interaction.   While explaining the interactive teacher roles, the presenter focused on unlocking the students' knowledge 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, and post-listening activities can deepen the development of all 4 core language skills.   The keynote speaker also explained in detail the basic principles of modern teaching strategies for listening, creative and interactive teacher roles, how to encourage students to listen and talk, and assessment methods, the necessity to provide the appropriate feedback in a manner that will be well-received by the students, for the right feedback to "make the students' brains smarter, even happier."   Later, she mentioned the appropriateness of using the flipped classroom model for teaching listening and speaking, especially during online education. In the traditional classroom, a lower level of understanding happens in class. 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 will continue with applying the knowledge and practicing listening and speaking skills in class. The visual flipped Maslow's pyramid on Bloom's Taxonomy was a striking explanation of the usefulness of the flipped classroom method of teaching 4 skills, particularly online during the COVID-19 pandemic.   The conclusion was that it is very important to create an effective rapport with the students and share the appropriate knowledge they need. An instructor is to praise the students in a balanced way with mild criticism while giving corrective feedback, with a genuine heart-felt attitude and desire to help the student, which shows the teacher's genuine interest in each and every student's performance and language growth. The feedback should be given tactfully so that the students are not embarrassed or anxious, by any means not to lose interest in learning English.   Dr. Huseynova guided participants through a series of strategies they can use to evaluate and improve their online instruction, after which she took numerous questions from the audience, and the discussion of those questions lasted for an additional hour which shows the participants were so eager for the professional interaction concerning their professional growth. Dean Al-Melhi and Vice Dean Almosa actively participated in the ensuing discussions and exchange of views.   Overall, the webinar was, as Dean Al-Melhi noted, as informative and interesting as having a "lighthouse effect" on the participants. The webinar was a great success with 500 teacher-participants. The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community collaboration projects as part of its role in the Community Partnership Plan at King Khalid University. Date: 3-5-2021 Source: Faculty of Languages and Translation

  On February 28, 2021, Dr. Sara Sevinj Huseynova delivered an in-service instructor training webinar to almost 500 attendees. The webinar, in cooperation with the Ministry of Education Directorate in the Asir region and Rijal Alma on "Teaching Language Skills: Basic Ideas and Techniques for Instructing Listening and Speaking", was warmly received by local participants and attendees from around the Kingdom.   The Dean of the Faculty of Languages and Translation, Dr. Abdullah Al-Melhi, opened the webinar by underlining the effectiveness of initiating the interaction of instructors teaching the same subject in order to improve their performance. Dean Al-Melhi then introduced keynote speaker Sara Huseynova, who he pointed out as well "needs no introduction".   Vice Dean for Academic Development & Quality, Dr. Abdulrahman Almosa, related that he planned this event after receiving a request from the local Directorate of Education, underlining that it was an excellent opportunity for the Faculty of Languages and Translation to provide a unique instructor training opportunity that combines professional growth opportunity with online discussions in a very business-like manner.   Following after, Dr. Huseynova started the webinar presentation noting that languages are learned through excitement and not through fear of mistakes, and shared her knowledge on how to inspire the students for a greater attitude to learning English and the 4 basic language skills: listening, speaking, reading, and writing. She pointed out the necessity to balance those skills and practice them according to the new tendencies in the language's instruction. "The same way languages are taught at the English Department of the FLT," she stressed.   Dr. Huseynova then started the discussion of the skills teaching general approach in applied linguistics like the focal method, content-based instruction and also, task-based approach, which is currently widely used in language instruction worldwide.   Participants were then introduced to the fact that the core principles of teaching listening and speaking with the task-based approach are generally the same even though one is receptive and the other one is productive. The principles, Dr. Huseynova said, are communicative teaching, interactive and task-based learning, learner-centered instruction, group and blended learning. According to sociolinguists, communication takes place mainly visually, and also, vocally and verbally. In the communicative approach, she added, students might successfully be engaged in interactive learning, which also involves authentic language input in real-world contexts.   The keynote speaker also emphasized the appropriateness of the textbook: the material used might well include various culture and gender-appropriate topics and interactive activities that invite students to talk and respond. Moreover, teachers need to prepare lesson plans based on the textbook; however, the general instructional line of the lesson should, by all means, 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 but not overwhelming use of technology in class. The presenter mentioned real-life characteristics and difficulties of listening and speaking processes, making oral communication difficult to teach, evermore during online instruction with so much possible distraction. 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 to improve student-teacher interaction.   While explaining the interactive teacher roles, the presenter focused on unlocking the students' knowledge 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, and post-listening activities can deepen the development of all 4 core language skills.   The keynote speaker also explained in detail the basic principles of modern teaching strategies for listening, creative and interactive teacher roles, how to encourage students to listen and talk, and assessment methods, the necessity to provide the appropriate feedback in a manner that will be well-received by the students, for the right feedback to "make the students' brains smarter, even happier."   Later, she mentioned the appropriateness of using the flipped classroom model for teaching listening and speaking, especially during online education. In the traditional classroom, a lower level of understanding happens in class. 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 will continue with applying the knowledge and practicing listening and speaking skills in class. The visual flipped Maslow's pyramid on Bloom's Taxonomy was a striking explanation of the usefulness of the flipped classroom method of teaching 4 skills, particularly online during the COVID-19 pandemic.   The conclusion was that it is very important to create an effective rapport with the students and share the appropriate knowledge they need. An instructor is to praise the students in a balanced way with mild criticism while giving corrective feedback, with a genuine heart-felt attitude and desire to help the student, which shows the teacher's genuine interest in each and every student's performance and language growth. The feedback should be given tactfully so that the students are not embarrassed or anxious, by any means not to lose interest in learning English.   Dr. Huseynova guided participants through a series of strategies they can use to evaluate and improve their online instruction, after which she took numerous questions from the audience, and the discussion of those questions lasted for an additional hour which shows the participants were so eager for the professional interaction concerning their professional growth. Dean Al-Melhi and Vice Dean Almosa actively participated in the ensuing discussions and exchange of views.   Overall, the webinar was, as Dean Al-Melhi noted, as informative and interesting as having a "lighthouse effect" on the participants. The webinar was a great success with 500 teacher-participants. The Bachelor of Arts in English program at the Faculty of Languages and Translation is committed to participating in community collaboration projects as part of its role in the Community Partnership Plan at King Khalid University. Date: 3-5-2021 Source: 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

  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

  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 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 Monday, March 13, 2017, Dr. Sheila Simpkins talked about the importance of Bloom’s Taxonomy in a seminar organized by the Language Research Centre held at the Al Samer Campus. Her Presentation was titled Bloom’s Taxonomy: An Effective Tool for Language Teaching. Dr. Simpkins' presentation was centered on the revised version of Bloom’s Taxonomy. She emphasized the proper application of Bloom’s taxonomy in pedagogy and designing lessons. She related that learning objectives should be student-centered, concrete and measurable. Appropriate use of process verbs could make learning objectives concrete, she added. She also allowed the participants to discuss freely how Bloom’s taxonomy could be incorporated into teaching and lesson planning. She, while talking about the proper application of Bloom’s Taxonomy, pinpointed some major issues associated with education; one of which was excessive teacher talk time (TTT). She asserted excessive TTT as a primary indicator of a teacher-centered classroom where learners play a passive role most of the time. She put emphasis on learner-centered teaching where students are fully involved in the learning process. The presenter concluded that proper application of Bloom’s Taxonomy helps to create effective lessons that make students retain information longer, enhances critical thinking and engages students successfully in the learning process. It is worth mentioning that Gregor campus also participated in the seminar through video conferencing. The presentation was worthwhile and raised awareness in regards to lesson effectiveness among faculty members. Date: 03-17-2017 Source: MD Adil Multimedia Contribution: MD Sirajul Islam

On Monday, March 13, 2017, Dr. Sheila Simpkins talked about the importance of Bloom’s Taxonomy in a seminar organized by the Language Research Centre held at the Al Samer Campus. Her Presentation was titled Bloom’s Taxonomy: An Effective Tool for Language Teaching. Dr. Simpkins' presentation was centered on the revised version of Bloom’s Taxonomy. She emphasized the proper application of Bloom’s taxonomy in pedagogy and designing lessons. She related that learning objectives should be student-centered, concrete and measurable. Appropriate use of process verbs could make learning objectives concrete, she added. She also allowed the participants to discuss freely how Bloom’s taxonomy could be incorporated into teaching and lesson planning. She, while talking about the proper application of Bloom’s Taxonomy, pinpointed some major issues associated with education; one of which was excessive teacher talk time (TTT). She asserted excessive TTT as a primary indicator of a teacher-centered classroom where learners play a passive role most of the time. She put emphasis on learner-centered teaching where students are fully involved in the learning process. The presenter concluded that proper application of Bloom’s Taxonomy helps to create effective lessons that make students retain information longer, enhances critical thinking and engages students successfully in the learning process. It is worth mentioning that Gregor campus also participated in the seminar through video conferencing. The presentation was worthwhile and raised awareness in regards to lesson effectiveness among faculty members. Date: 03-17-2017 Source: MD Adil Multimedia Contribution: MD Sirajul Islam