Conference Programme for TUELC11

Inside the Saudi

Preparatory Year English
Programme: The Future
and Beyond
12-13th April 2011, Le Meridien Hotel, Madinah

Organised by the English Language Centre,

Deanery of Academic Services, Taibah
University

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Conference Schedule Tuesday 12th April

Time Conference Addresses (Meridien Hotel) E-Oasis (Meridien Hotel)

7.30-8.30am Registration * Those wishing to attend E-Oasis
8.30 -9.00am Welcome and ELC documentary sessions must register for each
Session 1 9.00-9.45am Prof. Mike McCarthy (PLENARY) session they wish to attend and
From corpus to syllabus: understanding speaking skills have their own laptops (for the
workshops). Live video streaming is
provided for the ladies. Female
coordinators will be available to
assist.
9.45-10.10am Mr. Ahmed AbdelRaouf (Imam Mohammad Bin Saud Islamic University) Introduction to CALL
Should we teach vocabulary explicitly in EFL preparatory programs? (workshop by Mansour Wahbe, ELC,
10.10-10.35am Dr. Afsaneh Amini (Dar Al-Hekma College) Taibah University)
A new learner-centered lesson plan in developing writing
10.35-11.00am BREAK
Session 2 11.00-11.25am Mr. Yusuf Torofdar (Dar Al-Uloom University) Creating simple web pages and wikis
A quality teacher in every preparatory year EFL class (workshop by Abdulwahab Ahmed,
11.25-11.50am Dr. Zahid Javid Choudhary (Taif University) ELC, Taibah University)
An analysis of Saudi medical undergraduates' perceptions of English language
needs: a comparative study
11.50-12.15pm Mr. Terry Phillips (FEATURED)
What English skills do university level students really need?
12.15-2.00pm LUNCH
Session 3 2.00-2.45pm Prof. Mohammed Farghal (PLENARY, Kuwait University)
The teaching of English at Arab universities: pulling insights together
2.45-3.10pm Dr. Alok Kumar Das (Jazan University) Animating My Classroom
Addressing some common problem-areas in CLT (workshop by Umar Salim, ELC,
3.10-3.35pm Dr. Adnan I. M. Hasan (King Faisal University) Taibah University)
Saudi learner issues
3.35-4.00pm Mr. Yousuf Hindess (Prince Sultan University)
Improving motivation among demotivated students on an EAP preparatory
course
4.00-4.30pm BREAK Build your own educational website
Session 4 4.30-4.55pm Dr. Arfan Ismail (King Saud University) in 10 minutes
Using the first language in the English language classroom (workshop by Bashar Alsayyed, ELC,
Taibah University)

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 4.55-5.20pm Dr. Khaled Al-Ali (FEATURED, Qatar University)
The foundation program & CEA Qatar University
9.00-10.00pm FORUM – HELD AT TAIBAH UNIVERSITY, GRAND LECTURE HALLS
Followed by 20/20 foresight on TEFL/TESL in 2020
Dinner A panel discussion with plenary and featured speakers, and audience participation

Conference Schedule Wednesday 13th April

Time Conference Addresses (Meridien Hotel) E-Oasis (Meridien Hotel)

Session 5 9.00-9.45am Dr Terence Odlin (PLENARY, Ohio State University)
On the relation between contrastive analysis and language transfer
9.45-10.10am Mr. Brahim Machaal (Yanbu University College) Using WiziQ in your

Meeting
PYP Deans and ELC Directors
Assessing the role of Arabic in English classes classroom
10.10-10.35 Mr. Sibastian Malouf (The Royal Melbourne Institute of Technolog) (workshop by Jerome Boulter,
Supporting the aspirations of preparatory year programs through innovative ELC, Taibah University)
curriculum design
10.35-11.00am BREAK
Session 6 11.00-11.25am Dr. Adli Odeh (Al-Dawadmi Community College, Shaqra University) Emerging Web 2.0
Learning through using literature in the EFL/ESL classroom technologies
11.25-11.50am Ms. Kawther Mortada (Taibah University) (presentation by Abdulwahab
Curriculum evaluation and the revision of a conversation course at Taibah Ahmed, ELC, Taibah
University University)
11.50-12.15pm Mr. Richard Harrison (FEATURED, German University of Technology, Oman)
Teaching critical thinking in foundation year programmes
12.15-2.00pm LUNCH
Session 7 2.00-2.45pm Prof. Simon Borg (PLENARY, Leeds University, UK)
Teacher cognition and professional development in language teaching
2.45-3.10pm Mr. AbdulAziz Ali (Imam Mohammad Bin Saud Islamic University) Applying Social Media & Web
Intercultural Competence 2.0 to Teaching
3.10-3.35 Prof. Aly Abdulsamea Qoura & Naif Al-Refay (Taibah University and Ministry of (workshop by Umar Salim,
Education, Yanbu) ELC, Taibah University)
The relationship between multiple Intelligences, language learning strategies and
EFL secondary school students' achievement
3.35-4.00 Mr. Ismael Louber (University of Hail)
What place for teachers’ identities within the preparatory year program in Saudi

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 Arabia?
4.00-4.30pm BREAK How to blog
Session 8 4.30-4.55pm Mr. Said Ahmad Zohairy (Taibah University) (presentation by Cassim Patel,
Professional development challenges and possible solutions ELC, Taibah University)
4.55-5.20pm Prof. Cameron Richards (FEATURED, University of Technology, Malaysia)
Re-framing academic English: Towards a ‘fail-proof’ approach to the teaching and
learning of academic writing in ESL and intercultural as well as native speaker
contexts
5.20pm Close of Conference

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E- OASIS
(Electronic Training Village)

Taibah University English Language Center teachers will be providing E-workshops for teachers
interested in learning how technology can help students with learning and participation.

These presentations and training materials will focus on AFFORDABLE and EFFECTIVE
technology. The information presented will be 'practical' and related to students' functional
levels, skills and educational needs.

Timing of workshops and presentations:

Tuesday (April 12th, 2011) :

 9.45 am – 10:35 am Introduction to CALL

(workshop by Mansour Wahbe)

 11.00-11.50 am Creating simple web pages and wikis

(workshop by Abdulwahab Ahmed)

 2:45 pm – 3:35 pm Animating My Classroom

(workshop by Umar Salim )

 4:00 pm – 4:55 pm Build your own educational website in 10 minutes

(workshop by Bashar Alsayyed)

Wednesday (April 13th, 2011):

 9:45 am – 10: 350 am Using WiziQ in your classroom

(workshop by Jerome Boulter)

 11:00 am – 11:50 am Emerging Web 2.0 technologies

(presentation by Abdulwahab Ahmed)

 2:45 pm – 3:10 pm Applying Social Media & Web 2.0 to Teaching

(workshop by Umar Salim )

 4:00 pm – 4:55 pm How to blog

(presentation by Cassim Patel)

Please note that you need to sign up for each individual training session you are interested in attending
at the registration desk of the conference. To attend a workshop you should bring your own laptop.

Places are offered on a first-come, first-served basis, and are limited in number.

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Plenary Speakers
Prof. Mike McCarthy

Bio:

Prof. Michael McCarthy has served on the faculties of the University of Nottingham (UK),
Pennsylvania State University (USA), and the University of Limerick (Ireland). He has authored
numerous books, including Vocabulary (1990), Discourse Analysis for Language Teachers (1991)
Spoken Language and Applied linguistics (1998) and Issues in Applied Linguistics (2001). He is
the co-author of many others including Exploring Spoken English (1997) and the Cambridge
Grammar of English (2006). Articles written by Prof. McCarthy can be found in numerous
journals, including: Journal of Pragmatics, Language Teaching, TESOL Quarterly, ELTJ, Applied
Linguistics, and Annual Review of Applied Linguistics. In addition to his work in numerous
corpus-based projects, he is the editor of the newly launched ‘English Profile Journal’

Abstract

From corpus to syllabus: understanding speaking skills

Initially, the role of computer corpora in English language teaching was to assist lexicographers
in making learners’ dictionaries, but much has changed in the last 25 years. We now have large
corpora of everyday spoken language which enable us better to understand how we
communicate with one another in speech. In this talk we examine some of the basic insights
into the grammar, vocabulary and pragmatic functions of everyday conversation which can be
gained by using spoken corpora. We then consider the challenges of creating a speaking
syllabus for a multi-strand, multi-level course based on what we learn from corpora. We see
how a better understanding of spoken language can assist us in promoting speaking skills in our
learners and how such insights might change our view of fluency.

Sponsored by

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Prof. Simon Borg (Leeds University, UK)

Bio:

Dr Simon Borg is Professor of TESOL at the School of Education. He has extensive international
experience as a teacher, teacher educator, lecturer and researcher and specializes in language
teaching cognition, grammar teaching, research methods, and teacher research. He has
published widely in these areas, including the book Teacher cognition and language education
(2006) and a number of key articles in leading applied linguistics journals.

Abstract

Teacher cognition and professional development in language teaching

Teacher cognition – the study of what teachers think, know and believe, and of how these
relate to what teachers do - has in the last 10 years become an important area of research in
the field of language teaching. In this plenary I will introduce this topic and outline some of the
key insights that work in this field has provided. I will also examine the implications of this work
for the professional development of language teachers and suggest practical ways in which
attention to teacher cognition can make a positive contribution to language teacher education
at both pre-service and in-service levels.

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Prof. Mohammed Farghal (Kuwait University)

Bio:

Mohammed Farghal is Professor of Linguistics and Translation in the Department of English at

Kuwait University (Formerly of Yarmouk University, Jordan). He is widely respected for his work
in pragmatics, and he has published in numerous journals, including the following:
Anthropological Linguistics, Journal of Pragmatics, IRAL, International Journal of Bilingual
Education and Bilingualism, International Journal of the Sociology of Language and Journal of
Intercultural Communication.

Abstract

The teaching of English at Arab universities: pulling insights together

English assumed and is still assuming a key role in most Arab educational (as well as
professional) settings, including universities. It would be difficult to find an Arab university that
does not include a department of English whose main curriculum usually involves three
components: language skills, linguistics, and literature. Despite the fact that English
departments attract a large number of high school graduates with relatively competitive
grades, we keep hearing the common complaint that these departments’ output is well below
the standard in terms of general language competence. The present intervention aims to show
that the undue overemphasis placed on the Open Principle (OP) at the expense of the Idiom
Principle (IP) may be one of the main causes of this mishap. I argue that the bulk of English
language teaching revolves around grammaticalizing meaning in terms of the primary senses of
words and largely operates independently of their secondary senses, which turn out to be far
more significant in both spoken and written communication. The paper will draw on insights
from multiword units, speech acts, conversational implicature, and texture, in an attempt to
show that a wise division of labor between the OP and the IP will definitely bring forth better
results.

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Dr. Terence Odlin (Ohio State University)

Bio:

Dr Odlin is the author of a seminal text on language transfer: Language Transfer: Cross-
linguistic Influence in Language Learning CUP, 1989 (now in its 6th printing),is editor of
Perspectives on Pedagogical Grammar, CUP, 1994., and joint editor (with ZhaoHong Han) of
Studies of Fossilization in Second Language Acquisition (Multilingual Matters, 2006). He has
also published articles in many journals, including: Annual Review of Applied Linguistics,
Language Awareness, English World-Wide, IRAL: International Review of Applied Linguistics,
TESOL Quarterly, and Modern Language Journal.

Abstract

On the relation between contrastive analysis and language transfer

Researchers on second language acquisition (SLA) have employed a number of terms to

describe the role of the native language (or other previously learned languages) in the
acquisition of a new one, with language transfer and cross-linguistic influence being two of the
most common. Another term, contrastive analysis, likewise figures prominently in the literature
of SLA. However, in the case of contrastive analysis, one often finds skepticism about ideas
associated with this term and with a related one, the Contrastive analysis Hypothesis (CAH).
Textbooks of SLA have used the latter term to refer to an era when contrastive analysis (the
comparison of languages) was a dominant activity in applied linguistics, and a number of these
books suggest that the CAH has been superseded by other ideas. Paradoxically, some texts
(e.g., Larsen-Freeman and Long 1991, Gass and Selinker 2001) do not reject the significance of
language transfer. At the heart of this paradox are ambiguities in the way the terms are used.
My paper will first consider such ambiguities and then review recent research perspectives in
SLA and cognitive linguistics that can clarify the role of transfer.

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Featured Speakers
Dr. Khaled Al-Ali (Qatar University)

Bio:

Dr. Khalid Abdulla Al-Ali is the Director of Foundation Program Qatar University and specializes
in the area of Human Genetics. He has previously worked as the Head of Health Sciences
Department and the Vice Dean in the College of Arts and Sciences. He was Head of the Health
& Environment Research Unit of the Scientific & Applied Research Center (SARC) in Qatar. He
established the first Cytogenetics Laboratory at the Hamad Medical Corporation (Qatar) and
has several publications to his name in the fields of Cytogenetics and Bioethics. He is currently a
member of the World Commission on the Ethics of Science Knowledge and Technology
(COMEST) and the Arab Committee for Science and Biotechnology Ethics. Dr. Al-Ali is a
member of the Board of Directors for the Qatar Cancer Society and he also served as a member
of the Board of Trustees for the Arabian Gulf University of Bahrain until December, 2010. He
chairs two IRB (Institutional Review Board) Committees; one at the Qatar University and the
other at Shafallah Medical Genetic Center of Qatar.

Abstract

The Foundation Program & CEA Qatar University

As part of the Educational Reform in the State of Qatar, in Fall 2003, The Foundation Unit
Committee was established at Qatar University (QU) to create a common Foundation
Department for QU that would serve to prepare students for entry into their colleges. This
committee proposed a basic program structure and outlined management and faculty
requirements for a Department that would provide necessary academic skills in English, Math,
and Computer. This basic structure has developed over the last few years into a Foundation
Program with English and Math and Computer Departments.

The mission of the Foundation Program is to prepare high school graduates to meet the
common academic entrance requirements of Qatar University, and of University colleges and
specific programs. In addition to providing students with essential knowledge and skills in
English language, Mathematics and Information and Communication Technology, the
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Foundation Program equips students with the necessary communication and study skills to
succeed in competitive and challenging academic programs at Qatar University.

The Foundation Program currently has 2,533 enrolled students and a staff of 170 faculty. In
April of 2010 the Department of English within the Foundation Program received a full five-year
accreditation from the Commission on English Language Program Accreditation (CEA).

CEA promotes excellence in the field of English language teaching and administration through
accreditation of English language programs and institutions worldwide. CEA achieves its mission
by using widely-held standards to foster continuous program development through a rigorous
process of regular self-assessment and peer evaluation. CEA’s purpose is to provide a means
for improving the quality of English language teaching and administration through accepted
standards. CEA conducts accreditation reviews in the U.S. and internationally.

This presentation will highlight the development and the challenges that the QU Foundation
Program went through during the last six years in addition to the accreditation process.

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Mr. Richard Harrison (German University of Technology, Oman)

Bio:

Richard Harrison is the Head of the Foundation Programme and Coordinator for Academic
English at the German University of Technology in Oman (GUtech). He has been involved in ELT
for more than 30 years as an author, teacher and teacher trainer. He studied for his BSc at
King’s College London, and later at Manchester University and Reading University, where he
obtained his MA in Applied Linguistics. His numerous ELT publications include ‘Keep Writing’,
‘English Please’, ‘Upgrade’ and ‘New Headway Academic Skills ‘. He has also been involved in
writing schools’ courses for Jordan and Libya. In addition to Oman, Richard has worked in
several other countries in the region including Bahrain, the UAE and Saudi Arabia. For three
years he was the British Council’s ESP Consultant for Russia, based in Moscow. He has been
working in Muscat, Oman since 2007.

Abstract

Teaching critical thinking in foundation year programmes

This talk discusses how critical thinking skills can be taught explicitly to university students in
foundation year programmes. It draws on the speaker’s experience of the Academic English and
Study Skills courses at the German University of Technology in Oman.

Critical thinking, unlike ‘everyday thinking’, is reflective and considered. It contains elements
such as reasoning, estimating, classifying, hypothesizing, analyzing, and justifying. Such thinking
skills are often overlooked in university language programmes as it is assumed that they will be
picked up implicitly during their course of study.

However, evidence suggests that explicit teaching of these skills is beneficial. Teachers of
academic writing are aware that the difficulties their students face are not just related to
language, style, and format, but they also reflect difficulties in thinking in a critical manner.
Students may present poor or weak arguments, exaggerate claims, provide little or no evidence
and use poor logic and reasoning.

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The talks shows how academic writing, and also study skills, can serve as very useful mediums
for the development of thinking skills. A student’s essay or report, for example, is an excellent
starting point for discussion as it presents written evidence of their thinking processes,

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Mr. Terry Phillips

Bio:

Terry Phillips has worked in ELT for more than 35 years as a teacher, teaching supervisor,
manager and language school owner. As a consultant, he has worked in more than 20
countries in all parts of the world, advising state and private universities and language
institutions on all aspects of educational management. For the last 15 years, he has been a full
time freelance writer with his wife Anna, producing more than 160 published books in ELT.
Although he and Anna have worked for all the major publishers, all recent works have been for
Garnet Education, including the multi-level EAP course, Skills in English. The course was highly
commended in The Duke of Edinburgh’s English Speaking Union (ESU) Award for 2004. It is
taught in over 80 universities in the UK and around the world. Terry is also the originator and
series editor of the new English for Specific Academic Purposes series for Garnet, which aims to
prepare students to entry into a particular faculty for English medium tertiary education. This
series won the ESU award for 2009.

Abstract

What English skills do university-level students really need?

We must consider the needs of our students before we decide what curriculum items to include
in any course. University students may need English to continue their studies in an English
medium faculty. They may need English to pass a credit course. They may need English to
enter the academic world of English on the internet. In all these cases, the materials provided
by the average EFL course book do not meet their needs. Firstly, EFL course books largely set
out to teach the skills and vocabulary required for travel and tourism. Secondly, they teach
tense based grammar which is appropriate for General English but is not the key area of
complexity in Academic English. Thirdly, they are based mainly on spoken interaction, through
short sentence dialogues. Fourthly, they do not normally contain much useful knowledge
about the world, featuring instead ephemeral subjects such as celebrities and ‘teen’ topics.
Finally, they do not develop analytical and critical thinking skills which are at the base of
university study in any language. In this session, I look at the curriculum items which should be
contained in an English course for university level students, based on recent and more classical

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theory of language comprehension. I also show some examples of the kind of classroom
materials which these curriculum items can lead to.

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Prof. Cameron Richards (University of Technology, Malaysia)

Bio:

Professor Cameron Richards is currently based in the Perdana School of Science, Technology
and Innovation Policy on the international campus of the University of Technology Malaysia
(UTM). He has an interdisciplinary set of research and teaching interests which include the
cross-cultural challenges of academic research and writing in English. In the 1990s he was
located in the School of Language and Literacy Education at the Queensland University of
Technology. Here he taught various courses in English education including ESL subjects, and his
research concentrated on the link between language and knowledge-building as well as the
emergence of ‘new literacies’ related to internet technologies especially. Since then he has
worked extensively in Asia. This includes past positions at the Singapore National Institute of
Education (NTU) and the Hong Kong Institute of Education (HKIED) where his work was centrally
linked to across-the-curriculum contexts of ESL teaching and learning. Amongst his other
activities, he is currently working on a project which aims to improve by converging the
teaching and learning of both ‘academic English’ and ‘research design and methodology’ in
higher education ESL contexts.

Abstract

Re-framing academic English: towards a ‘fail-proof’ approach to the teaching and learning of
academic writing in ESL and intercultural as well as native speaker contexts

With the growing numbers of international students who want or need to study in English as
the lingua franca of academia, there are also burgeoning requirements for and provision of
Academic English (AE) (also known as ‘English for academic purposes’) courses. Yet students
regularly complain that such courses are not as effective as they might be in assisting them to
achieve more effective or successful academic assignment and dissertation writing. This paper
will investigate and also attempt to address and link together a possibly convergent solution to
two ostensibly different yet ultimately related issues which may limit the effectiveness of
typical academic language and writing courses in non-native or cross-cultural contexts where
English may be a second or other language (ESL). Firstly, many AE courses tend to remain
focused at the ‘surface level’ of language skill acquisition and sometimes academic genre study

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rather than the ‘deep level’ academic acculturation and proficiency which can make all the
difference. Secondly, international students as well as academics from non-western
backgrounds often claim that the influential models and assumptions of the general concept
‘academic English’ do not sufficiently or adequately assist with overcoming the possible
disadvantage of ‘cross-cultural’ communication differences or stylistic conventions when it
comes to academic writing for assignments, theses, or even submitted journal papers (e.g.
Canagarajah, 2002). The proposal of the paper is that a re-framing of the general concept of
Academic English might be designed to achieve a convergent prescription for these two issues.
Such a convergence would need to recognize how the inevitably local styles yet also global
aspects of human language, culture and knowledge are all inextricably inter-linked. In other
words, the paper explores how AE courses might be taught in a way which not only better
prepares learners from different language and cultural backgrounds to undertake academic
inquiry and writing - but also more effectively acquire and apply both particular language skills
and knowledge outcomes.

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Parallel Session Speakers (Listed by author name, alphabetically)
Should we teach vocabulary explicitly in EFL preparatory programs?

Mr. Ahmed AbdelRaouf (Imam Muhammed Bin Saud Islamic University)

Bio:

Ahmed AbdelRaouf is an EFL lecturer in the College of Languages and Translation at Imam
Muhammed Bin Saud Islamic University, Riyadh, Saudi Arabia. He is also the academic co-
coordinator of the Preparatory English Language Program in the College of Computer and
Information Sciences and the College of Science at IMAMU. He has an MA in applied linguistics
(TESL/TEFL) and is a PhD candidate. He has 20-years experience in TEFL in three countries. His
basic interests are applications of applied linguistics and SLA in TEFL, SLA theories and cognitive
processes involved in SLA, and TEFL programs' design.

Email: Skyflyer1@hotmail.com

Abstract

Vocabulary has recently received focus and attention in SLA research and its importance has
been highlighted as a language area. However, in spite of this research movement, vocabulary
is still somewhat underplayed in TESL/TEFL preparatory programs and is almost left to take care
of itself. This paper investigates the pivotal role of vocabulary in L2 acquisition and historically
previews how different teaching approaches/methods have underestimated the crucial role
vocabulary plays in L2 acquisition and discusses the approaches of vocabulary acquisition and
its types. The paper argues that explicit vocabulary instruction (EVI) approach is necessary in
the English preparatory programs (EPPs) because the other approaches such as incidental
vocabulary acquisition (IVA) and independent strategy development (ISD) are insufficient and
inappropriate for such programs in view of their time limit and purpose. The paper ends with
recommendations for TEFL practitioners and EPPs’ designers in the Saudi EFL context in
particular and the similar ones in general worldwide.

Intercultural competence

Mr. AbdulAziz Ali (Imam Muhammad Islamic University)

Bio:

Abd Al-Aziz Ali has been working in the field of TESOL for the last seven years. He has taught in
the UK, Turkey and Saudi Arabia in both the public and private sectors. His teaching experience
covers EAP and ESP at university level, as well as ESP and Business English for the workplace.
He gained his MA in Applied Linguistics and TESOL at Anglia Ruskin University in Cambridge, UK.
He has particular interest in the relationship between language and culture, and the resulting

18
learning experience; in terms of teacher/learner relationship, learner motivation and the
cultural relevancy of teaching methodologies/materials.

Email: aziz@megabizs.com

Abstract

The function of the ‘native-speaker’ teacher working overseas in an unfamiliar culture bearing
responsibility for the instruction of the target culture is one that seems incongruous.
Intercultural competency is vital in this circumstance in order to be able to deliver a balanced
approach. This study aims to investigate the intercultural abilities of ‘native-speaker’ teachers
in the Kingdom of Saudi Arabia. Two kinds of ‘native-speaker’ teacher were identified (15 from
each group), 'minority background' (family origin belongs to a minority culture in their home
country) and 'majority background' (family origin belongs to the majority culture in their home
country). An original questionnaire was designed to extract information on the following: (1)
knowledge of Saudi norms and values, (2) perception towards Saudis (3) understanding of
context, (4) interaction with Saudis and (5) beliefs on the teaching of culture. The
questionnaire covering the issues mentioned was distributed to thirty teachers in Riyadh, Saudi
Arabia. The data showed a marked difference between the two groups of teachers, with the
minority background teachers producing responses that showed a great deal of cultural
competence and intercultural sensitivity. In contrast, the majority background teachers
provided answers that highlighted their lack of intercultural interaction and intercultural
competency.

A new learner-centered lesson plan in developing writing

Dr. Afsaneh Amini (Dar Al-Hekma College)

Bio:

Dr. Afsaneh Amini, a Canadian citizen, has a Ph.D. in (Applied) Linguistics, a Master of Arts in
TEFL, and a Bachelor’s degree in Teaching and English Literature. She has several published
papers in (Applied) linguistics employing the newest theories in language acquisition, literacy,
as well as phonology and syntax. Getting engaged closely in the accreditation processing of a
TEFL department in the UAE, she has obtained invaluably unique experiences concerning
theoretical and practical aspects of top-down implementation processing of the mission and
vision of a higher education to objectives and learning outcomes, in addition to composing
interesting course descriptions, assessment tools, survey tools, etc.

Email: aamini@dah.edu.sa and dr.afsaneh.amini@gmail.com

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Abstract

Writing not only is an art but also a science. This requires students to produce a piece of writing
which is clear and beautiful in thoughts and organization. To achieve this purpose, the students
need to go through a series of recursive phases to complete the process of writing. Merging
these phases with a learner-centered approach, this paper exemplifies a new lesson plan in
developing writing. Special attention is given to three types of essay: cause and effect,
compare and contrast, and argument. To implement the learner-centered approach in class,
initial setups including knowing learners, introductory training, and negotiating rules and
policies are discussed. Finally, concluding remarks as well as implications of the learner-
centered approach for Saudi educational system are presented.

An analysis of Saudi medical undergraduates' perceptions of English language

needs: a comparative study

Dr. Choudhary, Zahid Javid (Taif University)

Bio:

The presenter has eighteen year teaching experience in reputed organizations and presently
serving Department of Foreign Languages, Taif University in the capacity of Assistant professor
of Applied Linguistics. The title of his doctoral dissertation is: Development and Assessment of
ESP Course Contents for Medical Students: A Case Study. Throughout his professional career he
has been actively involved in professional development activities as a resource person and
discharged several administrative responsibilities as well. He has authored two ESP textbooks
and conducted several research projects in different fields of ESP/EFL. His research interest
includes ESP, needs analysis, Learning styles, curriculum development, motivational construct,
etc.

Email: chzahidj@hotmail.com

Abstract

Needs analysis (NA) is a process to identify the learners’ reasons for learning a language that
helps in making decisions regarding ESP teaching materials. This project was undertaken during
the academic year 2008 to investigate Saudi medical undergraduates' perceived proficiency in
English language skills. It also focused on their perceptions regarding important English
language skills/tasks necessary to carry out their medical studies effectively because research
has highlighted the importance of insiders' perspective in identifying language needs. The data
were collected from a structured questionnaire. 506 subjects from seven medical colleges
(CMMS, 235; OMCs, 271) situated in the various regions of the KSA participated in the study.
The findings have shown that 1) EMP students and their academic needs are specific that
require in-house teaching materials to address their specific needs, 2) speaking and reading are
the most important language skills for the medical undergraduates in the KSA for their medical

20
studies and 3) the following tasks have been identified as important for their studies: listening
(listening to lectures and understanding power point presentations); speaking (asking
questions, interacting with doctors in the field, participating in discussions and answering the
questions); reading (reading textbooks) and writing (taking notes during lectures).

Addressing some common problem-areas in CLT

Dr. Alok Kumar Das (Jazan University)

Bio:

Formerly, Pro-Vice Chancellor, Singhania University and Dean, Gurgaon College of Engineering,
he is presently an Asst. Professor, Director Quality Assurance, and Coordinator at Jazan
University, KSA. As the Editor of Indian Journal of Applied Linguistics and Member of the
Drafting Committee of a mega project (Govt. of India), The New Linguistic Survey of India, he
has been one of the few linguists invited by University of London for Languages Documentation
Program. Having carried Linguistic Fieldworks in many parts of the world, he is also a Life
Member of Linguistic Society of India and a Member of London Linguistic Circle and the
Philological Society.

Email: drakdas@gmail.com

Abstract

The communicative approach to language teaching (CLT) is one which we follow here in Saudi
Arabia and in particular in the Preparatory Year English Program. The communicative approach
focuses on the use of language in everyday situations, or the functional aspects of language,
and less on the formal structures. However, critics believe that there needs to be some sort of
“bridge” between the two in order for effective language learning. Although, CLT has enormous
intuitive appeal, at the heart of it, we find a naive, even impoverished view of language as we
examine the precepts upon which CLT is based. CLT is no doubt one of the latest, yet it is too
ambitious and the requirements for its success are often difficult. This however should not lead
to a complete distrust of the approach, but rather to more efforts. It becomes part of the whole
framework of language teaching which incorporates different approaches and methods, making
use of the advantages of each and avoiding the disadvantages. While a communicative
methodology is an excellent tool for increasing fluency, used exclusively, it also creates
recurring problems that need to be addressed and counterbalanced.

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Saudi learner issues

Dr Adnan I. M. Hasan (King Faisal University)

Bio:

Dr Hasan was born in Palestine in 1948. He got his first degree in English language and
literature from Beirut Arab University, Lebanon. His MA Degree in Education, Administration
and Supervision of International Institutions Overseas, was from Trenton State University, USA.
His Doctor of Education was from The University of Leicester, UK, majoring in Linguistics/TESOL.
His thesis was about enhancing L2 learners' oral communication skills in an industrial setting in
Saudi Arabia. His experience in TESOL extends over 40 years, as a teacher, teacher trainer,
administrator, and assistant professor, in Lebanon, Bahrain, Jordan, and Saudi Arabia.

Email: ahasan@kfu.edu.sa

Abstract

This paper sheds lights and investigates the factors behind the poor language performance of
the prep year students at the College of Applied Studies And Community Service of King Faisal
University. The learning environment at government schools, in general, and the teaching
methodologies, in particular, have been named as major factors that led to the formation of
poor study strategies and attitudes towards language learning among prep year students.
Several recommendations have been stated in section 3 as practical solutions to improve the
Saudi prep year students’ language performance.

Improving motivation among demotivated students on an EAP preparatory course

Mr. Yousuf Hindess (Prince Sultan University)

Bio:

Yousuf Hindess is currently the coordinator of Personal Development Skills courses at Prince
Sultan University (PSU) in Riyadh, where he has worked for ten years. Prior to that, he has
worked for the British Council in Riyadh and in Alexandria, Egypt. Last year he finished his MEd
in TESOL with Exeter University in the UK. The main focus of his dissertation was student
motivation. A great believer in the benefits of extra-curricular activities, Yousuf runs PSU Poetry
Club, co-runs PSU Speaking/Debating Club and has had success with student teams at the
annual Emirates Environmental Group ‘Inter-College Public Speaking Competition’ in Dubai.

Email: yhindess@hotmail.com

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Abstract

As all teachers in the Kingdom know, and all English teachers on Preparatory Year Programs
know, motivation, or the lack of it, is a key issue. This paper explores this phenomenon in one
particular context, reviewing the history of L2 motivation from a mainly socio-psychological
perspective. The research of Gardner and his associates, dominant for 30 years, is reviewed.
This is followed by a look at the more cognitive-situated work of Dörnyei and Williams &
Burden. Finally, the review reaches the present day with Norton’s concept of investment as an
alternative to motivation and Dörnyei’s groundbreaking borrowings from psychology and
neuroscience.The paper also takes into account the importance of the unique context of the
Kingdom with its body in the Arab world and its soul in the Islamic one. Towards the end of the
paper, the author offers some practical ideas on how to improve motivation in class as well
advocating the trialing of the L2 Motivational Self System to reach students intrinsically. The
author hopes other teachers in similar contexts will find these suggestions beneficial.

Using the first language in the English language classroom: A historical analysis of the use of
the first language in the second language classroom with comments on the Saudi context

Dr Arfan Ismail (King Saud University)

Bio:

Arfan Ismail, a British national, has an earned doctorate in applied linguistics from Newcastle
University; specializing in language planning and sociolinguistics. At the time of writing he was
the Academic Manager in the English Department at King Saud University’s Preparatory Year
Deanship.

Email: maismail@gmail.com

Abstract

The L2 fallacy is defined as the belief the teaching of a second language, the L2, should be
entirely in the L2. This article examines this belief in light of previous literature on the subject
over the past two centuries. It begins with an historical overview of the origins of the belief,
before examining in detail the evidences for and against the inclusion of the first language, the
L1, in the L2 classroom. The article concludes by suggesting that despite the ubiquitous nature
of the belief, there is no empirical evidence that favours the exclusion of the L1 from the L2
classroom. On the contrary there is a plethora of evidence that supports the assertion that
judicious use of the L1 can aid the acquisition of a second language. The article concludes that
there are profound implications for preparatory year English programmmes, such as those in
Saudi Arabia, if the notion of systematic and methodological use of the L1 is adopted as a
pedagogic practice.

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What place for teachers’ identities within the preparatory year program in Saudi Arabia?

Mr. Ismael Louber (University of Hail)

Bio:

Ismael Louber is a postgraduate student at the University of Exeter currently completing a

doctorate in education specialised in TESOL. He graduated from La Sorbonne University in Paris,
France and obtained a degree in English studies. He later completed his postgraduate studies in
Education specialised in Modern Foreign Languages with the university of Wolverhampton in
the UK. He has been working in the field of EFL/MFL as an administrator and as a teacher for
more than ten years in the UK and in KSA. He is currently teaching EAP at the university of Hail
in KSA.

Email: Louberismael@gmail.com

Abstract:

The article reports the findings of a small scale qualitative study carried out in one of Saudi
Arabia’s newly established university preparatory year programmes (PYP). The Study focuses on
the experiences of six non-Saudi males EFL lecturers. Questionnaires and interviews were used
as the main data collection tool. The study explores the relationship between teachers’
ethnic/cultural identities and discrimination within their professional environment. The
research shows how certain discriminatory practices affect the shaping of some teachers’
cultural identity in their professional context.

Assessing the role of Arabic in English classes

Mr. Brahim Machaal (Yanbu University College)

Bio:

Mr. Machaal is currently the head of the English language Centre at Yanbu University College in
Saudi Arabia where he is also an EFL teacher. He holds an MA in International ELT and Applied
Language Studies from London Metropolitan University in the UK, and he is also a PhD
candidate at the same university. He is currently researching the use of Arabic in EFL classes. His
other research interests are input learnability and learning strategies.

Email: bmachaal@yuc.edu.sa

Abstract

The role of students’ first language (L1) in foreign language (L2) classrooms has been generating
increasing debates in the field of the teaching of English as a foreign language (EFL). Research

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studies focusing on the issue have mushroomed in the two decades. However, in Saudi Arabia
related studies have been rather scarce. Hence, the present study took place in a Saudi college
to fill this gap and approached the subject from a sociocultural angle through its adoption of
the Activity Theory (Engeström, 1987) as a theoretical framework. It sought to investigate the
attitudes and beliefs of EFL stakeholders and determine the role that the use of Arabic actually
plays in EFL classes. The research made use of a mixed methods approach (Creswell, 2009) and
surveyed 197 students, observed 8 EFL classes and interviewed 13 EFL teachers and 3 policy-
makers. The findings seem to indicate that most participants support the use of Arabic in EFL
classes and suggest that Arabic served mainly as a teaching/learning mediation tool. In view of
these findings, an EFL teaching methodology that takes into account the use of Arabic as a
teaching/learning tool is suggested.

Supporting the aspirations of preparatory year programs through innovative curriculum

design

Mr. Sibastian Malouf (RMIT English Worldwide)

Bio:

Mr. Malouf received his Master of Applied Linguistics (TESOL) from University of Southern
Queensland, Australia. He has been involved in TESOL for 14 years. He has extensive experience
in ESP (Aviation and EAP), and has worked as a consultant with various Chinese airlines in
establishing and coordinating language training programs. He is currently employed by RMIT
English Worldwide to oversee the delivery and quality assurance of RMIT English Worldwide
general English and EAP programs at offshore sites including in KSA. He is a contributing author
of the REW EAP Program series.

Email: sibastian.malouf@rmit.edu.au

Abstract:

Saudi Arabian educational reform has seen the rapid expansion of the tertiary sector.
Preparatory Year Programs (PYPs), as a key component of these reforms, are committed to
preparing students for success at tertiary institutions. Operating as pathway or foundation
courses, the PYPs set clear objectives of striving to provide students with both academic skills
and the English language proficiency needed to function and succeed in academic contexts.
While these objectives are clearly in line with pathway programs in other parts of the world, the
context within which PYPs operate present particular challenges to curriculum writers including
the need for academic skills development alongside lower levels of language proficiency and
materials which are culturally accessible, yet international in scope. This paper will consider the
applicability of EAP models to the PYP context and provide an example of curriculum
development that is both innovative and responsive through the creation of a sound curriculum
framework from which to operate.

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Curriculum evaluation and the revision of a conversation course at Taibah University

Ms Kawther Mortada (Taibah University)

Bio:

Ms Mortada is a lecturer at Taibah University, Languages and Translation Department. Her

master’s degree is in Teaching English as a Second Language (TESL), from the University of
Southern California USC. Right now, she is working on her doctoral thesis in EdD, TESOL at
Exeter University / Dubai. Her research interests are English second language conversation, face
to face classroom verbal communication, ESL/EFL methodology, free reading and reading aloud.

Email: kawthermortada@yahoo.com

Abstract

The objectives of this qualitative study are to evaluate and to reform a curriculum of a
conversation course on teaching English as a second or a foreign language in Girls' College of
Education, Taibah University. This curriculum and most curricula in Saudi Arabia are focused on
teaching the abstract and technical knowledge of the language and merely preparing students
for the annual examinations. The products of such curricula are students who memorize the
language rules or learn about the surface of the language rather than acquiring the language
skills. This approach is based on "banking education" which would transform students into
"receiving objects" and control their thinking and action. By applying an action research
methodology the researcher has revised and reformed the conversation-curriculum for second-
year college students from belonging to a premodernism era to a postmodernism one, from
being subject-centred to student-centred, and from being test-oriented to problem-posing. The
objectives are applied through carefully designed classroom activities such as topic for
discussions and oral presentations. The findings suggest that the intervention curriculum may
enable the students to acquire language skills, to speak in public, to express their inner-selves,
to think critically, to be creative, and to be more tolerant.

Learning through using literature in the EFL/ ESL classroom

Dr. Adli Odeh (Al-Dawadmi Community College, Shaqra University)

Bio:

Dr. Adli Odeh is Jordanian, and an assistant professor of American literature. He is currently
working at Al-Dawadmi Community College, Shaqra University which was previously affiliated
to King Saud University. He has participated in many international and national conferences and
published many research papers in many refereed journals. He was awarded a certificate of
distinction in recognition of outstanding research which was published by The International
Journal of Arts and Sciences. He is interested in many research areas such as comparative

26
literature, twentieth century American Novel and EFL / ESL literature. He has conducted many
seminars and workshops at my College.

E-mail: dr_adli66@hotmail.com

Abstract

Literature has been a subject of study in many countries at a secondary or tertiary level, but
until recently has not been given much emphasis in the EFL/ESL classroom. It has only been
since the 1980s that this area has attracted more interest among EFL teachers. Collie and Slater
(1987: 3-6) support the inclusion of literature in the language classroom as it provides valuable
authentic material, develops personal involvement and helps contribute to readers’ cultural as
well as language enrichment. These advantages, they move on to assert, can be achieved
provided teachers use relevant and appealing material to learners through the use of activities
that promote involvement, reader response and a solid integration between language and
literature.The purpose of this article is to look at some of the issues and ways in which
literature can be exploited in the classroom.

The relationship between multiple intelligences, language learning strategies and EFL
secondary school students' achievement

Prof. Aly Abdulsamea Qoura (Taibah University), & Mr. Naif Salem Al-Refay (Ministry of
Education, Yanbu secondary schools)

Bio:

Prof. Qoura is Professor of Curriculum and Instruction, and specialized in Teaching English as a
Foreign Language. He got his MA and PhD in TEFL from George Washington University in
Washington, DC, USA in 1986. He is a published author of 32 research studies, books, and
projects, and the supervisor of about 45 MA and PhD theses in Egypt, Oman, and Saudi Arabia.
He is a Professor of Curriculum and Instruction at the Faculty of Education, Department of
Curriculum and Instruction, Taibah University. His areas of research interest include Multiple
intelligences, Language learning and teaching strategies, styles and brain-based research.

Email: prof.qoura1@yahoo.com

Mr. Naif Al-Refay is an English teacher in the Yanbu directorate of Education, and holds an MA
in TEFL.

Email: na1427@hotmail.com

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Abstract

This study aims to determine the Multiple Intelligences (MI) and the Language Learning
Strategies (LLSs) most preferred among Saudi Secondary School students and their relationship
to students’ achievement in the English language. Furthermore, the study investigates the link,
if any, between various MI and the LLSs associated with each of them. Data for the one
hundred and twenty Secondary school students that constitute the sample of this study was
collected by three instruments (i.e. MI inventory, LLSs inventory, and a Language Achievement
Test). Results of the study indicated that the top three LLSs used by high achievers were the
same reported to be used by the total sample of the study which were metacognitive, social
and compensation strategies. High achievers tended to use a greater number of LLSs than those
reported by the total sample. The study concluded that there were significant correlations at
the 0.05 level were found between many types of MIs and LLSs used by high achieving
students. Findings indicated that logical-mathematical intelligence significantly correlates with
all types of LLSs at the 0.05 level with the exception of social strategies. Interpersonal
intelligence significantly correlates with social strategies at 0.05 level. In addition, findings
revealed that almost all MIs correlated with memory strategies.

A quality teacher in every preparatory year EFL class

Mr. Yusuf Torofdar (Dar Al-Uloom University)

Bio:

The author is an Engineering graduate with an MBA from a reputable UK University. He is due
to commence his PhD studies in Education during April 2011. He was with King Saud University
for 3 years where he was responsible for managing the ‘self-directed learning’ programme for
8000 students on the world’s largest EFL (English as a Foreign Language) programme. He is still
associated with King Saud University as a Research Assistant with the Deanship of Education.
He is now with Dar Al Uloom University (Riyadh) working as an English Language Coordinator
within the University Preparatory Programme.

Email: ytflex@yahoo.com

Abstract

One of the ultimate goals of language teaching is communication. How can this be best
achieved in a Preparatory Year English Language Programme? Can the careful selection of a
quality teacher make the difference in class? Significantly greater learning can take place in
classes that are inspired by effective teachers. There is no consensus on the exact definition and
characteristics of an effective teacher. Measuring teacher quality is extremely difficult.
Certification and teaching experience are some of the factors that have an influence on student
achievement. The quality of EFL teachers is essential to the healthy and sustainable
development of Saudi Arabia’s foreign language education. The EFL world consists of individuals

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from all sectors of society with varied experiences, backgrounds, qualifications and expertise.
So, are EFL teachers really serious about teaching? Could the Preparatory Year Programmes
benefit from a more regulated approach or will it hinder quality teachers? This paper looks at a
random sample of 50 EFL teachers from a prestigious Preparatory Year Programme inside Saudi
Arabia to see what type of characteristics these teachers possess. Are there common factors
that are shared by this group that has enabled them to become part of this prestigious
programme?

Professional development challenges and possible solutions

Mr. Said Ahmad Zohairy (Taibah University)

Bio:

Mr. Zohairy currently works for Taibah University as the head of the Professional Development
Unit. He spent almost six years in Riyadh where he taught different levels and different ages. In
Riyadh he occupied the position of the Head of the English Department in the Higher Institute
for Plastics Fabrications (HIPF) where he organized and participated in many professional
development events.

Email: antoniazohairy@yahoo.com

Abstract:

Through his experience in Saudi Arabia, the presenter has noticed that professional
development is downplayed by many ELCs . On one hand, employers believe that teachers
should come to work armed by knowledge gained during university time. On the other hand,
some teachers view participation in a professional development activity as a sign of weakness
and a waste of time. In this paper the presenter aims to discuss the teachers’ current views of
professional development by defining the term, and discussing the importance of PD in every
individual’s life. Also he provides data to bear upon the current weak status of professional
development in Saudi Arabia. Finally, the presenter illustrates some challenges that face
employers while trying to conduct not only professional development but also continuous
professional development , and presents some procedures to meet these challenges. Finally, he
presents some PD practices implemented by Taibah University to increase teachers’
participation and interest in PD.

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