<p>While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to examine the impact of students’ multiple intelligences profiles on their motivation and language proficiency. The quantitative data was collected from the students of the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The researchers prepared a Likert scale questionnaire to identify students’ multiple intelligences. The participants formed two groups from male and female students who studied English courses at level 3. The first group studied English in a traditional classroom where they relied on memorizing grammatical rules while the second group studied English after identifying their multiple intelligences profiles. Using the Statistical Package for the Social Sciences software (SPSS), data analysis results indicated that ineffective teaching strategies that depended on encouraging learners memorizing language rules hindered students from boosting their language proficiency. The analysis of the data also showed that when students became aware of their multiple intelligences profiles, they managed to enhance their motivation, which helped them improve their language skills. The recommendations of the current research provide creative ideas for using multiple intelligences at higher education, including a model for integrating multiple intelligences for teaching English. The current research is also a contribution in teaching English to college students since it is among only a few studies that have applied Gardner’s theory at higher education.</p>

This descriptive analytical study aimed at examining the application of linguistic-based functional approaches in assessing the quality of translation. A number of translation quality assessment models were analyzed to investigate the potential of integrating linguistic theories into translation theories. The problem that the present study tackled was that institutions of translation at higher education, translation organizations, and agencies of translation worldwide face difficulties in evaluating the quality of translation. Using objective criteria, which are based on the variables of quality, is still debated among these shareholders. The rationale of the present study is that adopting functional linguistic approaches can help in understanding the components of the quality of translation in terms of the relationship between translation purposes and functional adequacy. Linguistic functional approaches can determine the relationship between textual adequacy, and translation quality of content. Therefore, the current study followed a nonlinear design, which allowed an intensive description and analysis of three functional models applied in Translation Quality Assessment (TQA), and their effectiveness in assessing the quality of translation. Corpus data was collected from the theories and original works of House, Nord, and Colina, on translation quality assessment. Problems related to discourse analysis, function of the language, text typology, and theories of equivalence were examined. Translation criticism and evaluation including the classification of the functional hierarchy of translation, standards and benchmarks, empirical evidence for the success and limitations of the linguistic functionalist approaches in translation assessment, and competences and performances in translation, were thoroughly investigated. The research recommendations of the current study emphasize a number of issues relevant to translation evaluation. These issues are: (a) the significance of integrating the linguistic functional approaches into the curriculum of translation; (b) the importance of defining the components of solid criteria that can be employed for evaluating the quality of translations; and (c) the necessity of providing an empirical tool that can reveal the strengths and weaknesses of translated works. As such, this research study is a contribution in the field of translation evaluation and criticism as it provides a number of models that can be implemented in translation classrooms or in translation organizations. This study also provides an evaluation matrix, based on the models of TQA that can help translators understand the requirements of translation quality prior to the translation process itself. This research is also among the first studies to illustrate how to implement linguistic functional approaches that can be adopted by translation organizations, academic institutions, and publishing houses, to evaluate professional translations and this will inevitably lead to raising the standards of translati...

Writing is a complex process that requires advanced linguistic skills. Although many college students studied English as a foreign language (EFL) for twelve years in preparatory and high schools, they still face major problems in producing correct writings that meet their colleges' requirements. Students' problems include inability to generate ideas, organize discourse, control sentence structures, choose appropriate vocabulary, and use effective styles. A potential solution to such problems can be found in the application of modern technologies in the classrooms. Telecommunication technologies which include synchronous and asynchronous communication have provided various tools that can be used to assist EFL students to learn writing skills. Therefore, the current quantitative, quasi-experimental study aimed at examining the effect of asynchronous communication, specifically digital dialogued journaling on students' writing skills. Digital dialogued journaling includes blogs, webpages, discussion forms, or word-processed applications such as Google documents. Using the platform of Google documents, the present study attempted to provide new strategies for teaching writing courses at higher education to help EFL students develop their writing skills. Data was collected from undergraduate students in the College of Languages and Translation, at Al-Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Data collection depended on a number of instruments: First, a pretest was used to measure the participants' level of writing before implementing the teaching strategies of dialogued journaling. Secondly, an online dialogued journal, designed by the researcher using Google documents, was employed for the experiment. The journal was sent to the same sample via emails, and the participants posted their reflective writings on different issues regarding their academic journey learning English. Students' interactive dialogues included prose writing, descriptive and argumentative paragraphs, poetry, and their personal stories. The students-teacher dialogues made the corpus data which enabled investigating the effectiveness of dialogued journaling on improving students' writing. Thirdly, a posttest was used to collect data regarding the degree of change that occurred as a result of the experiment. Fourthly, a Likert scale questionnaire was used at the end of the experiment to identify the participants' levels of satisfaction with dialogued journaling. Data analysis was based on using the Analysis of Variance (ANOVA) to compare the results of pretest and posttest. A rubric with five scale criteria was used to examine each rank of students' writing, and to report each student's score before and after treatment. The Text Analyzer Software was also employed to examine the participant's writing lexical density and phrase frequencies. Data analysis results indicated a significant statistical difference between the overall writing scores of the pretest and the posttest. Moreover, the examination of the participant...

This case study research was based on a generic exploration of the translation problems that graduate students face in literary translation. Literary translation is fundamental to translation programs at higher education due to the upsurge that has occurred in publishing classical and modern literary works from various cultures. However, literary texts have special characteristics that make the process of transferring them from one language into another a daunting task. Translating literary texts is difficult even for professional translators because misinterpreting the messages of the source texts can lead to distorting the aesthetic aspects of the literary work. Students need to learn various linguistic levels of literary translation as well as strategies and methods of translation. Learning the linguistics levels of translation necessitates providing adequate training that is based on enhancing students' cognitive abilities. Cognitive-based translation training helps students learn the procedures of solving the problems of translating sound and literary devices. Cognitive approaches are relevant to the translation process since cognition implies mental activities that students can use to understand and synthesize the literary text, and reconstruct it creatively. Therefore, the current study aimed at examining the relationship between cognitive teaching methodologies and students' performance in literary translation. To examine this relationship, qualitative and quantitative data was collected from graduate students at the College of

This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students' performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi Arabia. Quantitative data instruments included a Likert scale questionnaire, students' exam results, and students' assignments. Qualitative data was gathered using two groups, of 20 students each, from the same research population to explore the effectiveness of project-based teaching methodology. The first group of participants was taught for one semester using traditional teaching methods that depended on direct instruction and memorization of information while the second group of participants was involved in creative projects about various topics on machine translation. Content analysis was conducted to evaluate the participants' projects. A comparison of the two groups' final exam results and assignments was made to provide statistical evidence regarding the impact of project-based teaching approach on students' performance. The discussions of this research include topics on theories and systems of machine translation, the concepts of localization and hybridization, project-based teaching methodologies, and educational technology. The recommendations emphasize the importance of adopting brain-based strategies such as project-based techniques in teaching machine translation, providing professional development programs on using cognitive teaching approaches, and equipping translation laboratories with most recent technologies. The significance of this research derives from being a contribution in three specific areas: integrating education research into teaching machine translation to motivate students to improve their performance; employing educational technology to bridge the gap between theories and practice of machine translation; providing an implementation of creative teaching in machine translation through presenting students' creative projects. The integrative teaching model, which the researcher presented in this research, is a new approach for solving students' problems in machine translation.