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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