Najm 140

Kingdom of Saudi Arabia
The National Commission for Academic Accreditation & Assessment
COURSE SPECIFICATION
Course Specification
Institution Preparatory Year
College/Department Intensive English Program
A Course Identification and General Information
1. Course title and code: English 140 – ENG140
2. Credit hours 8
3. Program(s) in which the course is offered.
Preparatory Year Program
4. Name of faculty member responsible for the course Ebtesam
5. Level/year at which this course is offered Preparatory
6. Pre-requisites for this course (if any) none
7. Co-requisites for this course (if any) none
8. Location if not on main campus
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
To develop competent users of English in the four skills of reading, writing, listening and speaking.
To bring students up to the CEFR level B1 such that they can understand the main points of clear standard input, both spoken and written, on familiar matters regularly encountered in work, school, leisure, etc.
To equip students with the language skills they need to perform with confidence on their degree programs, and in their chosen field.
To instil autonomous and independent learning where students are able to take ownership of the learning process.
2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)
The continued rollout of the Touchstone series from Cambridge University Press, adapted for Saudi learners and the culture of the Kingdom.
To introduce Touchstone LMS where students are able to complete tasks (homework, etc.) online and use a variety of e-learning tools.
The creation over a two year period of a suite of standardised, verified examinations owned by KSU and adapted to the goals of the program.
The establishment of a research unit, to carry out research concentrated on the investigation of learning English as a Foreign Language for university students in KSA.
The continuation of a Self Learning program which teaches students critical thinking skills.
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)
1 Topics to be Covered
List of Topics
No of
Weeks
Contact hours
General English
15
300
2 Course components (total contact hours per semester):
Lecture: 300
Tutorial: 0
Laboratory 0
Practical/Field work/Internship 0
Other: 0
3. Additional private study/learning hours expected for students per week. (This should be an average: for the semester not a specific requirement in each week)
7 hours
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
 A brief summary of the knowledge or skill the course is intended to develop;
 A description of the teaching strategies to be used in the course to develop that knowledge or skill;
 The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired
A sound understanding of the mechanics of the English language through the development of the language skills of writing, reading, listening and speaking. Grammar and vocabulary are included through the use of corpus based personalized learner-centered interaction. As well as the subtleties of common usage through the acquisition of principles and concepts relating to the subject; to create and instil critical thinking skills to enable learners to take responsibility for their learning outcomes.
Speaking
Participate in discussions on familiar everyday topics.
Give simple descriptions of places, experiences, and situations.
Recognize language formality.
Respond to spontaneous conversations on familiar topics.
Listening
Predict information
understand the main points
understand most details
Follow a conversation.
Understand information in a context.
Recognize levels of formality in familiar social situations.
Reading
Read short texts about familiar topics
Predict the content of texts before reading based on pictures, headlines, and layout.
Read a range of texts and gain a general understanding.
Understand the main ideas of these texts and details of these texts.
Understand the details of these texts.
Writing
Write simple, logical, and connected texts on topics which are familiar, or of personal interest, e.g. family, holidays, everyday routine.
Write a range of text types including letters, narratives, and descriptions of people, objects, and places.
Write personal texts, which include descriptions of experiences and feelings, e.g. an embarrassing event, the happiest day of his/her life, a film I enjoyed.
Connect ideas logically using a range of expressions, e.g. linking words and expressions.
Spell known words accurately.
Punctuate and paragraph appropriately.
(ii) Teaching strategies to be used to develop that knowledge
Through a combination of traditional teaching methods and a variety of task based activities utilizing the latest communicative methodologies , whereby students take ownership of their work and progress, and the teacher acts as a facilitator
Tasks, particularly those of listening and reading, are preceded by relevant activities to activate/build schemata prior to introducing students to new information/contexts.
Active practicing of predicting based on context is encouraged in students to promote active participation in all texts and contexts.
Gap-fills activities and labelling tasks consolidate comprehension and promote active engagement. Such activities are implemented with a range of interactional patterns (teacher to student, teacher to class, student to student) and can also be exploited as revision strategies.
Visuals (illustrations, diagrams, figures) are exploited where possible to aid interpretation, description, explanation and exemplification.
Activities enabling the recognition of attitude or stance of information (dogmatic, tentative, incredulous, sceptical, etc) in academic text are exploited in the teaching of key skills.
Active repetition provides opportunities to consolidate information and is achieved through the use of puzzles and word activities.
(iii) Methods of assessment of knowledge acquired
Through a mixture of project work, continuous assessment and formal examinations.
Mid-semester tests will be level specific and will therefore be progress tests, measuring mastery of the specific language and skills introduced during the proceeding period. Final exams will be standardised, and therefore measure the level attained, rather than progress against limited input.
b. Cognitive Skills
(i) Description of cognitive skills to be developed
The PYP English Language Program intends to enable students to have an understanding of language concepts and apply critical thinking skills in working out language problems. The program also seeks to encourage creativity in language use.
Concentration is strengthened by means of task based learning and project work requiring students to initiate and manage on-going responsibilities for an extended period.
Perception and engagement with critical thinking, processing and interpretation
Logical thinking and reasoning to arrive at a conclusion.
(ii) Teaching strategies to be used to develop these cognitive skills
Through the Communicative language method, students are able to build on the concepts, principles and theories of the language. Teachers will present, language and students will practice and present in controlled and freer situations. Free practice in a controlled and unthreatening environment (the classroom) gives students the chance to develop these skills with confidence.
The Self-learning program is structured to encourage students to develop creativity in language use by following areas of interest.
(iii) Methods of assessment of students cognitive skills
Continuous Assessment allows for the assessment of students’ free practice, including elements such as willingness to take risks and demonstrate creativity in order to communicate effectively.
The assessment of self-learning outcomes also encourages innovation, critical thinking and creativity in applying knowledge and skills.
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
Punctuality
Taking responsibility for completion of set tasks
Avoidance of plagiarism and production of original work
Working collaboratively
(ii) Teaching strategies to be used to develop these skills and abilities
Pair-work and comparative learning is encouraged and provides a chance for students to take responsibility for learning.
Nominating students for class feedback, confirmation and correction develops and enhances confidence and commitment in learners.
Teaching through a range of interactional patterns develops interpersonal skills and communication on different various levels as well support for students.
Task-based language learning encourages cooperative learning.
Homework task completion and e-learning promotes autonomous learning and increases responsibility in learners.
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility.
The assessment of homework, including the e-learning component, encourages responsibility and cultivates time management skills.
Attendance and punctuality are monitored strictly, encouraging and nurturing students’ sense responsibility and self management.
Greater credit is given to original work with mistakes than error-free plagiarised work.
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
Providing opportunities for students to utilise skills of communication necessary to interact effectively and by means and a reinforcement of ICT skills.
(ii) Teaching strategies to be used to develop these skills
The teaching of the four language skills, listening to complement speaking, and reading to complement writing.
The use of pair and group work and task-based language learning to allow practice of these complementary sets.
The use of internet-based e-learning tasks as homework to reinforce ICT skills.
Correct and appropriate referencing formats required of students in essay and project tasks
Remedial lessons offered for further support and/or consolidation
(iii) Methods of assessment of students numerical and communication skills
Communicative practice through continuous assessment
Specific test items targeted at the four language skills
Assessment of completion of e-learning tasks
e. Psychomotor Skills (if applicable)
(i) Description of the psychomotor skills to be developed and the level of performance required
(ii) Teaching strategies to be used to develop these skills
(iii) Methods of assessment of students psychomotor skills
5. Schedule of Assessment Tasks for Students During the Semester
Assessment
Assessment task (e.g. essay, test, group project, examination etc.)
Week due
Proportion of Final Assessment
1
Mid-term exam
8
25%
2
Final exam
16
50%
3
Self-learning
15
10%
4
Continuous Assessment
2-15
15%
5
6
7
8
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)
Students are informed that they can arrange a meeting with their teacher for academic support at a time of their convenience within the teacher’s assigned office hours. Teachers have four office hours each day.
E Learning Resources
1. Required Text(s)
McCarthy , M., McCarten, J. & Sandiford, H (2010), Touchstone. Cambridge Obeikan: KSA.
2. Essential References:
McCarthy , M., McCarten, J. & Sandiford, H (2010), Touchstone. Cambridge Obeikan: KSA.
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
4-.Electronic Materials, Web Sites etc
Touchstone Audio CD
5- Other learning material such as computer-based programs/CD, professional standards/regulations
Touchstone LMS
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Classrooms (average 22 students per class)
2. Computing resources
One e-podium, one Smart-Board
3. Other resources (specify --e.g. If specific laboratory equipment is required, list requirements or attach list)
None
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
End of semester questionnaire
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
One formal professional development observation per semester. Informal observations as required.
3 Processes for Improvement of Teaching
Regular in-service training sessions and end-of-semester training weeks.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
All exams double checked and writing scores run through Rasch Analysis.
5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
A curriculum sub-committee engages in on-going research into the efficacy of the courses offered. This research is informed by, amongst other things, data collected by the curriculum supervisors on both campuses