REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS

The present study is aimed at examining the effect of reflective thinking strategies on developing literary reading skills and metacognitive reading awareness of the EFL student teachers. The study adopted the quasi-experimental design. One experimental group of 40 major English students at the third-year Faculty of Education, Zagazig University in Egypt, participated in the study. The treatment conducted in fourteen sessions through teaching King Lear drama by Shakespeare. The utilized instruments included a literary reading test that was developed and used as a pre-post test and a metacognitive reading awareness scale, which was also designed by the researcher and approved by the jury members. Parametric statistical calculations have used for data analysis through the SPSS program. Results revealed that reflective thinking had a positive effect on developing literacy reading skills and metacognitive reading awareness of the EFL student teachers

EFL Students' Perceptions of Employing Technology Tools in Learning English at King Khalid University

Technology can be employed as a means of boosting FEL student interaction. Due to the universal use of computers and the internet in academic institutions, EFL teachers are motivated to implement this technology in their classes to facilitate language teaching and the learning English language process. This study purports to identify EFL students' perceptions of the utilization of technology tools in learning English at King Khalid University. This research adopts the descriptive analysis technique. Moreover, the theoretical framework of the study was an opinion poll prepared by the two researchers to get information and was applied to fifty-six selected EFL students to get their perceptions of the utilization of technology tools in learning English at King Khalid University. The results demonstrate that most King Khalid University EFL male and female students had positive responses to employing technology tools in learning English. The study  findings  have pedagogical implications and some recommendations for strategies and instructions for further investigations and facilitating the utilization of technology in teaching and learning at primary and secondary levels

Investigating the Significance and Benefits of Incorporating Innovative Educational Technology in Teaching the English Language to Saudi Learners at the Tertiary Level: The University Faculty's Perspectives

The significance and advantages of utilizing innovative educational technology gadgets in the classroom have become a source of research interest in current years. This study pursues to explore King Khalid University's staff members'  perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level. This research arrogates the descriptive-analytical approach. Moreover, the theoretical framework of the study was a questionnaire prepared by the two researchers to get information and was applied to fifty-two selected King Khalid University staff members in the Asir region to get their perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language to Saudi learners at the tertiary level, their groundwork to integrate technology, the types of technology employed and the challenges they encountered in incorporating technology. The results indicate that most of King Khalid University's staff members had positive perspectives on the significance and benefits of incorporating innovative educational technology in teaching the English language. The study results have pedagogical implications and some recommendations for strategies and instructions for further investigations and facilitating the utilization of technology in teaching and learning

The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan

The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both.  Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late age. Finally, the study recommended that investigating the effects of age factor on learning English language is a very important phenomenon and may apply in other countries such Egypt, Saudi Arabia etc. This study is the first of its kind to investigate the effects of age factor on learning English language, particularly,  in the context of Arab countries

Semantic and Stylistic Problems Encountered in Translating Qur'anic Digression “Iltifât” into English: A Contrastive Linguistic Study

This research paper aims to explore the digression ''Iltifât'' as one of the effective rhetorical devices used generally in the language of the Holy Quran. The purposive sample of the study was selected randomly from Qur’anic verses containing Iltifāt or digression and their renditions by three translators, namely, Abdel Haleem, Khan Hilali, and Pickthall. The study's findings revealed that the translations of the three translators adopted several translation strategies such as literal translation, couplet translation to render the Qur'anic digression, or shifting (Iltifat) expressions into English. Moreover, the study also indicated that both literal translation and couplet translation are not always adequate for translating the Qur’anic digression or shifting (Iltifat) expressions because they have not successfully maintained the meaning of the Qur’anic Arabic digression ''Iltifât'' (ST) into the Qur’anic digression ''Iltifât'' English version (TT)