Dr. Meenakshi Sharma Yadav
Dr. Meenakshi is a highly influential academician, instructor, researcher, trainer, coach, author, leader, role model, difference-maker, curriculum developer, and, finally, a total professional.
She currently works as an assistant professor of linguistics at the Applied College for Girls (Abha) at King Khalid University, Saudi Arabia. She holds a Ph.D. in linguistics, a BA (English Hons.), and a BEd (Education) from the University of Rajasthan (India), an M. Phil. in ELT from Banasthali University (India), and a TEFL certification from London, UK.
Dr. Meenakshi has authored over 25 research papers and presented and attended numerous articles at international and national conferences and seminars. She has taught English language skills, linguistics, and literary studies for more than 15 years at the PYP, UG, and PG levels. Her teaching, training, research, and curriculum design specialties are in linguistics and literary criticism.
Her approaches, strategies, and the latest pedagogy techniques are PPP, including TTT & STT, which are based on constructivist, collaborative, integrative, reflective, and inquiry-based learning, followed by the course plans, reports, specifications, and prescriptions.
She has taught the courses- Intensive English Programs for PYP, Phonetics & Phonology, Morphology & Syntax, General Linguistics, Applied Linguistics, Contrastive Linguistics, Historical Linguistics, Advance syntax, Semantics, Theoretical Linguistics, Language and Culture, ELT/TEFL Courses, IELTS Trainings, TESOL Courses, Academic Writings, Comparative Linguistics, Introduction to Linguistics, Language of Communication, Lexicology, Semantics, Reading & Writing Skills, Advanced Grammar, Speaking & Listening, Rise of Novels, Victorian Novels, Literary Criticism- I, II, Socio-linguistics, Language Teaching, History of English Language, Teaching Methods, Study Skills, Language Acquisition, and Language Testing.
Her career objectives sustain as- conflict resolution strategies; an excellent negotiator; always looking for common ground; fine criticism skills; associative thinking; is always optimistic; has intercultural communication skills; is reliable; highly accountable and committed; keeps her words; has a job-dedicated attitude; believes in professional betterment; and values organization very much.
Best,
Dr. Meenakshi Sharma Yadav
Supervisors: English Language, Linguistics, Literature, and Communication
She currently works as an assistant professor of linguistics at the Applied College for Girls (Abha) at King Khalid University, Saudi Arabia. She holds a Ph.D. in linguistics, a BA (English Hons.), and a BEd (Education) from the University of Rajasthan (India), an M. Phil. in ELT from Banasthali University (India), and a TEFL certification from London, UK.
Dr. Meenakshi has authored over 25 research papers and presented and attended numerous articles at international and national conferences and seminars. She has taught English language skills, linguistics, and literary studies for more than 15 years at the PYP, UG, and PG levels. Her teaching, training, research, and curriculum design specialties are in linguistics and literary criticism.
Her approaches, strategies, and the latest pedagogy techniques are PPP, including TTT & STT, which are based on constructivist, collaborative, integrative, reflective, and inquiry-based learning, followed by the course plans, reports, specifications, and prescriptions.
She has taught the courses- Intensive English Programs for PYP, Phonetics & Phonology, Morphology & Syntax, General Linguistics, Applied Linguistics, Contrastive Linguistics, Historical Linguistics, Advance syntax, Semantics, Theoretical Linguistics, Language and Culture, ELT/TEFL Courses, IELTS Trainings, TESOL Courses, Academic Writings, Comparative Linguistics, Introduction to Linguistics, Language of Communication, Lexicology, Semantics, Reading & Writing Skills, Advanced Grammar, Speaking & Listening, Rise of Novels, Victorian Novels, Literary Criticism- I, II, Socio-linguistics, Language Teaching, History of English Language, Teaching Methods, Study Skills, Language Acquisition, and Language Testing.
Her career objectives sustain as- conflict resolution strategies; an excellent negotiator; always looking for common ground; fine criticism skills; associative thinking; is always optimistic; has intercultural communication skills; is reliable; highly accountable and committed; keeps her words; has a job-dedicated attitude; believes in professional betterment; and values organization very much.
Best,
Dr. Meenakshi Sharma Yadav
Supervisors: English Language, Linguistics, Literature, and Communication
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Papers by Dr. Meenakshi Sharma Yadav
However, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.
Therefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. Further research is needed to explore the long-term effects of these strategies and their implications for student achievement and motivation.
Abstract:
Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students' level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub's learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners' autonomy could be achieved practically. The writing exercises practiced at writing classes; 'Writing hub' proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students' role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners' autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.
The semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. The collage text image of figurative texture presents common words and phrases with the byzantine meanings and misinformation of the synonyms and antonyms lexical pragmatic interface to the readers. In support and meaningful solutions for the research gap, this article attempt defined and described the role of semantics in the figurative texture of Matthew Arnold’s Dover Beach creatively so that collective and determined audiences can comprehend the poem critically based on qualitative description research methodology.
For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students' perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.
Abstract
Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung
rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.
10.29121/granthaalayah.v10.i12.2022.4948
Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition and entailment, make the poem more vivid to the reader. Furthermore, the poem Elegy contains hyponyms and synonyms, accompanied by a semantic echo. This study focuses on lexical relations included in the poem through syntagmatic and paradigmatic word descriptions. Further, this study examines those ambiguous words that generate complexity between the speaker/writer and their listener/reader. It has been discovered that various aspects of semantics form a nexus between the theme and word formation in poetry.
Purpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students' pre- and post-test results in order to assess the efficacy and effectiveness of the EPT. Five instructors also took part in a semi-structured interview to discuss their thoughts, beliefs, and experiences related to their teaching-learning enhancement of English programmes at the time the EPT was completed. Findings: The EPT results show students' proficiency levels in three main areas: grammar, reading, and listening. After knowing the results of the EPT and the student's performance, the weak areas were worked on. After one semester's intervention, the test scores finally resulted positively, showing the students' improvement. Since the results were statistically positive and significant, the study strongly suggested that EPT must be conducted at the beginning of the semester at the university level. Furthermore, based on the qualitative analysis and the comments and suggestions of the instructors, the idea of having an EPT for English foreign language (EFL) first-year students who want to take English language courses at universities was also strongly favored. The study supports the EPT's validity for EFL students at college enrollment requirements according to English skills competency levels for English language courses.
A country's societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India's education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.
Abstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.
Abstract: This paper investigates the themes and symbols of evil, pain, and suffering in
the novel, Moby Dick (1851) by Herman Melville, in which the narration is
about a whale namely Moby Dick that attacked on the ship crew deadly in the
ocean while the whale is in the white color which ought to be a symbol of the
good spirit or the angel of the sea; but his evil nature and destructive attempts
on the voyagers reveal him with a terrible and dreadful appearance which
personifies and symbolizes to place for an evil object. The white whale, Moby
Dick is an antagonist that plays a vital, dominant, and prominent role of the
main character in the novel. Here, Moby Dick is not only a book about the
protagonist Ahab’s quest for the White Whale, but Moby Dick also is an
experience of the quest. It is full of the sea and the religious symbols. In this
novel, symbols are based on both characters and objects. Some symbols are
based on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,
whereas the objects, such as the White Whale - Moby Dick, the ship Pequod
and the sea and the Cogfin. Related to the theory of symbolism, there are three
kinds of symbols – natural symbols, conventional symbols, and private
symbols. The mechanism of symbols has been applied in the form of pain and
suffering in this paper that proves the white whale, Moby Dick is as a private
symbol of an ambiguous creature precisely evil because of its evil nature and
the destructive attempts throughout the novel.
However, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.
Therefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. Further research is needed to explore the long-term effects of these strategies and their implications for student achievement and motivation.
Abstract:
Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students' level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub's learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners' autonomy could be achieved practically. The writing exercises practiced at writing classes; 'Writing hub' proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students' role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners' autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.
The semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. The collage text image of figurative texture presents common words and phrases with the byzantine meanings and misinformation of the synonyms and antonyms lexical pragmatic interface to the readers. In support and meaningful solutions for the research gap, this article attempt defined and described the role of semantics in the figurative texture of Matthew Arnold’s Dover Beach creatively so that collective and determined audiences can comprehend the poem critically based on qualitative description research methodology.
For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students' perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.
Abstract
Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung
rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.
10.29121/granthaalayah.v10.i12.2022.4948
Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition and entailment, make the poem more vivid to the reader. Furthermore, the poem Elegy contains hyponyms and synonyms, accompanied by a semantic echo. This study focuses on lexical relations included in the poem through syntagmatic and paradigmatic word descriptions. Further, this study examines those ambiguous words that generate complexity between the speaker/writer and their listener/reader. It has been discovered that various aspects of semantics form a nexus between the theme and word formation in poetry.
Purpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students' pre- and post-test results in order to assess the efficacy and effectiveness of the EPT. Five instructors also took part in a semi-structured interview to discuss their thoughts, beliefs, and experiences related to their teaching-learning enhancement of English programmes at the time the EPT was completed. Findings: The EPT results show students' proficiency levels in three main areas: grammar, reading, and listening. After knowing the results of the EPT and the student's performance, the weak areas were worked on. After one semester's intervention, the test scores finally resulted positively, showing the students' improvement. Since the results were statistically positive and significant, the study strongly suggested that EPT must be conducted at the beginning of the semester at the university level. Furthermore, based on the qualitative analysis and the comments and suggestions of the instructors, the idea of having an EPT for English foreign language (EFL) first-year students who want to take English language courses at universities was also strongly favored. The study supports the EPT's validity for EFL students at college enrollment requirements according to English skills competency levels for English language courses.
A country's societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India's education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.
Abstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.
Abstract: This paper investigates the themes and symbols of evil, pain, and suffering in
the novel, Moby Dick (1851) by Herman Melville, in which the narration is
about a whale namely Moby Dick that attacked on the ship crew deadly in the
ocean while the whale is in the white color which ought to be a symbol of the
good spirit or the angel of the sea; but his evil nature and destructive attempts
on the voyagers reveal him with a terrible and dreadful appearance which
personifies and symbolizes to place for an evil object. The white whale, Moby
Dick is an antagonist that plays a vital, dominant, and prominent role of the
main character in the novel. Here, Moby Dick is not only a book about the
protagonist Ahab’s quest for the White Whale, but Moby Dick also is an
experience of the quest. It is full of the sea and the religious symbols. In this
novel, symbols are based on both characters and objects. Some symbols are
based on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,
whereas the objects, such as the White Whale - Moby Dick, the ship Pequod
and the sea and the Cogfin. Related to the theory of symbolism, there are three
kinds of symbols – natural symbols, conventional symbols, and private
symbols. The mechanism of symbols has been applied in the form of pain and
suffering in this paper that proves the white whale, Moby Dick is as a private
symbol of an ambiguous creature precisely evil because of its evil nature and
the destructive attempts throughout the novel.