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2. Proceedings of International Conference on Social and Education Sciences (Chicago, Illinois, October 15-18, 2020)
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Akerson, Valari, and Sahin, Ismail
- Abstract
"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]
- Published
- 2020
3. Mapping out Interactions in Spoken and Written Discourses. Metadiscourse across Genres. Conference Programme & Book of Abstracts (Cyprus, March 30-April 1, 2017)
- Author
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Akbas, Erdem, Hatipoglu, Ciler, and Bayyurt, Yasemin
- Abstract
This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).
- Published
- 2017
4. Use of SharePoint as a Learning Management System by KSU Faculty
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Al-Jarf, Reima
- Abstract
King Saud University (KSU) launched the SharePoint Server in September 2007. A website was created for each faculty and all faculty had to upload their publications, conference presentations and course materials. Since SharePoint is also a Learning Management System (LMS) with tools such as forums, blogs, wikis, a calendar, announcements, RSS feed, surveys, the present study aims to find out the percentage of KSU faculty utilizing those SharePoint LMS tools and the factors affecting their utilization. It was found that the KSU faculty have utilized the SharePoint's course tool to upload their course materials, exams, students' projects, Internet websites related to their courses. However utilization of the SharePoint LMS tools such as wikis, forums or blogs for instructional purposes is almost lacking. No training is provided in the SharePoint LMS tool utilization as they are considered of secondary importance.
- Published
- 2009
5. Digital Reading among Educated Arabs: A Twitter-Based Study
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Al-Jarf, Reima
- Abstract
This study aimed to explore whether educated Arabs prefer to read paper or digital materials and which reading technologies and applications they use. The sample consisted of 272 educated Arabs (81% males and 19% females) who are Twitter users, who gave 437 responses to questions, hashtags and threads asking, "which digital media and digital devices do you use for reading, why, the advantages and disadvantages of digital reading vs reading from paper material". Data analysis showed that 71.5% of educated Arabs in the sample read traditional printed books and 28.5% read digitally and use digital reading technologies as follows: 15% listen to audiobooks, 6.5% use Kindle, and 7% use e-Ink, Audible, Storytel, Feedly, text-to-speech software (Read Aloud, Natural Reader Pro and Kurzweil 1000), Instapaper, Evernote, Raindrop, Pocket, Siri, eBooks, Artificial Intelligence (AI), Tarteel, Wajeez, Sibawayh Reader, and Screen Readers such as JAWS, Window Eyes, VoiceOver, Thunder, and HAL by blind students. Digital readers in this study use smart phones, iPads, tablets, and computer screens and are familiar with digital document formats such as Pdf, Epub, Mobi, IPA and AZW. The percentage of educated Arabs who use digital reading and reading technologies and apps is small, taking into consideration that many Arab people have access to the Internet and have a smart phone, a desktop or laptop computer and should be able to access a plethora of reading apps, digital resources, and reading technologies. It seems that many educated Arabs are not familiar with digital reading, eBooks, e-libraries, online reading resources, reading technologies and applications. Digital readers gave some explanations for their preferences and how they use digital media reading, when and where. Some recommendations for familiarizing children, students and the public with digital reading and reading technologies are given.
- Published
- 2023
6. Emergency Student Practicum during the Pandemic at Saudi Universities
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Al-Jarf, Reima
- Abstract
This study investigates how emergency practicum was carried out during the COVID-19 Pandemic in the past two years (Spring 2020 to Sprin 2022) in Saudi Arabia. Results of surveys with a sample of instructors from Languages, Translation, Literature, Linguistics, Education and Computer Science Departments at a sample of universities in Saudi Arabia showed that most universities shifted to online (virtual) practicum such as online micro-teaching, online simulated teaching, remote hands-on teaching using the Saudi Ministry of Education's Platform "Madrasati" that is used for Grades k-12; reduced hours and days of face-to-face teaching practicum and training; a Teacher Mentoring Program for EFL majors and a Cooperative Training Program for linguistics and translation students. Translation students also had the option to translate 14,000 words remotely (at home), discuss and receive feedback online instead of field training in translation. In computer science, the students could complete their face-to-face practicum in small groups during the summer to maintain social distancing or attend 135 hours of online training courses in a variety of computer fields. Recommendations for further emergency practicum solutions are given such as student-created videos and podcasts, delivering lessons via a variety of live-streaming software such as Elluminate, Periscope and Facebook Watch Party, joining professional teachers and translators' forums and pages on social media, developing Apps, robots, and conducting some learning analytics of students' data in distance learning contexts in Saudi Arabian schools and universities; offering courses that prepare students for remote (online) jobs during the Pandemic and beyond.
- Published
- 2022
7. Parental Attendance of Children's Online Classes from the Perspective of Parents and Teachers in Saudi Arabia
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Al-Jarf, Reima
- Abstract
This study explored parental attendance of elementary school children's online classes from the perspective of parents and schoolteachers in Saudi Arabia. Results of a survey showed that more parents (54%) than teachers (46%) are in favor of parental attendance of children's online classes especially if the children are in the lower grades, but more teachers (54%) than parents (46%) disapprove of parental attendance of online course. Both parents and teachers reported that parents play several academic roles in online classes for elementary school children which include organizing, facilitating, monitoring children's attention in classes, motivating, nurturing, and supporting online learning. Those who do not prefer parental attendance indicated that traditionally, parents do not attend face-to-face classes and rules for online class attendance should be the same as face-to-face class attendance by parents. Children should be given the opportunity to adjust to online learning, face challenges, develop self-discipline, a sense of responsibility and autonomy. Both teachers and parents declared that parents should interfere if the child is having an internet connectivity, platform problem, difficulty submitting an assignment, is new to the platform or has a learning disability. The study reports teachers are parents' views in details with some recommendations for better online learning and parental involvement.
- Published
- 2022
8. Assessing Elearning Teaching Quality of Faculty Members in Teachers' College at King Saud University: Students Perspectives
- Author
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Hussein, Hisham Barakat
- Abstract
This paper examines students' perspectives about assessing Elearning teaching quality for faculty members in teachers' college at King Saud University. The sample of the study includes all enrolled students in Teachers' College during the academic year of 2009-2010, which they were (2282) students. Two questions are stated to be answered: (a) what are the perspectives of students about assessing Elearning teaching quality for faculty members in science, literary and educational departments in the Teachers' College? (b) What are the perspectives of students about assessing Elearning teaching quality for faculty members within each department?. Participants were asked to complete a 5-point Likert scale questionnaire. The results revealed that Educational department has had the highest mean score (3.92), followed by Literary (3.91) and Science (3.79) Departments, respectively. Further, results reveal that within each department, Curriculum and Instructions has had the highest mean with (4.01) in Educational departments; Islamic Studies had the highest mean with (4.09) in literary departments; and Science Department had the highest mean with (4.08) in all scientific departments. Finally, students thought the Elearning Teaching quality of their faculty members in teachers' college at King Saud University was satisfied. [This paper was presented at The International Conference of New Horizons in Education (3rd, Prague, Czech Republic, Jun 5-7, 2012).]
- Published
- 2012
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9. Connecting University Students, Faculty and Administrators through an Online SMS Service
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Al-Jarf, Reima
- Abstract
King Saud University (KSU) created an online Short Message Service (SMS) system called "Tawasul", developed in house, to connect administrators, faculty, and students. The KSU rector, deans, department heads and program coordinators send group season's greetings and notifications to the mobile phones of a selected group of faculty, staff, and students. Instructors can send course notifications to the mobile phones of students registered in their courses regarding exams and other issues. There are currently 380 SMS groups for department staff, T.A.'s, workshop participants, course enrollees and others. Students and faculty surveyed indicated that the KSU online SMS service is easy to use. It is faster and more efficient than paper memos and e-mails, especially in emergency situations. It helps conserve paper. Students and faculty can be reached anytime, anywhere and 7 days a week. Unused SMS in the user's account can be added to his/her balance. SMSs are archived. Those interested to join a group can send a message to the group's mobile number. Students' mobile phone numbers are entered manually once and saved as a group. However, some faculty indicated that the allocated 200 free SMSs per month are not enough when class enrollees are more than 50. They also indicated that it is not possible to send a reply, a comment, or a query to the sender of the SMS. Sometimes the service cannot be used when it is under maintenance or when there is a technical problem. It is time-consuming to enter students' mobile phone numbers manually particularly in large classes. Further results and recommendations are given.
- Published
- 2012
10. The Pandemic Job Market from the Perspective of Female Languages and Translation College Graduates in Saudi Arabia: Crisis or Opportunity
- Author
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Reima Al-Jarf
- Abstract
The COVID-19 outbreak early 2020 has had a considerable impact on the global labor market. Many businesses closed down, constrained their working hours, reduced their staff, and/or limited their new recruitments. Many employees have been obliged to work remotely and interact digitally. Due to the pandemic, the unemployment rates have gone up to unprecedented rates in all countries. This study investigates the status of unemployment in Saudi Arabia in May 2021 among languages and translation graduates and whether Saudi universities have adapted their curricula to equip languages and translation graduating seniors with the necessary skills needed for the pandemic and post-pandemic job market. Most participating graduates, instructors and administrators in the sample reported lack of jobs for language and translation graduates and that universities have not adapted their curricula nor offered any training courses or seminars in job search techniques and digital and interpersonal skills necessary for the new pandemic job environment. The study recommends that Saudi universities offer online workshops and seminars to train graduating seniors in preparing a CV, writing a letter of purpose and cover letter, filling a job application form, answering online vocational interest surveys, where to look for a job online, joining online business communities, getting ready for job interviews, raising students' awareness of recruitment and job advertisement websites/pages, and training students in effective communication, interpersonal, and digital skills needed for a remote job environment. Students are also advised to do volunteer work and take training courses while waiting to be recruited.
- Published
- 2021
11. Revised Ethical Guidelines for Educational Research in Practice: A Qualitative Analysis
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Mahmoud M. S. Abdallah
- Abstract
Any research endeavour needs to conform with some endorsed research ethics, such as the BERA ethical guidelines for educational research (BERA, 2018). These ethical guidelines can be applied to many research stages and procedures, including dealing with human participants (e.g. getting consent and approvals), data collection and analysis, and using pseudonyms instead of real names in the research report itself. Drawing on British Educational Research Association (BERA, 2018) as an authoritative source in this regard, I will explore how these ethical guidelines apply to educational research in the Arab world, and how they might inform and shape research practices in the light of a chosen experimental research study in language learning (Al-Jarf, 2006) by discussing the key ethical issues and concerns evident in the study, and suggesting alternative ways when needed. This would develop a methodological understanding of the proper conduct of the research process, and hence contribute to the advancement of knowledge in the educational arena. To investigate ethical issues in this paper, focus will be on the following points considering to what extent the researcher considered them: the researcher's qualities and virtues (honesty, objectivity, clarity, etc.), her interaction with participants, tackling previous literature, and research procedures.
- Published
- 2024
12. Investigating Digital Equity in Distance Education in Saudi Arabia during the COVID-19 Pandemic
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Al-Jarf, Reima
- Abstract
Due to the COVID-19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet access. On the other hand, some households have high-speed Internet and even a device for each child. This study investigates the digital equity in accessing online courses by students in low-income families, orphanages, and remote areas. A sample of school and university teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was overcome by: (i) Governorates donating thousands of tablets to disadvantaged students; (ii) charity organizations and affluent individuals donate tablets/laptops and financial aid; (iii) some school teachers collect money to buy tablets for needy students; (iv) students who do not have devices and/or Internet go to school few times a week and meet with teachers face-to-face to teach them and help them with homework; (v) needy college students are allowed to use devices and Internet at their college computer laps or library; (vi) some underprivileged students reported borrowing a smartphone/laptop from relatives or neighbours and/or use relatives and neighbours' Internet; (vii) Saudi mobile companies offer special Internet packages for students and teachers. Sample regions, types of disadvantaged students and help provided to bridge the digital and distance education gap in SA during COVID-19 are given in detail.
- Published
- 2021
13. Differential Effects of the iPad on First and Second Language Acquisition by Saudi Children during the COVID-19 Pandemic
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Al-Jarf, Reima
- Abstract
This study investigates the differential effects of the iPad on first and second language learning by Saudi children in the home environment. The subjects consisted of 78 parents and 118 children. The children were grouped into: 1-6 years old (young children in kindergarten and pre-school); 7- 9 years (grades 1-3); and 10-12 years (grades 4-6). Results of the survey-questionnaire showed that the iPad is more effective in helping young children in language learning than older children in grades 1-3, and in grades 4-6 respectively. Older children mainly use the iPad to play games and watch movies. More children under the age of 6 use the iPad to learn English than Arabic; 21.88% use Arabic Alphabet apps to learn; 15.6% use apps to learn the Quran; 12.5% use apps to learn numeracy and arithmetic; and 12.5% use animal apps. The iPad helps kindergarten children to learn the alphabet, numbers, names of animals, colors, fruits, seasons, and continents. They learn from apps, from games, cartoons, movies, nursery rhymes, stories, and flash cards. The iPad helps children focus on and engage in learning because the apps are interactive and use color, animation, audio, and video. Negative effects of the iPad on language learning include learning bad language, bad handwriting and some children no longer read print books. Most parents supervise their young children but not older children while using the iPad. The article reports the results in detail and gives recommendations for better use of the iPad.
- Published
- 2021
14. Collaborative Mobile eBook Reading for Struggling EFL College Readers
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Al-Jarf, Reima
- Abstract
Background: Mobile e-books together with Blackboard LMS and Elluminate were integrated and used as extensive reading activities, i.e., as a supplement to in-class reading instruction. The aim of the activity was to develop EFL struggling freshman student readers enhance their reading skills through short, simplified e-books. Materials and Methods: Two groups of freshman students participated in the study. The experimental group used extensive collaborative e-book reading activities whereas the control group read paper books of their choice on their own out of class. Students in the experimental group were divided into small groups and were assigned a free e-book. The e-books selected matched the students' proficiency level and interests. Each group read a chapter (2-3 pages) and had to write an outline and a summary and post them on the Blackboard Discussion Forum. Each group generated questions about each other's chapters. The questions had to ask about the topic, details, meanings of difficult words, pronouns and their referents and so on. The rest of the students had to answer the questions online, give feedback and comments on each other's posts, summaries, and answers. Discussions were held via Elluminate web conferences. The control group was given questions on paper to answer and discussions with the instructor were held in class. Results: Post-test results showed significant differences between the experimental and control groups in their reading skill level. Experimental students made higher gains in reading skills. A post-treatment survey showed several factors that led to reading improvement such as student-centered activities, active participation and practice, interaction among the students, a secure environment for making mistakes, and instructor and peer support. Conclusion: Extensive collaborative e-book reading activities in used as a supplement to in-class reading instruction proved to be effective in improving EFL freshman students reading skills.
- Published
- 2021
15. Proceedings of International Conference on Humanities, Social and Education Sciences (New York, New York, April 22-25, 2021). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Jackowicz, Stephen, and Sahin, Ismail
- Abstract
"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
- Published
- 2021
16. Using Edmodo in Language Learning: A Review of Research
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Aydin, Selami
- Abstract
Edmodo has a significant role and place in the language teaching and learning contexts. However, there is no conclusive evidence on how Edmodo affects the language learning process. This study aims to present a review of the studies to make recommendations for teachers and researchers for further research. The study concludes that learners and teachers mainly have positive perceptions of and attitudes towards the use of Edmodo in the language learning process. It is also concluded that the use of Edmodo is efficient for fostering basic language skills, overall language proficiency, and communication skills. On the other hand, there are several drawbacks encountered during the utilization of Edmodo in language classes.
- Published
- 2021
17. College Administrator-Student Communication via Twitter
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Al-Jarf, Reima S.
- Abstract
This paper analyzes the tweet content of the official Saudi language, literature and translation institutions' Twitter accounts to find out the types of issues tweeted and characteristics of administrator-student interaction. 115 students and 5 administrators were also interviewed to find out how they perceive their institution Twitter accounts and their advantages and shortcomings. It was found that only 20 (34%) language, literature and translation colleges and departments at 10 universities have Twitter accounts. Twitter is mainly used for announcements about admission, registration, drop-ad and withdrawal dates, exam schedules, class cancellation, extra-curricular activities, student clubs, and others. Announcements are mainly tweeted in Arabic, whereas English is used for course-related issues and language learning tips. Photos tweeted consist of images of course lists, memos, forms and schedules, activities and functions held by the students and faculty. No significant differences between male and female department Twitter accounts were found in the above aspects. Both students and administrators find Twitter to be very useful in sending notifications about the department logistics and functions in a quick and easy way. Results of the quantitative and qualitative analyses of the Twitter accounts under study together with student and administrator views are reported in detail.
- Published
- 2015
18. EFL Freshman Students' Difficulties with Phoneme-Grapheme Relationships
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Al-Jarf, Reima
- Abstract
36 Saudi EFL freshmen students, at the College of Languages and Translation, took a listening-spelling test in which they filled out 100 blanks in a dialogue. Results indicated that 63% of the spelling errors were phonemic and 37% were graphemic. It was also found that the subjects had more problems with whole words than problems with graphemes and phonemes. Some of the phonemic problems that the subjects had were inability to hear and discriminate all or most of the phonemes in a word, inability to discriminate vowel phonemes and hear the final syllable or suffix. They mostly had graphemic problems with vowel digraphs, double consonants, silent vowels and consonants, and homophones. A simplification process seems to affect students' spelling errors. A detailed account of EFL students' phonemic and graphemic errors in spelling is given.
- Published
- 2019
19. Teaching and Assessing Graduate Students' Research Skills in English for Art Education Purposes
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Al-Jarf, Reima
- Abstract
A research training module was designed to help graduate students locate, read and comprehend art abstracts and full-text articles that they need for their assignments, term papers and theses. At the end of the training module, the students were posttested. They were given individual research projects for which they had to select the search terms, define the searching strategy, go online, log into the electronic database, conduct simple and advanced searches, print and save the actual records obtained. The posttest required the students to locate art dissertation abstracts and journal articles. They were asked to skim through sample art abstracts and journal articles and locate the aim of the study, type of instrument used in collecting the data, the subjects, and results and give a summary translation in Arabic. A detailed description of content and research skills tested are given.
- Published
- 2013
20. Synchronous Online Training Workshops
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Al-Jarf, Reima
- Abstract
This paper describes a series of interactive, synchronous online training workshops in which linguistics graduate students studying in Australia, UK, USA and Saudi Arabia participated. The aim of the workshops was to develop graduate students' research skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. The workshops were initiated, organized and hosted by the Saud Linguists' Society (SAL) created by a Saudi Ph.D. student. Since SAL has a limited budget, free web conferencing software were tried out such as PalTalk, "Skype," "How-to Geek" and "WEbex." Registration in the workshops was made free for graduate students. SAL's workshop coordinator invited the speakers, selected the workshop theme, prepared the workshop poster, announced the workshops online, scheduled the workshops, and registered participants. A detailed description of the steps in preparing for and conducting online workshops will be given. Participants' views on the benefits and shortcomings of synchronous online workshops are reported and recommendations for conducting effective, interactive, synchronous online workshops and for extending free web conferencing and webinar tools to other educational settings in Saudi Arabia are given.
- Published
- 2013
21. Disability in the Arab World: A Comparative Analysis within Culture
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Eissa Saad, Mourad Ali and Borowska-Beszta, Beata
- Abstract
The phenomena of disabilities in the Arab world can be viewed from various perspectives, considering historical times, epistemological programmes and theoretical models. This article is a theoretical review and comparative data analysis of the problems regarding the evolution of attitudes and current concept of disability and theoretical assumptions of caring for disabled people in the Arab world. Content of the theoretical part of the paper includes reasons for caring for disabled Arabs, including: analysis of human orientation aspects, social orientation, equality of opportunity and principles of democracy orientation and human development orientation. In the second part of the article the authors discuss empirical comparative data related to disability in the Arab world as: various causes of congenital or acquired disabilities, including culturally bounded causes of disabilities in Arab world, related to marriages in close families and marriages of underage girls. The paper illustrates key aspects of conceptualization of disabilities in the Arab countries and gives comparative analysis of the latest data on the situation of children with disabilities in education sectors and adults in the labor market. This part of comparative analysis broadly refers to the primary data from the Arab countries published as research report in 2018 by the Economic and Social Commission for Western Asia. The report is entitled "Disability in the Arab Region".
- Published
- 2019
22. Effect of Social Media on Arabic Language Attrition
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Al-Jarf, Reima
- Abstract
This study investigates the effect of Facebook on Arabic language attrition, i.e., decrease in language proficiency, as exhibited in the use of Colloquial instead of Standard Arabic, use of foreign words although Arabic equivalents exist, and committing spelling errors. A sample of Facebook posts and a corpus of spelling errors on Facebook were randomly selected and analyzed. Samples of college students and instructors were surveyed to find out the reasons for this new socio-linguistic phenomenon. It was found that most educated adult Facebook users use slang and Colloquial language. Some Arabic posts are fully Romanized rather than written in Arabic script. English words are transliterated and inserted in Arabic posts. Many adult Facebook users completely ignore Standard Arabic spelling rules. They spell words the way they pronounce them in their own dialects. Students do not seem to recognize word boundaries, cannot connect phonemes with the graphemes they represent and cannot distinguish vowel length. Students reported that it is easier for them to express themselves in slang and Colloquial Arabic. They feel they are conversing with others, not writing. Therefore, they write the way they speak and do not think about spelling and grammar. Results and recommendations are given in detail.
- Published
- 2019
23. Psychological Applications and Trends 2019
- Author
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Pracana, Clara and Wang, Michael
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2019, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2019 received 322 submissions, from more than 35 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. 107 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The conference also included: (1) One keynote presentation by Prof. Dr. Glenys Parry (PhD, CPsychol, FBPsS, Emeritus Professor, School of Health & Related Research, University of Sheffield, United Kingdom). (2) Two Special Talks, one by Prof. Dr. Michael Wang (Emeritus Professor of Clinical Psychology, University of Leicester, United Kingdom), and the other by Prof. Dr. Luís Delgado (Applied Psychology Research Center Capabilities and Inclusion (APPsyCI) -- University Institute, Portugal). We would like to express our gratitude to all our invitees. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. The conference program includes six main broad-ranging categories that cover diversified interest areas: (1) Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; Addiction and stigmatization; and Psychological and social impact of virtual networks. (4) Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) Psychoanalysis and Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. We would like to thank all the authors and participants, the members of the academic scientific committee, and of course, to the organizing and administration team for making and putting this conference together. [These proceedings were published by InScience Press. Abstract modified to meet ERIC guidelines. For the 2018 proceedings, see ED604953.]
- Published
- 2019
24. Tirbyi in the Muslim World, with a Focus on Saudi Arabia
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Bangura, Abdul Karim
- Abstract
The educational systems of Muslim societies, particularly that of Saudi Arabia, have been under scrutiny, especially after the September 11, 2001 attacks on the World Trade Center in New York and the Pentagon in Washington, DC. The Saudi educational system is mostly based on Islamic precepts. Nonetheless, the United States government and other critics continue to blame the Saudi educational system on many levels, saying that education in Saudi Arabia mostly encourages the students to engage in violent actions labeled as Jihad. Consequently, these critics have called upon the Saudi government to change its educational system. However, changing the educational system in Saudi Arabia is not an easy task for Saudis as Americans think, because education is associated with IslamCa way of life for the country=s citizens. The American insistence also hinges on the notion that Islamic education and Western education are incompatible. In this paper, I argue that the Arabic term tirbyi, which is translated into English as education, is compatible with Western educational precepts, despite their cultural differences. I also argue that the Islamic educational paradigm transcends pedagogy (the art and science of teaching), andragogy (the art and science of helping adults learn), ergonagy (the art and science of helping people learn to work), and heutagogy (the study of self-determined learning).
- Published
- 2004
25. The Global Dimension in Saudi History Textbooks for Grades 4-12
- Author
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Reima Al-Jarf
- Abstract
The present study tried to find out whether Saudi history textbooks for grades 4-12 contain global themes, in which grade levels global themes are introduced, the percentage of global themes, local history themes and Islamic history themes, and which global history themes are taught. A checklist of global history themes was developed. Those are: global systems, historical periods, ancient civilizations, world empires, world religions, human immigration, major wars, colonization and liberal movements, exploration expeditions, history of science and technology, the Industrial Revolution, international organizations, political and economic treaties and unions, conflicts, current global issues, social, economic, political and technological changes, emergence of the new world system. It was found that 68.5% of the themes were Islamic, 30% of the themes were local (focused on Saudi history), and only 1.5% of the themes in the nine history textbooks were global. It was concluded that the global dimension is completely ignored in Saudi history textbooks for grade 4-12. Therefore, this study recommends that Saudi history textbooks be reviewed and re-structured and global history themes be integrated. [This paper was published in: Proceedings of the Curriculum Development Conference titled "Principles and Starting Points," Vol. I, 2003, pp. 101-132.]
- Published
- 2003
26. Electronic Dictionaries in ESL College Classrooms
- Author
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Al-Jarf, Reima Saado
- Abstract
This study tried to find out the percentage of ESL and translation students who use an electronic dictionary (ED), differences between ESL and translation students in using ED, level at which students started to use an ED, courses in which students use an ED, kinds of ED that students use, i.e. monolingual, English-Arabic, Arabic-English, general or specialized ED, the percentage of words that they find in an ED, kinds of linguistic information that they obtain from an ED, reasons for using an ED, limitations of an ED as perceived by the students in both groups, reasons for not using an ED at all, and the advantages of the book dictionary (BD) over an ED as perceived by users of an ED. [This paper was published in: "TESOL Arabia '99 Conference Proceedings Vol. IV" (pp. 42-51).]
- Published
- 1999
27. END 2016: International Conference on Education and New Developments. Conference Proceedings (Ljubljana, Slovenia, June 12-14, 2016)
- Author
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World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2016
28. Dialogic Teaching to Improve Students' Learning: A Discussion with Reference to Teacher Education in KSA
- Author
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Zayed, Jihan
- Abstract
Adopting a qualitative design, the present study aimed to highlight Mikhail Bakhtin's theory of dialogism in relation to the objectives of teacher education in KSA. To bring this theory to teacher education, the study considered the ways in which students, texts and the instructor interact--enter into dialogue--in order to generate meaning and understanding. The aim of the dialogue was to explore new interpretations of the texts. At the end of the experiment, a questionnaire was administered to 20 students--enrolled at the English department, Humanities and Administration College, Qassim Private Colleges, KSA. Students stated that dialogic learning was very problematic at the very beginning; nevertheless, they eventually realized it vital for their professional development as well as their development as learners.
- Published
- 2016
29. The Reality of the Practice of School Principals in the Eastern Region of Decision-Making Steps
- Author
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Al-Harbi, Surur ibn Muhammad
- Abstract
The current study aims to identify the reality of the practice of school principals in the eastern region of the decision-making steps, and the researcher adopted the descriptive survey method as an appropriate method for the study. To achieve the objectives of the study, the questionnaire was used as a tool for collecting data on the study sample. The tool consisted of two main axes: the first axis, decision-making steps, and the second axis: decision-making obstacles. Where the sample of the current study consisted of (280) male and female managers in the eastern region of the Kingdom of Saudi Arabia, from the academic year 1444 Ah. The results of the study concluded: There are no statistically significant differences at the level (0.05) in the practice of school principals in the eastern region for decision-making steps due to the variable nature of work. There are no statistically significant differences at the level (0.05) in the reality of the decision-making steps of school principals in the eastern region due to the variable of training are program. There no differences between males and females at the level (0.05) in the practice of school principals in the eastern region of decision-making steps due to the gender variable. Based on the results of the study, the study recommended the following recommendations: continuous guidance for effective communication between school administrations and their local communities, including parents of students, in order to reach rational decisions that serve common issues. Establishing a unit concerned with school decision support in each of the education directorates, education directors should hold periodic workshops with the participation of their assistants in administrative, financial, technical and other affairs, in order to exchange experiences and knowledge among themselves in order to reach sound decisions. [This paper was prepared for the Ministry of Education, General Administration of education in the eastern region, Educational affairs, Nairiya Education Office.]
- Published
- 2023
30. Numeral-Based English and Arabic Formulaic Expressions: Cultural, Linguistic and Translation Issues
- Author
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Al-Jarf, Reima
- Abstract
This study explores the similarities and differences between English and Arabic numeral-based formulaic expressions, and difficulties that student-translators have with them. A corpus of English and Arabic numeral-based formulaic expressions containing zero, two, three, twenty, sixty, hundred, thousand…etc., and another corpus of specialized expressions with numerical prefixes (mono-, bi-, milli-, kilo-, mega-) were collected, analyzed and compared. It was found that English and Arabic numeral-based formulaic expressions fall into 4 categories:: (i) those that are identical in form and meaning in both languages (seventh heaven, four eyes, fifth column); (ii) those that are similar in meaning but differ in wording (cats have nine lives, high five, cloud nine); (iii) those that exist in English, but have no equivalents in Arabic; and (iv) those that exist in Arabic but have no equivalents in English. Specialized expressions containing numerals or numerical prefixes used in business, sports, science, politics and others are exact translations in both languages (five-power agreement, five percent rule, five tigers, tripartite alliance, fifth wheel replace). Student-translators could translate fewer than 25% of the test items correctly and left many blank. Numeral-based formulaic expressions similar in both languages were easy to translate, whereas opaque ones (at sixes and sevens, double Dutch, strap); culture-specific ones (Pentateuch, Millennialism, [special characters omitted], and those that require a specialized background knowledge (five C's, the big five, five pillars of the UN, three-name paper) were difficult. Literal translation was the most common translation strategy. Detailed results and recommendations are given.
- Published
- 2023
31. Favorite Magazines and Reading Topics among Saudi Female College Students
- Author
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Al-Jarf, Reima
- Abstract
This study aimed to explore the magazines and topics that female college students like to read, and the topics that senior and junior high school reading textbooks contain. Findings of questionnaire-surveys with female college students at King Saud University revealed that 77% of the students read women's magazines; 77% like to read about fashion and make-up; 66% read articles about movies, singers, and actors; 24% read poetry; 1-4% read religious, educational, literary, political, computer and internet, and historical articles. Analysis of the reading schoolbooks showed that 10% of the reading texts are devoted to Quranic verses and Prophet Mohammed's Hadiths; 29% are about Islamic history; 13% focus on general topics, and 11% deal with classical literature. It can be concluded that female college students like to read magazines and topics that prevail in satellite T.V. broadcasting and social media such as Instagram. Both magazines and satellite T.V. shows marginalize young people's local culture and distract them from vital social, and political issues. There is a discrepancy between the types of topics students read at school and those they like to read at home. Therefore, this study recommends that reading texts in the school textbooks be re-selected, re-constructed and re-designed in terms of layout, colors, pictures, paper quality, and choosing an attractive cover. It also recommends the utilization of online courses, blogs, mind-mapping software, mobile reading apps and audiobooks, digital reading, global topics and global culture, speed reading practice, and reading from multiple resources. High school and college students should be introduced to new books, magazines, and e-books. Extensive reading of serious topics should be started from the primary grades; reading texts should be diversified; developing students' appreciation skills and visiting book fairs, public libraries, publishing houses, cultural centers should be emphasized as well.
- Published
- 2023
32. Communication among Language and Translation Instructors and Students via Twitter
- Author
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Al-Jarf, Reima
- Abstract
Twitter accounts of a sample of language and translation instructors in Saudi Arabia were examined to find out the percentage of language and translation instructors having a twitter account; the number of followers, tweets, pictures, links and date created; issues and topics tweeted; the percentage and types of instructional tweets; the language of communication; types of queries students raise on Twitter; and students and instructors' views on the advantages and shortcomings of instructor-student communication via Twitter. It was found that instructors mainly use Twitter for making announcements. Some tweet language learning tips and links for the students. Retweets and queries by participating students are very few. Announcements are tweeted in Arabic; whereas English is used for course-related issues and language learning tips. The students find instructor Twitter accounts significant and useful. Results of the quantitative and qualitative analyses of the instructors' Twitter accounts together with student and instructor views are reported in detail.
- Published
- 2015
33. Enhancing Reading and Speaking Skills in EFL through Multicultural Children's Short Stories
- Author
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Al-Jarf, Reima
- Abstract
This study proposes a model for integrating multicultural children's short stories as an extension activity or as a supplement to in-class instruction to develop college students' reading and speaking skills in English as a foreign language (EFL), together with cultural awareness. It gives the advantages of using multicultural children's short stories; criteria for selecting multicultural children's short stories; examples of multicultural children's short stories and examples of websites where the instructor can find multicultural children's short stories; reading and speaking skills that can be developed with multicultural children's short stories; and instructional stages with multicultural children's short stories. Reading and speaking tests can be used to measure students' skill level before and after instruction. A questionnaire-survey can be also used to assess improvement in the students' multicultural awareness as a result of using multicultural children's short stories.
- Published
- 2015
34. Comprehension of English Text among Saudi Arabian and American Undergraduates
- Author
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Menard, Lauren and McAlister, Kimberly Walker
- Abstract
Reading comprehension was investigated between undergraduates at a university in Louisiana, United States (n = 17) and an English-based university in Saudi Arabia (n = 41) for the purpose of comparing variance and proficiency. Comprehension was measured with an 8th grade curriculum-based measure administered in English. The research hypothesis of a larger proportion proficient (60% or higher) from the university within the United States (99%) than the proportion proficient from an English-based university in Saudi Arabia (49%) was revealed in data (?[superscript 2] = 10.49, p = 0.0012). Greater variance in reading comprehension was expected at the English-based university in the non-English speaking country because of non-standardization of English instruction in k-12 programming. Analysis of sample variance in student data from Prince Mohammad bin fahd University (s[superscript 2] = 11.575) and Northwestern State University (s[superscript 2] = 4.639) confirmed this expectation.
- Published
- 2014
35. What ESL Teachers Should Know about Online Writing Tasks
- Author
-
Al-Jarf, Reima
- Abstract
The presentation will show the types of online writing tasks that can be integrated in online courses, online discussion forums, blogs, wikis…etc as a supplement to in-class writing instruction. The types of online writing tasks include the following: Tasks that focus on specific writing skills; tasks that provide free writing activities; tasks that provide extension activities; tasks that require students' comments; pre and post-writing instruction assessment tasks; error correction tasks; remedial tasks; self-improvement and study skills tasks; electronic searching tasks; tasks that require reflective thinking and others. Online writing tasks can be performed individually, in pairs or in small groups. They can be performed synchronously or asynchronously; independently, interactively or collaboratively. Examples will be given to illustrate the task types and task phases, i.e. pre-task phase, task cycle, post-task phase, and assessment. [Paper presented at the ELTAM-IATEFL-TESOL International Biannual Conference (7th, Skopje, Macedonia, Oct 2012).]
- Published
- 2014
36. Itineraries in the Translation History of the Quran: A Guide for Translation Students
- Author
-
Al-Jarf, Reima
- Abstract
Students at the College of Languages and Translation (COLT) take an Islamic Translation course in which they practice translating different kinds of Islamic texts (genres) including excerpts from the Holy Quran and the Prophet's Sayings. The aims of the present article are to introduce the students to the history of the translation of the Holy Quran. The Quran was translated by Arabists, non-Arab and Arab Muslims. Consequently, English translations vary in style and accuracy. Some translators preferred archaic English words and structures; some used simple modern English; others added commentary. Some translated the meanings of the Quranic verses; others gave a word-for-word translation. There are occasional misinterpretations, mistranslations, and even distortions. Translating the meanings of the Holy Quran has always been challenging for translators, as the Quran has an exoteric and an esoteric meaning. The Quranic style is characterized by "rhyming prose" and its message is conveyed through various literary styles and devices. In addition, a Quranic lexical item may have multiple versatile meanings, making an accurate translation even more difficult to produce as there is no on-to-one correspondence between the Arabic lexical items in the Quran and target language equivalents. The article proposes examples of activities in which translation students can engage in based on the English Quran translations, gives some resources and defines the role of the instructor.
- Published
- 2014
37. International Psychological Applications Conference and Trends (InPACT) Proceedings (Porto, Portugal, April 4-6, 2014)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Pracana, Clara
- Abstract
We are delighted to welcome you to the International Psychological Applications Conference and Trends 2014, taking place in Porto, Portugal, from 4 to 6 of April. Psychology, in our time, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. Our International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. Our goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2014 received 326 submissions, from 31 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 92 submissions (28% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished Emeritus Professor Carlos Amaral Dias, BSc(Hons), MD, PhD, C. Psychol., FBPsS, Full Professor in the University of Coimbra, Director of Institute Superior Miguel Torga and Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, to whom we express our most gratitude. This volume is composed by the proceedings of the International Psychological Applications Conference and Trends (InPACT 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside Applied Psychology area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen six main broad-ranging categories, which also cover different interest areas: (1) In Clinical Psychology: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In Educational Psychology: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In Social Psychology: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In Legal Psychology: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In Cognitive and Experimental Psychology: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In Psychoanalysis AND Psychoanalytical Psychotherapy: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. Educational psychology oral papers include: (1) Effects of a multisensory/phonic intervention program on prevention of reading learning difficulties in kindergartners (Mariana dos Santos Moretto-Moresch and Sylvia Domingos Barrera); (2) Parents' and teachers' agreement on behavior problems in children with reading problems (Aikaterini Venianaki); (3) Differentiating cultural, social, and psychological attitudes towards school counselling in Saudi Arabia (Turki Aziz M. Alotaibi); (4) Construction and validity evidence of successful University-to-Work transition scale (Marina Cardoso de Oliveira, Lucy Leal Melo-Silva and Maria do Céu Taveira); (5) Body-esteem as perceived by Omani school students' grade 7 through 12 (Abdulqawi Alzubaidi, Ali Mahdi Kazem, Said Aldhafri, Muna Albahrani and Hussain Alkharusi); (6) Elderly answer about concepts of aging and computer use: Educational Psychology and gerontological perspective (Claus Dieter Stobäus, Anderson Jackle Ferreira, Caroline Prato Marques, Cláudia de Oliveira Tacques Wehemeyer, Denise Goulart and Juan José Mouriño Mosquera); (7) A realist constructivist approach to unit development in science (Theodore R. Prawat and Richard S. Prawat); (8) Designing, building and preliminary results of "Cerebrex", a serious educational videogame (Ali Lemus, Byron Ajin and Rigoberto Pinto); (9) Maternal acceptance-rejection and emotion regulation (assessed by Erica) in Portuguese adolescents (Teresa Sousa Machado and Isabel S. Reverendo); and (10) Attachment to parents (assessed by IPPA-R) and emotion regulation (REQ-2) in Portuguese adolescents (Teresa Sousa Machado and Mariana Duarte). Educational psychology posters include: (1) Self-regulation of learning in secondary school students with special educational needs (Karin Bakracevic Vukman and Majda Schmidt); (2) Personality traits and quality of relations to people in adult Psychology students (Galina Kozhukhar); (3) Psychometric analysis of the Cultural Intelligence Scale (CQS) in the Arab culture (Ali Mahdi Kazem and Abdulqawi Alzubaidi); (4) Short form of WISC-IV for Spanish primary school children: A pilot study (Carmen Dasí, María J. Soler, Vicente Bellver and Juan C. Ruiz); (5) Coping behaviors in families of children with developmental disabilities in Albania (Erjona Dervishaliaj); (6) Imagined contact: A method to improve young adolescents' behavioural intentions towards a peer presented as having Asperger Syndrome (Eleni Fleva); (7) Burnout Syndrome among Brazilian lecturers in undergraduate and postgraduate courses in Psychology and Education (Cristina Py de Pinto Gomes Mairesse and Ana Paula Melchiors Stahlschmidt); (8) School refusal and perceived academic self-efficacy in a sample of Chilean adolescents (José Manuel García-Fernández, Antonio Pérez-Sánchez, Maria Vicent Juan, Carolina Gonzalvez Macià, María Isabel González Núñes and Nelly Lagos San Martín); (9) New perspectives in traffic education life action role playing as a new method of teaching (Zuzana Strnadová, Leona Winklerová and Kamila Paráková); (10) Academic self-efficacy influence the attitude and interest in the school in a sample of Chilean adolescents (Antonio Pérez-Sánchez, José Manuel García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Cándido J. Inglés and Nelly Lagos San Martín); (11) Applying the serious educational videogame: "Cerebrex" to 6th graders for an educational and motivational boost (Ali Lemus, Yetilu de Baessa and Jorge Mario Garcia); (12) Scientific literature review about school refusal through the SSCI (José M. García-Fernández, Antonio Miguel Pérez-Sánchez, Carolina Gonzálvez, Maria Vicent, María Soledad Torregrosa-Díez and Nieves Gomis); (13) Relationship between academic self-efficacy and selecting main ideas: Study with a sample of Chilean adolescents (Antonio Pérez-Sánchez, José M. García-Fernández, Maria Vicent Juan, Carolina Gonzalvez Macià, Patricia Poveda Serra, Cándido J. Inglés and Nelly Lagos San Martín); and (14) Individual differences in learning difficulty (Kénora Chau, Senad Karavdic, Michèle Baumann and Nearkasen Chau). Educational psychology virtual presentations include: (1) Marital quality: Work-family conflict as a vulnerability factor (Rosalba Raffagnino, Martina Fabrizi and Luisa Puddu); (2) A preliminary investigation of students' work engagement and anxiety (Hanan Asghar); and (3) Intercultural sensitivity of school psychologists in Serbia (Danijela S. Petrovic and Bojana M. Dimitrijevic). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2014
38. Integrating Elluminate Webconferences in EFL Grammar Instruction
- Author
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Al-Jarf, Reima
- Abstract
Two groups of college students majoring in translation participated in the study. They were enrolled in an English grammar course. The control group received face-to-face in-class grammar practice; whereas the experimental group received synchronous online practice using Elluminate Live, a web-conferencing software associated with Blackboard LMS. Results of the posttest showed significant differences between the experimental and control groups in grammar mastery, in favor of the Elluminate grammar practice sessions. Students who participated in those sessions developed positive attitudes towards web-conferencing and grammar practice as well.
- Published
- 2013
39. Learning and Teaching Vocabulary Acquisition: Analysing One Unit of a Textbook in the Saudi Arabia Context
- Author
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Mashrah, Hind Talal
- Abstract
Saudi Arabian Ministry of Education is seeking for the best English language textbook to be taught in schools in order to develop the Saudi education in the future. To choose the most beneficial one, frameworks or tools were designed to analyze and to evaluate a unit of a textbook in Saudi Arabia based on standard criteria. These standard criteria were concentrated on vocabulary by setting two required conditions to be applied in the analysis of textbook. Firstly, frequency and learnability are the main concentrations to examine vocabulary. Secondly, it is to apply the four strands in teaching and learning vocabulary items. To be able to extract the criteria for analyzing and evaluating and the unit of the textbook, this major research paper is built on two important concepts: Nation's four strands in teaching and learning vocabulary through pedagogical approaches and vocabulary learnability and Lewis' theories in lexical approach and syllabus design. The results were (1) the vocabulary is infrequent but learnable but with insufficient exercises of the four strands, (2) two of the four strands have heavily activities whereas other two strands have few activities, and (3) no consistency to recycle all vocabulary to retain the words and their meanings. There are some limitations regarding this paper. This paper needs to expand the study by observing the teacher and the students through making focus-group and interview both parties to evaluate the textbook and what kind of recommendations should address the publisher to improve the textbook.
- Published
- 2013
40. Enhancing Freshman Students' Performance with Online Reading and Writing Activities
- Author
-
Al-Jarf, Reima
- Abstract
The present study investigates the effectiveness of integrating RCampus in EFL freshman classrooms in developing EFL students' reading and writing skills. Two groups of freshman students majoring in translation participated in the study. Before instruction, pretest results showed no significant difference between the experimental and control groups in their reading and writing skills in EFL (English as a foreign language). Both groups received traditional in-class instruction that depended on the textbook, completed the same chapters, did the same exercises and took the same quizzes. In addition, the experimental group received online instruction using RCampus (www.rcampus.com), an open source Online Course Management System. RCampus has as a discussion forum, ePortfolio for each student, i-Rubrics, course documents, a message center and other tools. The experimental group received online reading and writing extension activities. Each week discussion threads that required the students to search for information, read extra material and respond to questions in writing were posted. The students were free to post their own book summaries, discussion threads and comment on each other's posts. The instructor served as a facilitator. She provided feedback and individual help. At the end of the semester both groups were post-tested and their scores compared to find out the effect of using a combination of online reading and writing activities using RCampus on the students' reading and writing skills development. The students answered a post-treatment questionnaire to find out how they felt about RCampus and their online learning experience. Results will be reported in detail.
- Published
- 2013
41. Intellectual Property and eLearning at Saudi Universities: Problems and Solutions
- Author
-
Al-Jarf, Reima
- Abstract
This study investigates the availability and awareness of intellectual property rights of electronic material and resources at Saudi universities and reports students and instructors' views of the infringements of intellectual property, reasons for infringements, and misconceptions of proper use.
- Published
- 2013
42. Women Administrators in Segregated Higher Educational Institutions in Saudi Arabia
- Author
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Al-Jarf, Reima and Albakr, Fawziah
- Abstract
Since the 1970's, national universities in Saudi Arabia have created closed centers for women off their main campuses. Though segregated, women study and work in accordance with the same structure and regulation of "mother" universities. This study investigates women administrators work conditions, their role in decision-making, the hierarchical power structures established between males and females; tensions underpinning the current administrative 'traditions'. In all state universities, male administrators are in control of higher administrative positions, colleges, deanships, and all academic as well as service departments. Women serve as deputies and have a limited role in decision-making. The present study reports results of interviews with 36 female administrators at 12 higher education institutions representing a variety of administrative structures, and locations.
- Published
- 2013
43. EFL Curriculum and Needs Analysis: An Evaluative Study
- Author
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Alhamlan, Suad
- Abstract
The current paper is an assessment of the "Traveller 5", the English Language curriculum that is taught in third secondary Schools in Saudi Arabia. Through this paper, the author focused on whether this curriculum fulfills students' needs. This syllabus has been introduced as part of the English Language Development Project (ELDP) implemented by the Saudi Ministry of Education. In order to achieve this goal, a questionnaire was prepared by the project committee aimed at exploring students' perceptions about this particular syllabus. The participants of this project were 500 female students at the third secondary grade from Riyadh region in the kingdom of Saudi Arabia. The results of the research revealed that the syllabus meets the requirements of the students in general sense. However, students did not give high evaluation to issues such as; the difficulty of the material in the textbook, the allowing students to interact in the classroom, and the number of the new vocabulary items in the textbook. The paper suggests focusing on these items in order to make it according to students' needs. (Contains 2 figures.)
- Published
- 2013
44. Reading Skills Difficulties among EFL Learners in Saudi Arabia
- Author
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Alotaibi, Khalid M.
- Abstract
Saudi EFL students experience similar difficulties as other language learners do when learning English. One of the most crucial disciplines of foreign language (FL) method study is the employment of reading strategies by speakers of EFL. Students who actively employ their reading comprehension techniques are able to comprehend and remember more of what they read as well as develop better levels of language competence. In this review paper, researchers find out the challenges that EFL learners face in reading in the Saudi Arabian context are: limited vocabulary, Lack of self-study exercises and difficulty grasping the meaning of the text, spelling of words and pronunciation problems; limited discussion among the class and group work; not reading widely enough and reading fluency. The strategies suggested for improving EFL reading skills are: hearing the teacher read aloud to the class; and scaffolding. The findings of this review study found that effective reading methods are essential for raising reading skills in EFL students in Saudi Arabia.
- Published
- 2022
45. Reading Difficulties among EFL Learners in Saudi Arabia
- Author
-
Alotaibi, Ahmed M.
- Abstract
Saudi EFL students experience similar difficulties as other language learners do when learning English. One of the most crucial disciplines of foreign language (FL) method study is the employment of reading strategies by speakers of EFL. Students who actively employ their reading comprehension techniques are able to comprehend and remember more of what they read as well as develop better levels of language competence. In this review paper, researchers find out the challenges that EFL learners face in reading in the Saudi Arabian context are: limited vocabulary, Lack of self-study exercises and difficulty grasping the meaning of the text, spelling of words and pronunciation problems; limited discussion among the class and group work; not reading widely enough and reading fluency. The strategies suggested for improving EFL reading skills are: hearing the teacher read aloud to the class; and scaffolding. The findings of this review study found that effective reading methods are essential for raising reading skills in EFL students in Saudi Arabia.
- Published
- 2022
46. Developing EFL Teaching and Learning Practices in Saudi Colleges: A Review
- Author
-
Liton, Hussain Ahm
- Abstract
Saudi Ministry of education is highly concerned with the pursuit of excellence in effective EFL teaching-learning in the arena of education but it experiences tardy progress especially in college level. This is a common scenario in almost every stage of learning in the Kingdom of Saudi Arabia. Behind this backdrop, this paper explores the new flights and avenues of developing EFL teaching-learning aspect in the intermediate level. The author of this study valorised to investigate the possible corridors in the realm of language learning motivation with a view to developing and incorporating EFL teaching-learning affairs and attempts to diagnose the predicaments of EFL learning in Saudi colleges through survey questionnaires for both teachers and students (see Appendix 1 and 2) and observation. The data of this research were collected through questionnaires from a total of 380 students and 94 teachers at renowned institutions of all the regions of the Kingdom. Finally, this paper offers some useful and effective recommendations to speed up better EFL learning outcomes based on the results of statistical data analyses and observation of the present research survey. Two appendixes present: (1) Questionnaire for Saudi EFL Students; and (2) Questionnaire for Saudi EFL Teachers. (Contains 1 figure and 15 tables.)
- Published
- 2012
47. Evaluate Wiki Technology as e-Learning Tool from the Point View of Al-Baha University Students: A Pilot Study with Undergraduate Students in Both Faculties of Science and Education
- Author
-
Alzahrani, Ibraheem
- Abstract
Wikis technologies are one of Web 2.0 applications that can be used to improve the learning method and to engage students in learning with others in a collaborative environment. This paper investigates the potential use of wiki technology in Al-Baha University through students' perceptions; the study seeks to answer the main question. How to evaluate the use of wiki technology as an e-learning tool from the students' perceptions? To answer the main question, students were asked to answer four sub-questions representing the four main axes related to the use of wiki in learning in general, and the use of wiki in Saudi education in particular. 26 students from two colleges at Al-Baha University, KSA [Kingdom of Saudi Arabia] participated in this study. Random sampling method was used to select the sample members. The data collected through the interviewer-administered questionnaire, this method designed and developed by the authors. The data were analysed by SPSS programme with descriptive explanation. The findings inducted to that, students tend to study via the new learning method which is the wiki system and they prefer to learn collaboratively. Moreover, the findings showed that Al-Baha University suffers from the weakness of the internet and the unavailability of computers in some classrooms. Students believed that the reason behind this is that Al-Baha University is one of the Saudi emerging universities. (Contains 7 figures.)
- Published
- 2012
48. The Potential of Wiki Technology as an E-Learning Tool in Science and Education; Perspectives of Undergraduate Students in Al-Baha University, Saudi Arabia
- Author
-
Alzahrani, Ibraheem and Woollard, John
- Abstract
This paper examines the potential of wiki technology as an e-learning tool in Al-Baha University, Saudi Arabia with a random sample in two colleges: science and education. 24 male students participated in this survey. The data is collected through interviewer-administered questionnaires with 16 questions divided into four axes. The data is analysed to reveal the students' perceptions of using wiki technology in learning. The results indicate that, students prefer to learn collaboratively with positive perceptions of wiki. These results lead us to determine the possible potential of wiki technology as an e-learning tool for undergraduate students in similar contexts. (Contains 1 table.)
- Published
- 2012
49. Enhancing University Teachers' Information and Communication Technology Usage by Using a Virtual Learning Environment Training Course
- Author
-
Ageel, Mohamm and Woollard, John
- Abstract
The research project is a case study focussing on the use of a virtual learning environment (VLE) implemented to increase the use of information and communication technology (ICT) by university teachers in Jazan University, Saudi Arabia. The study aims to investigate the effect of the VLE as the vehicle for a training course in ICT designed to improve the university teachers' ability to use ICT in their teaching through continuing professional development (CPD) programmes. The raison d'etre of the study is that most university teachers do not use ICT in their teaching [1]. The training programme is delivered through a VLE course (based on Moodle), and so places the teachers in the position of learners and draws their attention to the benefits that can be gained by using ICT in their teaching. The study addresses the following question: can a VLE affect the use of ICT by teachers to support their teaching? Two questionnaires were used as data collection methods, a pretest and post-test adopted before and after the implementation of the VLE. The analysis of the results of the study reveals that there are differences between the pre-test and the post-test, for the benefit of the post-test. The mean of the university teachers' ICT usage in the pre-test is 1.94 and for the post-test is 2.59. The study recommends that the university policy makers should support the use of a VLE in the CPD provision and to create more ICT training programmes. Finally, the policy makers should consider some training programmes for the students to support and enhance their competence in using ICT for the purpose of learning. (Contains 3 tables and 1 figure.) [Paper published in the Proceedings of INTED2012 Conference, p5599-5606 (Valencia, Spain, Mar 5-7, 2012).]
- Published
- 2012
50. Online Arabic-English-Arabic Specialized Dictionaries
- Author
-
Reima Al-Jarf
- Abstract
This study analyzed a sample of online Arabic-English-Arabic specialized dictionaries of the Arabization Center in Morocco, the Arabic Language Academy in Cairo, the Saudi Terminology Databank (BASM), School Arabia glossaries, Dictionary Bay, and Babylon, to identify their entry design, entry components, breadth of coverage, whether they include the most recent terms, accuracy of translational equivalents and inclusiveness of meanings given. The study revealed several shortcomings of those online specialized dictionaries such as limited coverage, inaccuracy and inclusiveness of some meanings and slow up-dating. Some recommendations are given to improve the practicality and usefulness of online Arabic-English-Arabic specialized dictionaries to translation students.
- Published
- 2011
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