No abstract

The recent abrupt shift to a total e-learning modality has been a fresh yet daunting experience for educational institutions due to the onslaught of the COVID-19 pandemic. This shift has also raised the questions of relevance of educational modalities given the special times we are living in, as well as the happy possibility of universities gearing up for internationalization to prepare students for online learning. Before implementing these changes, however, in-depth study of the opinions and experiences of teachers and students at Saudi universities, among other parameters, is imperative. With this focus, the current study employs a mixed-methods research design from two universities in Saudi Arabia, namely Qassim University (QU) and Imam Abdulrahman Bin Faisal University (IAU). A purposive sample of 22 teachers and 54 students were the respondents, who were administered a questionnaire and interviewed at a later stage. Results showed that both teachers and students find the online teaching–learning experience challenging due to teacher-related, student-related and technology-related factors. The teachers rate themselves as being moderately competent in the use of technology tools for online learning, while students assess themselves as competent. Initiatives are offered by both students and teachers to improve the transition of universities to online education as well as to promote the quality of universities towards internationalization, particularly with living in the midst of a health crisis. The study has implications for curriculum implementers and designers committed to educational revolution. The outcomes of this proposed research can be the basis for relevance and internationalization initiatives of the selected universities in Saudi Arabia.

This paper looks at EPP and word order in Arabic in light of Chomsky’s Labeling Theory, proposed in POP and POP Extensions. In the current framework, EPP—the principle that SpecTP must be filled in—is eliminated. EPP-driven movement is reduced to labeling failure: if T fails to label the structure that arises after E-merge of the subject in Spec of vP [DP vP], then filling SpecTP becomes necessary in order to ‘strengthen’ (the labelability of) T. Chomsky postulates two types of T: Strong and weak. English-type languages, which show poor agreement inflection, have a weak T, and therefore impose the Fill-SpecTP requirement. On the other hand, NSLs, Chomsky claims, have a strong T which can label the TP structure, by virtue of having rich agreement inflection. This paper shows that Chomsky’s approach to EPP makes wrong predictions. Instead, a freezing effect account which also maintains a labeling system can explain the word order facts in Arabic. Crucially, the account proposed does not make resort to Chomsky’s parameter of strength or otherwise of T.

This paper considers the well-known puzzling phenomenon of subjectverb agreement asymmetry in Arabic: full agreement surfaces in SV word order, whereas VS order manifests partial agreement. That is, agreement in all phifeatures surfaces only when the subject moves to a preverbal position. To avoid (apparently inevitable) circularity of earlier analyses, the paper offers a minimalist, phase-based analysis to the phenomenon. Two ingredients to the analysis are proposed: phase sliding, according to which a phase extends if its phase head moves. More precisely, T becomes a (sort of) phase head when after v-T movement. The other element is a morphological rule, Morphological Agreement Realization (MAR), to the effect that morphological agreement surfaces iff the probe and goal are spelled out in the same phase. Thus, it turns out that in VS word order, the subject and the verb are spelled out in different phases. In SV constructions, on the other hand, both the subject and the verb are spelled out in the same phase. Hence, the agreement asymmetry. The analysis is supported by certain phonological phenomena.