Al-Kindi Center for Research and Development (KCRD) (E-Journals)
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Efficiency of Movies Compared to Traditional Instruction Methods in Language acquisition: A Comparative Analysis of English Language Acquisition in a Foreign Language Classroom
No full textLearners\u27 perceptions of the learning and teaching strategies for a second language (L2) play a crucial role in developing effective assessment methods, as they provide genuine feedback on the effectiveness of these approaches from the learners\u27 perspective. This study aims to explore the views of Saudi and Sudanese students regarding the effectiveness of using films compared to traditional English language instruction. An online questionnaire was employed for data collection, consisting of ten targeted questions which focused on specific aspects of language acquisition. The results indicated that films serve as a more effective medium for language acquisition for both Saudi and Sudanese English learners. Students reported that they were able to grasp pragmatic cues, cultural elements of the L2, and other linguistic features more rapidly through films than through conventional teaching methods. There was no significant difference in the perceptions of Saudi and Sudanese students regarding the effectiveness of films in language acquisition. This finding reinforces the notion that films are widely favored among English as Foreign Language (EFL) learners. The study recommended that the use of films as educational resources should be further integrated into the curricula of EFL/ESL classes in both Sudan and Saudi Arabia
Bridging Language and Technology: Enhancing English Proficiency for Applied College Students in Business, Computer Science, and Accounting
No full textEnglish proficiency has become a dire necessity for the students in an increasingly interconnected world in applied disciplines such as Business, Computer Science and Accounting. Language skills are important to understand innovative technology in order to collaborate and communicate globally. This paper explores the connection between language learning and technology highlighting innovations such as AI driven platforms , virtual reality , gamified applications designed to take care of the specific linguistic needs of applied college students. The discussion examines the transformative potential of these tools while examining challenges such as approachability, curriculum integration , and pedagogical adoption. By collecting feedback from the current research, the paper figures out practical strategies and future directions as to how technological innovations can be used for language education. The findings highlight the role of technology as a bridge that connects students to professional success and global opportunities
Teacher Scaffolding and Collaborative Learning in Public Speaking: Voices of Students
No full textIn spite of the prevalence of public speaking courses at tertiary level, it remains a challenge for many English as a Second language (ESL) learners. Collaborative learning strategies have been employed to support students in learning this skill. Various factors contribute to the success of collaborative learning in public speaking; however, the role teacher scaffolding has received limited research attention. As a response, this study examined undergraduate students in a Vietnamese university who took part in a 15-session public speaking course to investigate their perceptions of this issue. Drawing on semi-structured interviews and the process of theme analysis, findings indicated the role of teacher scaffolding and factors that influence its effectiveness in collaborative activities in a public speaking course from students’ perspective. The study also suggested pedagogical implications for enhancing the learning process
Mood in English and Arabic: A Contrastive Study
No full textThis research paper intends to examine the mood systems in both English and Arabic with the objective of figuring out the similarities and differences between the two languages. The main aim of the study is to investigate the potential difficulties that are caused by the difference of mood systems in both languages and that the Arabic speakers may face during their attempt to learn English. Consequently, the study adopts Contrastive Analysis in its analytical approach in order to achieve that objective. Contrastive Analysis is applied systematically in this study, and it consists of four basic steps. The first stage is outlining the mood systems in both languages. The second is selecting the mood types for comparison. The third is addressing the possible similarities and differences of mood systems in the two languages. The final stage involves foreseeing what challenges may face the Arabic speakers in acquiring English due to the differences. The findings reveal that despite the fact that certain mood-difference barriers may occur in the process of learning English, the thorough comprehension of mood systems in English and Arabic and realizing the similarities and differences make the Arabic learners overcome those barriers. Furthermore, the results of this research are expected to open the scope for researchers to make studies on the influence of mood systems on the intercultural communication and other fields of applied linguistics
Observations on the Phonological Reconstructions of Proto-Semitic Consonants: A Comparative Approach
No full textThis paper describes the reconstruction of the Proto-Semitic (PS) consonantal phonemic inventory via comparative methods. Specifically, it illustrates the changes undergone by certain consonants over time and explains how other consonants were retained in the investigated languages (i.e., Classical Arabic, Hebrew and Aramaic). Twenty-nine consonants of PS phonemes were reconstructed in the form of cognate sets and correspondence rules that reflected the proto-consonants onto individual reflexes. The analysis revealed that the vast majority of PS phonemes were retained unchanged in the investigated languages. Moreover, the results indicated that Arabic, unlike Hebrew and Aramaic, retained the highest proportion of PS phonemes, as its consonants are identical to those in PS. The majority of fricatives in Hebrew and Aramaic have been merged, whereas they have been maintained in Arabic. The voiceless bilabial stop is the only sound change to have occurred in the PS labials, weakening to become a voiceless fricative (lenition). The velar fricatives /x/ and /ɣ/ were retained in Arabic and merged with the pharyngeal fricatives /ħ/ and /ʕ/ in Hebrew and Aramaic. In addition, while /*w/ has been retained in Arabic, it underwent a conditional sound change in both Hebrew and Aramaic, which initially transformed it into /y/
Navigating Patriarchies: Postcolonial Complexity in Riḥla ilā Ḥadāʾiq Jahannam by Mohamed Doublali
No full textThis article studies forms of patriarchy in Riḥla ilā Ḥadāʾiq Jahannam by Mohamed Doublali (2020). The author, I argue, challenges conventional depictions of patriarchy in both the Eastern and Western worlds. The central argument posits that Doublali offers a complex postcolonial representation of patriarchy as a construct influenced by both Eastern and Western paradigms. This construct is enacted by individuals across gender and generational lines. Through exploring the theme of migration from Morocco to Italy, Doublali presents a plural voice that encapsulates diverse expressions and experiences of patriarchy. Using postcolonial theory as the analytical framework, this study uncovers the multifaceted and hybrid nature of patriarchal structures within the novel. The analysis attempts to expose how Doublali\u27s work transcends monolithic understandings of patriarchy, offering a critical reflection on its pervasive and evolving nature in a postcolonial context
The Role of English Teachers in the Digital Age: A Closer Look
No full textThere was a time when students were mainly dependent on the teacher and learning and teaching were limited to the classroom. The role of the teacher was considered crucial, but now, in the digital age, the role of the teacher has changed. In the days before the digital age, a highly motivated student would listen to BBC News, watch English movies and buy English newspapers and books. But in the 21st century, it is not just about the classroom, notebooks and textbook. After the invention of the internet and digital media, English learning and teaching have entered a new era. We thank technology for providing us with great opportunities to ignite interest in students and motivate them. As an English teacher, we should change our attitude from traditional methods to modern methods and use modern educational technology. The article discusses the importance of digital tools in English teacher education and the need for effective and appropriate management of technology. It explores the knowledge and skills that English language teachers need to possess in the digital era, including their roles in using digital tools and developing their competence in the hypermedia environment. This is fundamental to effective teaching and approaches to language teacher education
Cognitive Assets and Setbacks of a Recorded Online English Language Conversation Course Offered to Non-Native Speakers at The World Islamic Sciences and Education University (WISE)
No full textThe thought of preparing and delivering a recorded online English language conversation course consisting of fifteen lectures that are to be offered as an elective course to overseas students of the B.A. level in Arabic language and literature at the World Islamic Sciences and Education University (WISE) at the Hashemite Kingdom of Jordan seemed initially daunting. That is because the target students of this newly suggested program are not specializing in English and, therefore, may find this course extremely difficult to adequately benefit from in light of their varied proficiency levels. The nature of any conversation course obliges live interaction to achieve most, if not all, of its objectives. To explain, any conversation course, regardless of the target language and students, necessarily requires actual live interaction among the participants in that course in order to achieve satisfactory comprehension, fruitful communication, and adequate peer learning. In other words, the challenge behind the preparation and implementation of this conversation course lay in the entailed fundamental requirement of it being a recorded online one due to the target overseas students
On the Prophecy of Antarctic Ecological Crisis in The Narrative of Arthur Gordon Pym
No full textThe theme of Antarctic exploration is one of the prominent subjects in American author Edgar Allan Poe’s novel The Narrative of Arthur Gordon Pym of Nantucket. This theme did not arise by chance but is closely connected to the social environment of Poe’s era and country. This paper aims to provide an ecological interpretation of the Antarctic exploration episodes in the novel, particularly focusing on Poe’s foresight regarding the ecological crisis in Antarctica. First, through textual analysis, this paper reveals Poe’s profound description of Antarctica, showcasing his keen insight into the natural environment and human behavior, as well as his deep understanding of society and history as a writer. Second, this paper will explore the history of American Antarctic exploration and, using this background, discuss in detail how Poe’s work unveils America’s desire for Antarctic resources and the potential ecological crises such desire might bring. Furthermore, the paper will analyze Poe’s depiction of Antarctic explorers and his reasons for focusing his creative vision on Antarctica in the 1830s. Lastly, the paper will examine the implications of Poe’s ecological awareness to inspire contemporary society’s reflection on environmental protection
Public Choice for Influencers Versus Celebrities: Analysis According to Edgar Morin
No full textThis article examines why the public pays more attention to influencers today than to celebrities. It aims to integrate the author\u27s ideas into the academic field of influencer research and mass culture. We will analyze the psychological differences that motivate the public\u27s adherence to influencers compared to celebrities, drawing on Edgar Morin\u27s theory of mass culture. We will conclude that these differences manifest primarily in three aspects