Al-Kindi Center for Research and Development (KCRD) (E-Journals)
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Unlocking Network Insights: Leveraging Statistics and AI for Anomaly and Trend Detection in Large-Scale Data
No full textThe exponential growth of network traffic and the increasing sophistication of cyber threats necessitate advanced techniques for data analysis. This article explores how a combination of statistical methods and Artificial Intelligence can be effectively employed to derive critical insights from large-scale network data, such as DNS and HTTP requests. The data processing pipeline is examined from collection and storage in distributed architectures to the application of statistical rules for anomaly detection, the utilization of cloud monitoring services, and the power of AI in uncovering complex anomalies and evolving trends in network behavior. Real-world use cases, including DDoS detection and the identification of significant traffic spikes, illustrate the practical value of this integrated approach in enhancing network security and performance monitoring capabilities
Lecturers’perception of Hybrid Learning Model In Teaching English For Business
No full textThis study explores lecturers’ perceptions of the hybrid learning model in teaching English for Business, focusing on its implementation, challenges, and benefits. The hybrid model, blending face-to-face and online instruction, is increasingly adopted in higher education to accommodate diverse student needs and enhance learning outcomes. Using a qualitative research design, data were collected through interviews, observations, and document analysis involving four lecturers. The findings reveal hybrid learning facilitates a comprehensive understanding of course material by integrating theoretical and practical elements. In-person sessions were utilized for interactive discussions and role-playing, while online platforms supported asynchronous learning and resource access. However, lecturers faced challenges, including technological barriers such as unstable internet connections, increased workload due to dual teaching responsibilities, and difficulties in maintaining student engagement during asynchronous activities. Despite these issues, the hybrid model enhanced flexibility, promoted digital literacy and fostered innovative teaching practices. Students gained valuable self-regulation and technology skills, while lecturers leveraged diverse teaching tools to create dynamic lessons. The study concludes that hybrid learning is an effective model for teaching English for Business, offering flexibility, accessibility, and enriched learning experiences. Its success, however, depends on addressing key challenges, including technological infrastructure, training, and support for both lecturers and students. This research contributes to understanding the potential and limitations of hybrid learning, emphasizing the need for strategic planning and institutional investment to optimize its implementation
Blended Learning Approaches for Teaching English: Integrating Online Platforms with Face-to-Face Instruction: A Case Study of the Department of English Language and Literature at Qassim University
No full textMastery approaches like blended learning are more relevant now than they have ever been. In order to show the possibility of the implementation of the said type of learning method in university settings, it is necessary to evaluate students\u27 perception and performance during the period of blended learning. Therefore, the aim of this research is to examine the effectiveness of the integration of virtual methods along with face-to-face lessons in teaching English. The research methodology in this study adopts an experimental design, which in this case involves the sample of students learning English from the intensive course program at the Qassim University\u27s English Language and Literature Department, Saudi Arabia and splits them into two groups. There were 50 students who participated in the study and equal control and experimental groups for each of the students. The blended education division and the face-to-face education division are two different divisions and hence a comparative method of assessment was used. By integrating blended learning into the institutions, the study established that blended learning had a statistically significant improvement. The students of the blended education group scored higher in the English language skills test that covered reading, writing, speaking, and listening than the second group taught in the face-to-face education stream
Achievement Motivation and the Persistence of Language Errors: A Study of EFL Learners in the MENA Region
No full textThis study explores the influence of achievement motivation on the persistence of language errors among EFL students in the MENA region, with a particular focus on intrinsic and extrinsic motivational dimensions. A sample of fifty university participants from Morocco, Tunisia, and Egypt was utilized for a mixed-methods research approach. Data collection encompassed a Likert-scale questionnaire adapted from Gardner\u27s Attitude/Motivation Test Battery, 500-word written essays, and spoken interviews. The analysis of language errors across lexical, syntactic, and morphological categories revealed a significant correlation between extrinsic motivation, driven by goals such as career advancement, and the reduction of errors, particularly in written performance. Conversely, intrinsic motivation was associated with engagement but had less impact on error persistence. The predominance of lexical errors indicated challenges in vocabulary acquisition among the learners. Qualitative insights from the interviews highlighted the pivotal role of extrinsic motivators in driving error correction, reinforcing the quantitative findings. The study underscores the importance of designing pedagogical strategies that enhance extrinsic motivation while leveraging intrinsic engagement for sustained language improvement. These insights hold valuable implications for language teaching practices and curriculum development across the MENA region
Unveiling Moroccan EFL Teachers\u27 Perceptions of the Impact of Explicit Vocabulary Instruction
No full textThe present paper reports on a quantitative study that explored Moroccan EFL high school teachers’ attitudes and perceptions of explicit vocabulary instruction. A survey with 12 closed-ended items was sent to 62 teachers via Google Forms. The survey aimed at eliciting teachers’ perceptions of daily teaching practices, teaching materials, learner characteristics, etc. The overall findings indicated that teachers have positive perceptions of explicit instruction in improving learners’ vocabulary repertoire. Yet, due to curriculum constraints and lack of rich, interesting materials, teachers could not have their learners exposed to explicit instruction routines. The current study offers comprehensive results of EFL Moroccan teachers’ attitudes of explicit and direct vocabulary instruction and its impact on language development, which could yield useful information and insights for better and more effective teaching practices in EFL contexts
Constructive Alignment in IELTS Curriculum Design: Challenges and Remedies in the Vietnamese Higher Education Context
No full textIn curriculum design, constructive alignment plays a crucial role in ensuring coherence and interconnectedness among learning outcomes, teaching methods, and assessment practices, leading to consistency across all elements of the curriculum. However, its application in Vietnam faces significant challenges, particularly in the design of IELTS preparation courses. This paper critically examines the educational context in Vietnam, discusses the theoretical challenges and practical applications of constructive alignment, and evaluates its effectiveness in IELTS curriculum design. Furthermore, it identifies opportunities to leverage constructive alignment to enhance professional development and improve the quality of academic structures
The Construction of Multimodal Metaphors in Animation: An Example from "Soul"
No full textPixar Animation Studios is currently one of the most influential animation studios in the world, and every year Pixar animation is an Oscar favorite. Soul, which won the 78th Golden Globe Award for Best Animated Feature, is one of Pixar’s best works. The film tells the story of the main character Joe, who learns that following his heart is the greatest meaning of life in the process of pursuing his dream of playing jazz. And it is loved by audiences for its profound themes and the film’s combination of the reality of the times and imaginary fiction, which conveys metaphorical connotations in childlike humor and meets the psychological needs of audiences in the post-epidemic era. Multimodal metaphors are metaphors whose source and target domains are represented by different modalities respectively. Based on the multimodal metaphor theory proposed by Forceville, this thesis analyzes the movie in terms of metaphors from different aspects and the construction of meaning under synergy between multimodal metaphors. By studying the issue of multimodal metaphors in Soul, this thesis combines conceptual metaphor theory with multimodal metaphor theory so that viewers can have a deeper understanding of the thematic interpretation, characterization, and plot development of this animated film and enjoy it better
Investigating Non-human Discourse: An Analysis of the language used to represent animals in Alice in Wonderland
No full textAnthropomorphism of animals is common in literature, particularly in children’s stories. It is pervasive and ingrained in human popular culture. Authors and illustrators of children’s literature use it to enter a child’s mind in order to tell a story or impart knowledge. They do this by using animals and other creatures to tell stories about their own humanity, giving children the impression that the tale is about the animal. The limits of this kind of domestication require careful consideration and research, since they may have a number of detrimental implications for the way kids perceive nature. Based on these suppositions, this study analyzes how language is used to portray animals in two different versions of Alice in Wonderland: the 1865 original and Tim Burton’s 2010 fantasy adaptation. Specifically, the paper explores how non-human thought, behavior, and subjectivity are represented by examining some language patterns used to depict them, such as verb and noun phrases, adjectives, and pronouns. The three-dimensional framework that forms the basis of Fairclough’s Critical Discourse Analysis (micro level, macro level, and discursive use) is the methodological reference used to emphasize hidden ideologies, power dynamics, and social hierarchies based on “human exceptionalism;” i.e. the idea that humans are not only fundamentally distinct from other creatures, but morally superior to them as well
The Implications of the Process of Othering in Harold Pinter’s Mountain Language: A Study of Colonial Ideology
No full textThis paper aims to analyze Harold Pinter’s play Mountain Language (1988) depending on the process of Othering to reveal the atrocities of colonial ideology. The study explains how colonial characters veer the indigenous characters as savage, uncivilized, and incomplete humans (Other) in order for the colonial Self to appear as advanced, civilized, and fully human. It reveals how the process of Othering functions in showing the colonial Self and the colonized Other along the play. It also shows, from the interaction with the young woman, that the process of Othering is not synonymous with racism, sexism, or class but a way of addressing any of them. This paper is dependent, mainly in its methodology on the works of Edward Said, Gayatri Spivak, and Sune Jensen. The study concludes that the process of Othering is used systematically by the colonial characters in order to produce the colonial Self as superior. Thus, the colonized characters submit to the process in order not to be harmed
Are Arabic Verbless Sentences ‘Truly’ Verbless? The Inadequacy of the Non-null Hypothesis
No full textThis paper analyzes the controversial issue of Arabic null copular sentences or what is commonly referred to as ‘verbless sentences’ within a minimalist theoretical framework. Two Hypotheses are contrasted: the null copula hypothesis advanced by Fassi Fihri (1993), and the non-null hypothesis defended by Aoun et al. (2010) and Benmamoun (2000). Counterarguments to the ‘zero’ copula include (1) nominative case assignment, (2) an imperfective form of the copula in the present tense, (3) modal selection, and (4) minimality effects. A critical analysis allows alternative explanations refuting these counterarguments, hence reflecting the limitation of the non-null hypothesis. In this study, we aim to demonstrate the inadequacy of the non-null hypothesis and suggest a Revised Copula Spell-out Rule. The findings imply that the Arabic tense system proposed in non-null analyses is questionable and needs reconsideration