cdelt 36th international conference i-teach: humachine in...
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Ain Shams University
Faculty of Education
Centre for Developing English
Language Teaching
(CDELT)
CDELT 36th International Conference
i-Teach: Humachine in English Language
Teaching ELT
November 2-3, 2019
دةــة معتمـــكلي
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Under the Auspices of
Professor Mahmoud Elmeteiny, President, ASU
Professor Nazmy Abdel-Hamid, Vice-President, ASU
Professor Maged Aboulenain, Dean, FoE
Professor Hazem Rashed, Vice Dean, FoE
Professor Nagwa Younis, CDELT Director
SPECIAL THANKS TO
Professor Mohamed El Said
Mr. Mohamed El Sayed Eldesoky
Editorial Team (in alphabetical order)
Dina Mostafa Hussien
Eman Ezzat Mansour
Mohamed Abbas
Logistics
Mohamed Saleh
Mohamed El Sayed Eldesoky
Hospitality Corner (in alphabetical order)
Adel Ismail
Alaa Saleh
Fathi Ateia Emam
Ibtisam Ibrahim Ali
Mostafa Abdel-Razik
Sabry Hamed
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CDELT Annual Conferences: 1981-2018
1. English Teaching in Egypt
2. Discourse Analysis Theory and Applications
3. English for Specific Purposes in Egypt
4. Language and Literature
5. Appropriate Methodologies
6. Testing and Evaluation in English Teaching
7. Professional Development: Education and Training
8. Literature, Linguistics and Culture in Language Teaching
9. Teaching English: The Decade Ahead
10. Creativity in English Teaching
11. New Policies and Strategies for English Teaching
12. Global Age: Issues in English Language Education
13. Dialogue of Languages and English Language Education
14. English Language in 2000
15. The English Language Teacher as Interpreter
16. The Role of the Reader in English Language Education
17. Language in the Age of Knowledge
18. New Guidelines for Child Education in the 21st Century
19. The Role of CDELT in the Third Millennium
20. Meeting Challenges of ELT in the Arab World
21. The Specific Role of EFL for the Arab World:The Decade Ahead
22. The Language Educator in the Arab World: Guaranteeing an
Active Learning Environment
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23. Teaching English in the Primary Stage: Theory and Practice
24. Current Developments in English Language Teaching
25. Literacy and English as a Foreign Language (EFL)
26. English as a Foreign Language: A Futuristic Vision
27. Technology and Language Learning: From Theory to Practice
28. E-Learning and Language: The Spirit of Age
29. Globalization and English Language Teaching and Learning
30. Challenges and Strategies
31. Active Learning in EFL: Introspect and Prospect
32.Teaching English in the 21st Century: New Horizons
33. Teacher as Researcher
34. Passion for the Profession
35. Green Teaching: Eco-centric English in the Digital Age.
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Time Sessions
9:00-10:00 Registration
10:00-11:00 Opening & Inauguration Session
11:00-11:30 Conference Hall
Andrew Smyth
Southern Connecticut State University, USA Comics and Big Data: How Graphic Narratives Query and Resist
Corporate Power
Moderator : Ali Ezzat
11:30-12:00 Conference Hall
Laila Galal Rizk
Misr International University (MIU) Digital Storytelling: A Powerful Technology Tool for the
Literature Classroom
Moderator: Mohamed El Said
12:00-12:30 Break
12:30-1:00 Conference Hall
Shadia Fahim & Rania Rafik
The British University in Egypt (BUE)
The Challenges of Teaching Millennials in the Digital Age
Moderator: Mona Fouad Attia
ROOM A
Workshop:
Andrew Smyth
Southern Connecticut State University Research Methods in Language
Moderator: Bahaa Abd ElMeguid
36th CDELT International Conference
i-Teach: Humachine in English
Language Teaching ELT
November 2-3, 2019
Schedule
Day One
2019Nov. 2Saturday
9
ROOM B
Workshop:
Shokry Megahed
Ain Shams University
Conducting a Translation Lesson
Moderator: Shireen Youssef Mohamed
1:00-1:30 Conference Hall
Mohamed Mazen Galal
Suez University
Using VOA news online resources for training translators and
interpreters
Moderator : Nahwat El-Arousy
1:30-3:00 Conference Hall
Amira Agameya American University in Cairo
Some Perspectives on the principles of i-Teach and Humachines in
the English as L2 Context
Moderator: Mohamed Tohamy
Amal El-Hadary
Ain Shams University
The Dream of a Perfect Language: The Fallacy of Translation
Technology
Moderator: Sherine Mazloum
Ali Qoura Mansoura University Guidelines for EFL teacher Education in the Humachine Age
Moderators: Asmaa Gheith & Awatef Sheir
ROOM A
Ashraf Kouta
Damietta University
Wreading and Narrative Nonlinearity in Selected Digital Literary
Texts
Moderator: Anwar Abdel Kareem
Maha Mohamed Munib
The British University in Egypt
I am Starved for You by Margret Atwood Utopia / Dystopia
Conflict in a Posthuman World
Moderator: Mohamed Abou Arab
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ROOM B
Eman Nouh
Damanhur University
Breaking the Silence, Islam and Feminism Between Eastern and
Western Worlds
Moderatr: Salwa Gouda
Nashwa Elyamany
Arab Academy for Science, Technology and Maritime Transport
Theorizing the Forensic Gaze and the CSI Shot in the Multimodal
Ensemble of CSI
Moderator: Amany Youssef & Omnia Elkommos
ROOM C
Manal Kabesh
National Institute for Research
The i-Child: Young Learners and Digital Technologies
Moderator: Aisha Hanafy
Mohamed Eid EL Ghamry
Center for Resource Development of Excremental language Schools
(CRDELS)
Learning English, The Lazy Way
Moderator: Mohamed Elkomy
3:00-3:30 Break
3:30-4:30
Conference Hall :
Mohamed Saeed Negm & Waleed Saad Mandour
Tanta University
The Use of Free Corpus Web tool in a DDL Writing Model
Moderator: Faisal Abdallah
Hassan Wageih
Future University
Computerized Negotiation in ESP Classes: Implications for
Addressing Decision Making Processes
Moderator: Mohamed El-Said
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ROOM A
Marwa Essam Eldin
Misr University for Science & Technology (MUST)
A Visual Syntax Reading of Shaun Tan's Graphic Novel The
Arrival (2006)
Moderator: Sally Hanna
Heba Mahmoud Abdeldayem
Al Azhar University
Dynamic Assessment & Transactional Strategies: A Recipe for
Reading Comprehension
Hessah Aba-alalaa
Princess Nourah Bint Abdulrahman University, KSA
Kinship Terms: behaviour vs. system
Moderator: Ahmed Ali
ROOM B
Nermin Ibrahim
Menoufia University
Joke Similarity in Political Jokes: Ideological Specifications or
Ideological Variants
Moderator: Osama Madany
Sara ElDaly
Monoufia University
The Symbolic Space in Chapter 17, Surat Al Esraa: A Discourse-
Comprehension Approach
Moderator: Hisham Hassan
ROOM C
Mohamed Aboulela Abdelmageed Mohamed
Zewail City of Science and Technology
FLAX it: Teaching Collocations for Academic Writing
Moderator :Trandil El- Rakhawy
Nashwa Elyamany Arab Academy for Science, Technology and Maritime Transport
Ethics and Aesthetics of Hegemonic Masculinity in the First
Person Shooter America's Army: Proving Grounds (2013): A
multimodal Legitimation Analysis
Moderator: Nadia Shalaby
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Time Sessions
10:00-11:00 Conference Hall :
Jeanne Dubino
University of North Carolina
Teaching Literature Through Animal Studies and Big Data
Moderator: Mona Abousenna
ROOM A
Workshop:
Salwa Younis
How to create wiki spaces classrooms without coding
Moderator: Aisha Hanafy
11:00-12:00 Conference Hall :
Azza Heikal Arab Academy for Science, Technology and Maritime Transport
Media Literacy
Moderator: Mohamed El-Said
ROOM A
Workshop:
Mohamed Abd El-Rahman
Ain Shams University
Improving EFL College-Students’ Pronunciation through Mobile
Applications and Mini-Dictionaries
Moderator: Amal Omar
ROOM B
Workshop:
Samar Hassan
Ain Shams University
Usage of Microsoft 365 in Teaching and Assessment
Moderator: Azza Abdeen
12:00-12:30 Break
12:30–1:00 Conference Hall :
Laila Elghalban
Kafr Elsheikh University
Fears vs. Dreams: How Artificial Intelligence is Perceived by the
Media
Moderator: Nazek Abdellatif
oDay Tw 9Nov. 201 3Sunday
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12:30–1:00 ROOM A
Sherine Ali
Misr International University
Choice-Based Hypertext Experience in the Interactive World of
Deemer, Rudman and Smart
Moderator: Fadwa Kamal Abdulrahman
12:30–1:00
12:30–1:00
ROOM B
Ingy Emara
Misr International University Phonetic and Prosodic Factors Affecting Automatic Speech
Recognition of Nonnative English Speech
Moderator: Ghada Abd ElAziz
ROOM C
Nesma Diab & Rania Al-Sabbagh
Ain Shams University
A Corpus-Based Error Analysis of Statistical and Neural Machine
Translation Output from English into Arabic
Moderator: Noha Faisal
1:00–1:30 Conference Hall :
Loubna ElShourbaji and Shaker Rizk
Suez University
The Impact of Using Videos on ELT in the UAE
Moderator: Zakaria Elsseify
ROOM A
Walid Rizk
Suez University
Oppression and submission in Mohja Kahf’s The Girl in the
Tangerine Scarf (2006)
Moderator: Magda Mansour Hasabelnaby
ROOM B
Amal Abdel Maqusoud
Ain Shams University
Exploring Proportionality between Translation Universals
&Generic Properties of Scientific Writing in Historical Authored
and Contemporary Translated /Non-translated Arabic Corpora
Moderator: Afaf Abdel-Hamid
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ROOM C
Manal Abd El-Hamid Ismail
New Valley University
Hanafy's Dictionary of Revolution: its pros and cons
Moderator: Dalal Gemei
1:30–2:00 Break
2:00–3:00 Conference Hall :
Hassan Shehata
Ain Shams University
Social Media & the pleasure of learning
Samia Khedr
Ain Shams University
Social Media: A Cursed Blessing
Tarek Mansour
Ain Shams University
Social Media: Construction versus Consumption
Moderator: Mohamed El-Said
2:00–3:00 ROOM A
Baha Abd ElMeguid
Ain Shams University
Virtue in Richardson's Pamela and Taha Hussein's The Call of the
Curfew: A Woman Story of Struggle and Ascendancy
Moderator: Inas El-Ibrashy
Nesreen Nassar
Hebron University – Jordan
Utilizing Digital Story to Enhance learning Vocabulary in A
Palestinian Context
Moderator: Magdy Mahdy
ROOM B
Heba Abdelraheim Alkady
South Valley University
Linguistic Inaccuracy among Facebookers and Internet Users: A
Case Study of English and Arabic
Moderator: Fatma El-Diwany
Esraa Salmin
MODLI
Techniques for Productive E-Teaching and Learning
Moderator: Gihan Youssef
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Heba Hossam El-Din Aslan
Ain Shams University
Teaching in the digital age
Moderator: Abeer El-Attar
ROOM C
Hanan Abdel Baky
Misr University for Science and Technology (MUST)
Using Mobile Based Learning (MBL) for Developing Some
Translation Skills among MUST English Majors
Moerator: Samar Abd El-Salam
Samira Bakr
National Center for Examination &Educational Evaluation
Less Marking more feedback: Digital tools for enhancing the
writing process
Moderator: Mona Salah
Marghany Mahmoud Marghany
Higher Institute for Specific Studies, Haram
Teaching discursive interpretation of FL pragmatic politeness to
the Egyptian EFL senior students
Moderator: Amal Tayea
3:00 Recommendations & Closing Ceremony
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Amal Abdel Maqsoud Exploring Proportionality between Translation Universals &Generic Properties of Scientific Writing in Historical Authored and Contemporary Translated /Non-translated Arabic Corpora
ABSTRACTS
CDELT International Conference th63
i-Teach: Humachine in English
Language Teaching ELT
(Abstract) Comparable corpora of translated and non-translated texts are in use since the 1990’s to investigate
the variable probabilities of translation universals. These are norms or deformities which become
distinct when translations are tested against their originals and source texts. This small-scale
monolingual comparable corpus-based study examines existing direct or inverse proportionality
between variable translation universals and invariable properties of scientific writing through three
selected linguistic features. The theoretical framework of study relies on translation universals of
conventionalization and exaggeration (Baker,1993), over/under representation of Unique Items
Hypothesis (Tirkonnen-condit, 2004) and interference (Mauranen, 2004).Three Arabic corpora are
compiled: Historical Corpus, 1,127,020 w, comprising three Abbasid medical and scientific works by
Rhazes, Avicenna, and Ibn el-Haitham; Non-translated Corpus,156,258w, including two
contemporary authored books in dermatology and physics; and Translated Corpus,375,669w, with
three contemporary published E/A translations in medicine, particularly genetics, and physics.
Selected Corpora are subject to a quan-qual analysis by means of Sketch Engine corpus analyzer and
a direct eye-search of random samples and cross-sections. Objectives of study are to provide
evidenced clues for reconsidering translation universals of over/under representation of emphatic
particles, intransitivity, and conventionalized passive voice verb forms in contemporary translated
scientific Arabic, and to explore the authentic eligibility of Original Arabic for scientific writing. An
inverse proportionality is proved between the invariables of scientific neutrality, economy of
language, the impersonal style, and the variable translation universals of: (1) overrepresentation of
emphatic and infinitive /?i,?anna,?ann/as a unique item in the Translated Corpus (TASC) compared
to the Historical ( HASC) and Non-translated (NTASC); (2) lower representation of multiple Arabic
intransitive verb forms in TASC Random Sample compared to a remarkable higher richness in HASC
RS; a ratio of 2:1 between HASC and TASC Rs’s is proved; (3) Conventionalized avoidance of the
Arabic passive verb form, partly due to English Interference, with a lowest frequency monitored in
TASC RS. Eligibility of Original historical and contemporary Arabic for scientific elaborations is
ascertained. Henceforth, Arabic translators are advised to redirect preferences of the searched
linguistic representations in a way directly proportional to generic scientific properties
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Andrew Smyth “Comics and Big Data: How Graphic Narratives Query and Resist Corporate Power”
Ashraf Taha Mohamed Kouta
Wreading and Narrative Nonlinearity in Selected Digital Literary Texts
(Abstract)
This research presentation examines how comics represent “Big Data” and offer students and readers
a critical perspective on the interminable data-gathering and analytics that structure their lives. The
graphic genre provides a powerful platform for spirited inquiry into how the perpetual streams of
data that we produce and consume are set up and managed for commercial, political, and military
ventures. Using diverse graphic narratives—from Attunity infocomics to graphic journalism, such as
Terms of Service and Verax, to Batgirl at Burnside—I reveal corporate selling points for data
management as well as the often nefarious ends of data analytics that comics illuminate.
Comparisons with more traditional dystopian works, such as Orwell’s 1984, highlight the way comics
bring out both the personalized and depersonalized functions of big data in a complementary fashion
to literary texts.
(Abstract)
Digital literature represents a revolution in the field of creative literary writing. This paper seeks to
delve deeply into this new form of writing, analyzing some of its aspects, especially the birth of
wreading and the domination of narrative nonlinearity. The paper first explains the concept of
wreading and applies it to the selected texts, showing how e-literary production is no longer an
absolute creation of the author. The writer and reader co-author or co-construct the text. In the
selected e-texts, the writer provides the skeleton of the text, using computer software and
websites, and it is the reader who can select links, nodes and pathways within the text to construct
his/her own narrative. According to the hypertext theory, this is called ‘wreading’ and the reader
becomes a ‘wreader’ in which he/she is both a reader and a writer, co-authoring the e-text. The
paper then fathoms the aspects of narrative nonlinearity as represented in the selected e-texts.
The paper shows how e-texts (hypertexts and interactive texts) have no single linear sequence to
be followed by the reader. Rather, e-texts may contain links, nodes, pathways, videos, audio files,
frames, image-maps, and the possibility of posting comments. While a hypertext depends on links
and the choices made by the wreader, an interactive text takes the form of a game whose
pathways are all decided by the wreader. Nonlinearity in the selected e-texts appears in that these
texts have no narrative hierarchy; the reading process begins somewhere and it is the wreaders
who construct their own sequence of events, conflicts and even conclusions.
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Eman Noh
Breaking the Silence, Islam and Feminism Between Eastern and Western Worlds.
•Esraa Salmin
•Hassan Mohamed Wageih Computerized Negotiation In ESP classes:I mplications for Adressing Decision Making ptocesses
(Abstract)
Literature is not merely A representation of reality or a reaction to it ; it sometimes turns it into a
tool of re-tracing the past in order to re-make the present and the future . The relation between
Islam and Feminism is considered a burning area of disputable discussions even in Eastern or
Western world .A fundamental task of women’s studies is to examine religion from a gender
perspective . It has been a common-place that Islam improved the position of women as
appeared in some literary works where their writers battle to refute the notorious association
between Islam and the subjugation of women . Although some other scholars have begun to
question this and stressed the negative impact of this religion on the social , political and
economic status of women . With all these concerns in mind , this paper aims to discuss and
investigate the different approaches and perspectives towards the relation between Islam and
Feminism in Eastern and Western worlds , through a deep critical analysis of selected novels ,
where the novelists attempt to make the unseen visible and the silenced heard .
(Abstract)
Over the past years, internet revolution has made online learning a popular tool for learning and
an alternative to face to face learning. Recently online learning has received considerable
attention as a means of providing alternatives to traditional face to face learning or instructor-
led education. In online learning students are required to take more active role in their learning
as online learning environment allow students to arrange their own learning and control their
learning time and procedures by themselves. Understanding learner's attitude, which is
manifested through their impression of participating in e-learning activities through computer
usage, is highly important to make learners' engaged. The present study aims at investigating
the techniques that can be adopted by instructors to make their online learners more engaged
and more productive.
(Abstract) This paper explores how teachers and ESP learners may use effective computerized Negotiation models and exisiting material to train ESP students.Such models /Material are intended to deal with the complex processes of effective decision making . The following key points are particularly addressed with real negotiating examples: 1 - Negotiation of meaning and conflicting agendas. 2 - Seeking fair -minded and win-win compromises. 3 - Addressing the dilemma of trust and cooperation.
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•Heba Mahmoud Abdeldayem
nnovative Techniques for Assessment & Evaluation
•Heba Abdelraheim Ibrahim Alkady
Linguistic Inaccuracy among Facebookers and Internet Users: A Case study of English and
Arabic
(Abstract)
Related to Vygotsky's "zone of proximal development", dynamic assessment treats learners' errors
by incorporating instruction and assessment so that there is an interaction between the assessor,
the learner, and the task. Dynamic assessment is an approach that promotes the learner's
development by providing continual feedback during the assessment process in order to reveal the
learner's maximum performance (Lauchlan & Carrigan, 2013). Dynamic assessment is of two types:
testtrain-retest and test-guide-retest; they are also referred to as an "interventionist" and
"interactionist" approaches to dynamic assessment (Qinghua & Di, 2015). This research investigates
to what extent dynamic assessment and transactional strategies are effective in developing reading
comprehension skills of secondary school students (N=30) at a school in Menofia, Egypt. The pretest
revealed a considerable weakness in the inferential, critical, and creative reading comprehension
skills. The interventionist model of dynamic assessment was used to develop reading
comprehension through an explicit instruction on transactional strategies that include activate
background knowledge, prediction, questioning, monitoring summarizing, inferring, evaluating, and
synthesizing. Then the interactionist model of dynamic assessment was used by offering
preplanned graduated prompts while administering the post test. Scores were estimated according
to the number of prompts offered to give a correct response. Dynamic assessment and
transactional strategies proved to be effective in improving learners' performance on the open
ended questions addressing reading comprehension skills.
(Abstract)
English and Arabic are living languages and now the internet plays a crucial role in driving
languages’ evolution. Facebook is where we use language freely and naturally, and where we
mostly pay little heed to whether or not our grammar or lexical choice is “correct”. Should we be
concerned that, as a result, English and Arabic are deteriorating?
Accuracy is the degree to which language users follow correct grammatical structures. It can also
be applied to the use and selection of vocabulary. Case study research plays a very important role
in applied linguistics since the field was established, particularly in studies of language teaching,
learning, and use. This study aims to examine the linguistic inaccuracies of Fabookers and Internet
users. The paper is studied in depth in order to provide an understanding of Internet users’
performance within a particular linguistic, social, or educational context.
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•Heba Hossam El-Din Aslan
Teaching in the digital age
•Hessah Aba-alalaa
Kinship Terms: behaviour vs. system
(Abstract)
There is no doubt that improving the way of teaching English language is a must especially that we
are living right now in the digital age. The role of the teacher in the 21st century has changed, in the
same way that our technology and the way that we relate to each other has changed. Thus, both
professors and students need to adapt to the many changes in the world of education. For example,
nowadays technology allows teachers to use search engines to find examples to enrich the content
of their lessons, foster in students the interest for a subject and increase the engagment with their
matter. Also, students can use search engines in which their teacher can push them to be active
learners and bring up in them the thirst for discovery and knowledge. Hence, in a student-centered
classroom, students receive tips from the teacher then they freely choose their sources, tools,
devices and format. At the same time students are forced to be active, responsible and participants
in their learning. Therefore, a teacher should work hard to ensure their students not only learn
about the key concepts of the lesson, but also learn to use the necessary technology
(Abstract)
This paper examines the self-reported use of kinship terms by native speakers of Najdi dialect,
which is the dialect spoken in the central province of Saudi Arabia. Reports, unlike actual usage,
highlight respondents’ ideologies of normative use, which this presentation attempts to relate to
politeness theory. Kinship terms could be linked to politeness, which I define following Watts
(2003) as behaviour in excess of what is usually expected and hence appropriate in a social
interaction. According to Agha (2007) the diverse distinctions in language usage can shape
identities, groups, communities and histories of use that form what is commonly called ‘norms’.
This paper will present the most significant findings, and focus in particular on the norms of
deference versus intimacy that the respondents reported. Findings suggest that KT usage by the
females to address these members indexes deference whereas it indexes intimacy to these
members when the males use it. Hence, I argue that there are different norms of showing
deference to the family members between males and females and this variation represent the
different relational designations (deference vs. intimacy) that co-exist society internally in Najdi
society.
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•Ingy Emara
Phonetic and Prosodic Factors Affecting Automatic Speech Recognition of Nonnative English
Speech
•Jeanne Dubino
Teaching Literature through Animal Studies and Big Data
(Abstract)
Nonnative speech intelligibility is often influenced by phonetic factors such as accurate
pronunciation of consonants and vowels as well as prosodic features such as intonation, stress
and rhythm. Previous researchers studied different phonetic and prosodic features affecting
human recognition of speech; yet, more research is needed to investigate factors affecting
automatic speech recognition, which is a form of machine and deep learning that has recently
gained much attention in fields such as human-machine interaction and speech communication
pedagogy. The present paper aims to provide a quantitative-qualitative analysis of a study
conducted with 30 Egyptian university students to investigate the speech errors that occur in
their English utterances and lead to inaccurate automatic speech recognition output. The analysis
examines the participants’ speech in terms of the phonetic and prosodic parameters proposed by
Derwing & Munroe (1997) and Jenkins (2000) as factors affecting speech intelligibility in order to
investigate whether the same factors affecting human intelligibility of speech have an impact on
automatic speech recognition systems. The results of the present research can be used to
improve pedagogical practices relying on human-machine interactions in order to render the
process of learning oral communication easier and more effective.
(Abstract)
“The Animal Turn” provides new ways of both reading and teaching literature. In combination
with Big Data, Animal Studies can motivate students to appreciate the ways literature uses
language to see and understand literary texts in new ways, especially texts in which animals are
the subjects. This presentation first explains what Animal Studies and Big Data are. It then
considers how Big Data is used in the service of animals, and also how it uses animals—for
example, in animal testing and factory farming. It next addresses ways of teaching two works of
literature, a poem about a firefly, “Against Imagism,” by Monica Youn, and an essay about a
moth, “The Death of the Moth,” by Virginia Woolf. Finally, conclusions will be drawn; namely, on
the way that Animal Studies thrive on literature and on stories—especially those generated
through “multispecies ethnographies,” like the stories of the firefly and the moth—or the kind of
outlying results that may be left aside in Big Data sweeps
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•Laila Abdel Aal Alghalban
Fears vs. Dreams: How Artificial Intelligence is Perceived by the Media
•Laila Galal Rizk
Digital Storytelling: A Powerful Technology Tool for the Literature Classroom
Maha Mohamed Munib
•I am Starved for You by Margret Atwood Utopia / Dystopia Conflict in a Posthuman World
(Abstract)
The purpose of this paper is to investigate how the rhetoric of fears and dreams has shaped the
way artificial intelligence (AI) is perceived by the media in the last two years. A corpus of 20 AI
stories published on the BBC news website are linguistically analyzed to identify how media
communicate the fears from the negative impacts of AI technology on the one hand and the wild
dreams of the AI community, on the other, leaving behind more serious questions on the
appropriate, future roles and priorities of humans in the AI age.
(Abstract)
Digital storytelling, the practice of using computer-based tools to tell stories, is a powerful
technology tool for the literature classroom. It is a blend of video, audio, images, and text to
convey stories, information, and ideas. Digital storytelling has great potential to help students
construct meaning during reading and interact more deeply with texts (Sylvester &
Greenidge,2010; Gregory & Steelman, 2008; Sadik, 2008). In addition, including a multimodal,
technological component in the teaching of literature is important to promote 21st century skills
including information and digital literacy. The purpose of this presentation is to highlight the
value and uses of digital storytelling in teaching literature
(Abstract) Started by the late Twentieth Century, Posthumanism is a theory that triggers questions about the nature and significance of “humanism”. It also questions the validity of using the term humanism to describe the human condition after liquid modernity. Posthumanism opens the doors for questioning and investigating attached core concepts to the humanist project founded during the Renaissance, questioned during the Twentieth Century, deconstructed by midcentury through Postmodernism and finally denied and totally redefined by Posthumanism. The concepts concerned involve old ideas such as the Utopia, the human subject, nature, the apocalypse, and the anthropocentric world view among other issues. Reading Margert Atwood’s I am Starved for You (2012) offers an opportunity to look at Atwood’s Dystopia through the Posthuman lens. The close reading of Atwood’s short story is a chance to question whether the Dystopia brought a Utopia or vice versa; a question Atwood herself pondered in her interview entitled “Kicking down Fences with Margret Atwood” (2012). The question of the Utopia / Dystopia ambivalence brings questions also about the human condition in a Posthuman world, the difference between apocalyptic fiction and dystopic one as well as the question of the subject in Atwood’s dystopic world. The paper gives a close reading of Atwood’s I am Starved for You (2012) attempting to analyze the Utopia / Dystopia conflict within a Post humanist framework.
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Manal Abd El-Hamid Ismail
Hanafy's Dictionary of Revolution: its pros and cons
Manal Kabesh
The i Child: Young Learners and Digital Technologies
The limits of the digital world seem to be infinite and this could also be reflected to literature.
This paper explores Hanafy's Dictionary of Revolution as a case in point of modern digital
literature in view of the fact that she is a winner of New Media Writing Prize in 2018. It examines
the basic qualities and the real significance of that piece of work in consideration of the facilities
and contexts presented by the digital world. It also looks into Hanafy's strategy, tools, design,
images, sounds, videos and hyperlinks in performing such a project to detect its aesthetics.
Whilst explaining the meaning of the terms, the author narrates a lot of historical incidents and
confrontations that occurred during the Egyptian Revolution. The paper scrutinizes the
implication and connotation behind such a recounting. It also perceives whether she is unbiased
and fair and if such unfolding of the events is relevant. She also makes use of colloquial Egyptian
Arabic narration instead of standard Arabic, and this tactic is scrutinized. The dictionary has a lot
of stories happened to some protesters, and this strategy of the author is inspected to spot its
grounds. The electronic material used in that dictionary like the visual vocabulary cards, statistics,
and illustrative diagrams is looked over in the view of digital literature.
There is a rapid interest in the need to use technology in language learning at an early age. Young learners
need motivation and they can easily lose concentration during language learning process. Technology can
create real and enjoyable atmosphere for young learners when it is used correctly and effectively. Young
learners today can mostly be found staring into screens ,and spend a significant amount of their time
interacting with and via a range of digital devices. Therefore, digital technologies should be increasingly
present in the English language classroom. Teachers should be using these technologies to enhance their
teaching and to increase their students ' motivation , both in and outside of class. Technology has been used
to both help and improve language learning. Moreover, technology enables teachers to adapt classroom
activities ,thus enhances the language learning process.The presentation focuses on the role of using new
technologies in teaching and learning English as a foreign language. In Preiss Murhpy books (Anchor and Life
and Me ) provide supplemental activities which enhance and build upon the foundational exercises and
further engage each child's learning style and cater for different learning styles. The resources section
provides a list of videos, videos, audios and websites that can be referred to in order to enrich and facilitate
teaching. In short, digital learning can enhance learning experiences , save teachers tie, enable teachers
to better tailor learning to student needs, aid in tracking student progress.
25
. Marghany Mahmoud Marghany
Teaching discursive interpretation of FL pragmatic politeness to the Egyptian EFL
senior students
Marwa Essam Eldin Fahmy1
A Visual Syntax Reading of Shaun Tan's Graphic Novel The Arrival (2006)
Abstract
The present study examined the possibility of teaching the newly investigated discursive
interpretation of FL pragmatic politeness in the Egyptian context. It trained the Egyptian EFL
senior students to judge politeness based on their perception and evaluation. It tested their
ability to understand the linguistic formulas of FL pragmatic politeness. The study aimed to
introduce the discursive interpretation of FL pragmatic politeness as a new approach for
teaching FL conversation. Data were collected from 60 participants through an assessment
questionnaire of FL pragmatic politeness. The assessment questionnaire was based on the Likert
scale with five potential responses: (1) very impolite, (2) impolite, (3) not sure, (4) very polite,
and (5) polite. The participants were asked to assess an apology-based situation in accordance
with (im)politeness criteria of apology strategies before and after attending the training
programme. Data were analyzed in terms of the discursive interpretation of FL pragmatic
politeness, namely perception, evaluation and assessment of what constitutes polite or impolite
responses. Frequencies and percentages of the five responses were computed for the pre and
post tests. The findings showed significant improvement in the participants' assessment of
(im)politeness. The findings also emphasized the potentiality of teaching the discursive
approach of FL pragmatic politeness to the Egyptian EFL students.
The aim of the present study is to examine the contribution of visuals to digital story-telling, a process
proposed by Gunther Kress and Theo van Leeuwen as 'Reading Images' (1996). They challenge modern
viewers to consider the varied forms of meaning-making that extend beyond language to enhance the
semiotic process and to decode the different configurations of representation, patterns of
communication, how experience can be visually decoded, and all that contribute to the meaning of
polyphonic images. Shaun Tan's The Arrival (2006) is a wordless graphic novel in sepia tones to
illustrate the immigrant's epic journey to a wondrous land. The Arrival is highly symbolic full of
overwhelming worlds, enigmatic creatures and origami birds. It screens intra- and intertextual
references of historical migration to the New World as well as cinematic flourishes such as zooming in
and out in order to capture the nameless central character’s loneliness and vulnerability in a strange
and surrealist world. Tan's digital story-telling calls upon the viewer to bear knowledge of structural
conventions such as panels, the use of gutter [the spaces between panels], colors, symbols and other
textual devices serve to heighten the strangeness of the immigrant's experience with the intention to
set him as Everyman. In the absence of the text, paratextual features become significant to decipher
meanings visually with grey and sepia shadows that evoke the feelings of old photographs that create a
story through the use of panels of small-size, medium-size, large-size images and multiple frames. The
digital story-telling is also enhanced by the use of montage as manifested, for instance, in the opening
pages that depict a heart-breaking scene of the husband's departure that generates the effect of silent
black and white movie. Finally, Tan's visuals are set in the zone between dreams and reality to portray
the pain of departure, the confusion of arrival and the defeated sense of dislocation and finally the
glimmerings of hope in a surrealist mood to communicate meaning within modes of sound, color, tone
and texture relying upon cinematic framing and shifting from photographic pencil-toned greys to sepia-
toned browns to indicate the narrator's shifts and to explore Tan's foreshadowing and flashbacks as
literary techniques
26
Mohamed Abdul Rahman Al Sayed Sa'ey
Improving EFL College-Students’ Pronunciation through Mobile Applications and
Mini-Dictionaries. (Workshop)
Mohamed Aboulela Abdelmageed
Mohamed
FLAX it: Teaching Collocations for Academic Writing
The purpose of this descriptive analytic study is to enhance EFL college students’ pronunciation
skills through Mobile-Assisted Language Learning; namely MALL and through building personal
sound-based mini-dictionaries via lexis collection and sound categorization. The main focus is
primarily laid on English vowel sounds since they are totally different from the participants’ first
language, i.e. Arabic. Single- vowel identification is prioritized through real-life examples that they
produce and different vocabulary that they listen to on the course-book CD, which is native
pronunciation. Mobile dictionaries are always used for confirming correct pronunciation, Besides
McMillan- Mobile Application is manipulated to scaffold class activities as well as self learning
outside class. Both Individualised and choral check and feedback are the core of the learning
process. In this context, participants are seven EFL learners at the English Department, Faculty of
Education, Majmaa University, Zulfi Branch. Some learners have directly shown concern and
exerted extensive efforts. Others have been trying to catch up with work. However, some have
been slow and not very positive except towards the end of the course
Collocations are co-occurring patterns of words (McEnery, Xiao, & Tono, 2006), such as adjective-noun or
verb-adverb collocations. Integrating collocations is an important aspect of academic writing; however,
errors in using them persist even for advanced L2 learners. Data-Driven Learning (DDL) practices have
addressed this issue mainly by suggesting the idea that a student is a language researcher. To this end, DDL
encourages learners to discover these patterns of language in their context by enhancing the observation of
the target structure. In so doing, Johns (1991) suggested three learning stages of the DDL approach: identify,
classify, and generalize. Firstly, learners, identify the characteristics of the target structure (e.g., what words
come before a specific verb); secondly, they classify these words into, for example, parts of speech (e.g. that
specific word commonly collocates with nouns and adverbs); and finally, they deduce a general rule about
this word (e.g., a specific noun most commonly collocates with that verb). Furthermore, DDL underscores 4
I’s: Illustration, Interaction, Induction, Intervention (Carter & McCarthy, 1995; Flowerdew, 2009). Initially,
learners follow a model to work with focal words (e.g., they underline all adjectives before a specific noun
and jot down the adj+noun collocations). Then, they compare their findings with those of a partner. Lastly,
the instructor checks all the results to ensure they were accurate.
To enhance this process, FLAXCLS, a collocation learning system and one of the key elements of the FLAX
language learning system (http://flax.nzdl.org), has two components: a collocation database and a simple
interface for looking up collocations, allowing learners to inspect typical language use in contemporary,
content-related text (Wu, 2010; Wu, Franken, & Witten, 2010). Using the British Academic Written English
Corpus (BAWE) as a reference, FLAXCLS allows learners to search for collocations that are arranged by
syntactic patterns. There are fourteen collocation types (e.g., adjective + noun+noun), and the query
provides up to five contiguous words. Ultimately, learners will collect some appropriate collocations in their
cherry baskets to review at the end of the lesson. They can discuss and trade their collections with their
classmates.
In this presentation, we will adopt the four I’s Model to introduce and integrate collocations into academic
writing and then do some follow-up activities that enhance learners’ correct use of collocations, such as
collocation matching, related words, and gap-filling.
27
Mohamed Eid EL Ghamry
Learning English, The Lazy Way
Mohamed Mazen Galal
Using VOA news online resources for training translators and interpreters
Mohamed Saeed Negm & Waleed Saad Mandour
The Use of Free Corpus Web tool in a DDL Writing Model
NLP (Neuro Linguistic Programing) has been partially around in language teaching longer than we
may realize. Teachers who have applied suggestopedia, community language learning or other
similar models, have been already drawing on NLP for more than twenty years now.
The big question now is how we learn. That question usually grows ambiguous among the
theories of intelligences, the brain based learning and other developing theories. Teaching
practices fall lost and many teachers argue that nothing works.
The Objective here is to apply NLP principles through some classroom models that guarantee
the easy processing of learning for much more guaranteed outcomes.
This presentation aims to show how Voice of America (VOA) news online resources can provide
valuable materials for training translators and interpreters. VOA offers a wealth of information in
printed, audio and video formats that tackle various types of data. The paper will specifically show
how the information available at the VOA sites can make great training/teaching materials for
translation/interpretation purposes. While offering hands-on examples, the presentation also
demonstrates how VOA is exemplary in catering for both novice and advanced trainees, especially
through its Regular and Special English modes of presentation.
This study aims at elucidating a sample writing model which incorporates The Data Driven Learning
(DDL) method in classroom teaching suitable for the tertiary levels (university levels). The model
teaching setting benefits mainly from the open sourced online corpora, freely available at:
skell.sketchengine.eu (Baisa & Shuchomel, 2014). It supports the ELL's with authentic texts whereby
they can adopt rightfully in their productive writing. The proposed web tool enables a multi-layer
searching feature of which the student, as a researcher, is able to easily check whether or how a
particular phrase or word is used by native speakers of English. Contributions, so far, enhance the
learners' phraseological production as the online source provides formulaic expressions
(collocations) and semantic relations (synonyms and antonyms) in real contexts. Results, in addition,
promote learner autonomy, besides developing indirectly the digital skills as required in the 21st
century. Further, pedagogical implications of the proposed model would encourage curriculum
designers to actively integrate the corpora use.
28
Nashwa Elyamany
Theorizing the Forensic Gaze and the CSI Shot in the Multimodal Ensemble of CSI:
Crime Scene Investigation (2000-2015)
Nermin Ibrahim
Joke Similarity in Political Jokes: Ideological Specifications or Ideological Variants
In recent years, the forensic crime drama genre featuring medical examiners and forensic
investigators has dominated the highly competitive and overcrowded television landscape. This
pivotal genre, driven by the forensic turn of the digital age, presents physical evidence as a
reliable alternative to police officers and detectives with corporeal spectacle and a promise of
certainty afforded by scientific facts. Significant bodies of research have turned their lens to the
impact of forensic television, particularly CSI: Crime Scene Investigation (2002-2015), on the
operation of the criminal justice system, specifically labeled the CSI effect, from cultural, political,
and criminological perspectives in several communication studies. What is peculiar to CSI is not
exclusively its choice of theme but rather its novel and meticulously elaborated visual style, the
ability to exploit the artistic and fictional possibilities lying in the techniques and technologies of
image-making and the proliferation of images. To date, no studies have theorized the visual
images of forensic evidence in this forensic crime drama series from multimodal vantage points.
To this end, inspired and informed by Kress and Van Leuween’s grammar of visual design, this
paper addresses the gap introducing fine-grained taxonomies of the forensic gaze and the CSI shot
as fundamental aesthetics unique to the drama series in light of the Foucauldian views on power
and the Panopticon.
This research takes into consideration the concept of joke similarity to investigate the relationship
between ideology and the Knowledge Resource (KR) parameters of joke representation in pairs of
similar political jokes. The investigated jokes are analyzed in the light of both the General Theory of
Verbal Humor (GTVH) (Attardo and Raskin, 1991), and the socio-cognitive approach in Critical
Discourse Analysis (van Dijk, 1998, 2000, 2011). It is assumed that though some political jokes
indicate high degree of similarity when they are analyzed with regard to the Knowledge Resource
(KR) parameters that are used for their representation, these jokes show ideological differences
related to the specific socio-political context of the joke's target. The preliminary results indicate
that two similar jokes are considered ideological specifications when they are the discursive
manifestations of two distinctive ideologies. In addition, two similar jokes can be regarded as
ideological variants when they are the linguistic manifestations of one basic ideology. In terms of
degrees of joke similarity, pairs of jokes that represent ideological variants are more similar than
these which represent ideological specifications because of the sameness in the underlying ideology.
Accordingly, the researcher suggests that the GTVH be modified by adding Ideology to the
hierarchical organization of the KRs, as the first and most abstract parameter, to be followed
immediately by the Target parameter
29
Nessma Diab, Rania Al-Sabbagh, Soheir Mahfouz
A Corpus-Based Error Analysis of Statistical and Neural Machine Translation Output
from English into Arabic
Nisreen Nassar
Utilizing Digital Story to Enhance learning Vocabulary in A Palestinian Context
Recently, it has been claimed that Neural Machine Translation (NMT) outperforms Statistical
Machine Translation (SMT) for a variety of language pairs including English and German (Cettolo et
al., 2016), English and Russian (Toral et al., 2017), Finnish and English (Marie et al., 2018). However,
to-date this claim has not been tested linguistically for English and Arabic. In this paper, we aim to
explore this claim by comparing the output of Google neural and statistical machine translation
engines while translating a corpus of 44 user-generated English texts into Arabic. The texts are
collected from WikiHow articles, Facebook posts, and Twitter. To compare the performance of the
two generations of Google machine translation engines, we rely on the TAUS Dynamic Quality
Framework (Görög, 2014) which provides fine-grained error categories with regard to accuracy,
fluency, terminology, style, locale convention, and verity. By using the harmonized DQF-MQM error
typology, we will be able to answer the following research questions: (1) does NMT outperform
SMT for English-Arabic translation? (2) what types of errors did NMT manage to resolve compared
to SMT? And (3) what types of errors are still persistent in NMT?
]During the last few decades, new ICT environments have been utilized to cope up with the twenty
first century educational needs. They intend to improve learning English. This paper aims at
investigating the effectiveness of utilizing digital storytelling in improving ninth graders’ vocabulary
learning and their perception towards reading stories. Participants (77) were divided into
experimental (38) and control group (39). The intervention lasted for 8 weeks. A pre-post test was
administered before and after the intervention to measure the statistical differences between the
experimental group who were taught by using digital storytelling and the control group who were
taught by using the traditional method in terms of acquiring new words. Online discussion boards
were also analyzed to measure the percentages of the experimental group in terms of using
the new acquired words in the online discussions. Results showed that Using digital story is
effective in teaching vocabulary . The mean of the posttest of the control group was lower than
that of the experimental group. The percentage of the experimental group’s employment of newly
acquired words was almost high (82%). Interviews were finally conducted to investigate the
experimental group’s perception towards using digital storytelling in teaching vocabulary. The
experimental group perception towards using story telling in teaching vocabulary was also
positive.
30
Salwa Youniss
How to create wiki spaces classrooms without coding
Samira Bakr
Less Marking More Feedback: Digital Tools for Enhancing the Writing Process
Improve your student Achievements and help them engage in online environment with web 2.0
tools
Wiki space classroom is on online platform is enables you as teacher to help student collaborate in
an engaging educational environments
Assessment is the gathering of information about student learning. It can be used for formative
purposes to adjust instruction or summative purposes: to render a judgment about the quality of
student work.
Assessment of student writing and performance in the class should occur at many different
stages throughout the course and could come in many different forms. At various points in the
assessment process, teachers usually take on different roles such as motivator, collaborator, critic,
evaluator and give different types of response.
One of the major purposes of writing assessment is to provide feedback to students which is
one of the most challenges teachers face. A survey of 2,462 Advanced Placement (AP) and
National Writing Project (2013) teachers find that digital technologies are shaping student writing
in myriad ways and have also become helpful tools for teaching writing to middle and high school
students. AI introduces great help to teachers to check students' writing and give detailed
feedback. It does not only highlight spelling and grammatical errors but suggests writing tasks to
improve students’ performance. Write & Improve is a free tool which helps teachers to register
their students' tasks and gives feedback immediately. Additionally, students can subscribe to
practice and develop their writing skills according to CEFR levels. This presentation will show how
teachers and learners benefit from the Write & Improve tool features to enhance writing skills.
31
Samar Hassan Ibrahim
Usage of Microsoft 365 in Teaching and Assessment
Sara ElDaly
The Symbolic Space in Chapter 17, Surat Al Esraa: A Discourse-Comprehension
Approach
"Technology will not replace great teachers but technology in the hands of great teachers can be
transformational" (George Couros). The effective use of technology in education has changed the
face of education and it has created more educational opportunities. Both teachers and students
have benefited from various educational technologies. Teachers have learned how to integrate
technology in their classrooms and students are getting more interested in learning with
technology. The use of technology in education has removed educational boundaries, both
students and teachers can collaborate in real time using advanced educational technologies. One
of the recent technologies that can affect the process of teaching greatly is Microsoft 365, which
brings together the best-in-class productivity of Office 365 with simple device management and
security to connect people and information in an intelligent new way. Microsoft 365 provides the
scholars with multiple applications that can help them greatly in teaching which will make it easier
and save a lot of time. By using our official email address on Microsoft 365, it can help the
professors in explaining their course material, plus it will save a lot of paper work and time. In this
paper, I will tackle some of these important applications and how we can use our official email
address to help us in the teaching process.
This study attempts to reach Qur'anic discourse comprehension strategies within; a) the broad textual
layers; and b) the sentence level. Discourse comprehension goes beyond the semantic, the syntactic, and
semiotic features that affect the pragmatic use of language; due to Hymes' communicative ethnographic
theoretical claim that different linguistic channels are represented across the phoneme, the morpheme,
and the sign refers to the reality of practical purposes (Johstone and Marcellino, 2010, p. 12). The semantic
level, unlike the syntactic depicts the meaning/s of the symbol/message/sign that is employed across the
communicative event. The semantic level is conducted when the syntactic structure is decomposed
reaching the function performed by each individual compositional lexeme. The constructions represented
for each lexeme is analyzed with respect to the symbolic space it acts across the discourse multi-layers
thematic paths. The thematic paths' comprehension, as part of the whole discourse, depicts the
author/translator's employed strategy to represent the meaning/s of these paths within their cognition.
The employed strategies appears across textuality; informativity, relevance, and intertextuality. The three
inter-related features are integrated together under the action theory so as to manipulate the generic goal
directed-action. Thus, the situation model attempts to link the actual performances of social activities and
the translator's ability to imagine the possible worlds for the receivers (Dijk and Kintsch, 1983, p. 337). In
this sense, the adopted model combines the given facts, possible worlds, references, and inferences
starting from; the meaning/s of the symbol and/or interpretation/s of a coded message till the end of the
speech event. In this sense, the complexity, coherence, and/or reasoning of each textual layer in the
Qur'anic discourse are examined in the translated mode as a re-representation/reinterpretation of the
multi-layer thematic paths following Goldberg's Construction Grammar/CG; the way to construction
argument (1995). The thematic paths' arguments are extracted from the 'the Study Qur'an' by Seyyed
Hossein Nasr, 2015. Sura-t- Al Esraa displays a number of themes that are interrelated to each other by the
symbolic space between the themes' parties that hold the situation, context, and discourse together.
32
Shadia Fahim & Rania M Rafik Khalil
The Challenges of Teaching Millennials in the Digital Age
Loubna ElShourbaji and Shaker Rizk
The Impact of Using Videos on ELT in the UAE
Shereen Ali
Choice-Based Hypertext Experience in the Interactive World
of Deemer, Rudman and Smart
The current generation of students does not feel the need to become textbook smart as they are
able in this digital age to instantly and effortlessly access a great pool of knowledge. Millennial
learners easily switch off. According to Prensky (2001), “today’s students are no longer the people
our educational system was designed to teach” (p.15-24). This presentation will identify issues
facing academics in teaching the millennial learner in higher education, open a discussion about
the different challenges, share best practice and wrap up with recommendations. Participants will
take away from this presentation practical classroom solutions for 21st teaching and learning,
engaging activities for the millennial learner and suggestions for easy to use new technologies
The rapid growth of technology especially videos and YouTubes has brought many innovations in
education especially in ELT settings. English learning videos have been deployed and integrated
as learning media or sources to facilitate the learning process through increasing students’
interest in learning and enhancing their communicative competences through getting rich
learning experiences. Teachers’ roles are to choose appropriate videos, organize technology
devices, and present them in more interesting and meaningful ways. This paper presents some
meaningful ways of deploying videos and provides information for English Language teachers to
successfully employ the video in their classrooms. It also reports on the UAE model that has
brought many innovations in ELT where teachers use different audio-visual tools (movies, songs,
YouTube, power point presentations) besides textbooks and other interesting and engaging
activities to facilitate the learning/teaching processes and ensure student autonomy, motivation,
confidence, centeredness, interaction and connectivity to a certain theme. It also suggests ways
that enhancelearners’ communicative language competence.
Hypertext fiction is a genre of electronic literature which provides a digital text with hyperlinks that connect the reader
to other texts or media, promoting the sense of interaction. Relatively, hyperdrama is based on a hypertext script
written for its performance. The purpose of this paper is to examine how hyperdrama—through its hypertext scripts—
stimulates reader’s interaction and encourages non-linearity, playfulness, disorientation and distortion of space and
time. The theory of hypertext is used for this study as it gives more insights into the understanding of the selected
works. Through the contributions of Paul Delany, George landow and Jacob Nielsen, hypertext theory has developed its
notions based on questioning the concepts of a center, hierarchy and linearity. The theory also discusses the role of the
reader in a medium where he/she is involved in the decision process of choosing the line of the story he/she likes to
follow. The plays selected for this study are The Bride of Edgefield (1996) by Charles Deemer and The Benefactor (1998)
by Hannah Rudman and Bill Smart. Accordingly, the selected hypertext plays offer a rich medium for an in-depth
analysis of this interactive experience through a theoretical approach that seeks understand structure, reader-writer
relationship, space and time. Finally, the paper highlights the challenges associated with this genre and comes up with
a recommendation.
33
Walid Rizk
Oppression and submission in Mohja Kahf’s The Girl in the Tangerine Scarf (2006)
This paper aims at analyzing Mohja Kahf’s The Girl in the Tangerine Scarf (2006) and shedding
light on the issues of women in foreign and local communities. These issues are related to culture,
religion, customs and traditions. It also analyses the conflict of identity, the division of belonging
and the clashes between eastern and western customs. The writer tries to convey the shouts of
help which the female characters of her novel release but in vain, this leads to their escapism
from reality which deprives them of the simplest human rights due to the absence of
communication between the two sexes besides the lack of the male understanding in their
environment, moreover their sufferings because of self-alienation and their permanent feeling of
being rejected and marginalized. Although the target is the western reader as it is written in
English, the themes and context are eastern and oriental, showing them in the phase of being
tested with the clash of civilizations. This paper also aims at gaining sympathy, support and real
understanding of the sufferings of the Arab and the Muslim woman and her struggle, so these
stories are a shout of protest against oppression and aggression which are regularly practised
against women and the eternal female claim for emancipation and a symbolic haven of salvation.
34
مركز تطوير تدريس اللغة
اإلنجليزية
in English Language Teaching sExpert
التدريبية البرامج
بالمركز
* Teaching Math and Science in English Course (Primary and
Preparatory Stage)
* Teaching Math and Science in English Diploma
* English for Scientific and Mathematical Purposes
* TEFL Course
* TEFL Diploma
* English for Kids
* TOEFL – IELTS
* Pronunciation
* General English
* Conversation
* Listen Well, Speak Better
* Academic Writing
* English for Parents
35
* Error Analysis