Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal on English as a Foreign Language (JEFL) Language Literacy: Journal of Linguistics, Literature, and Language Teaching
Fadi Maher Al-Khasawneh
King Khalid University, Abha, Saudi Arabia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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FIGURATIVE LANGUAGE USED IN SAUDI NEWS HEADLINES RELATED TO CORONAVIRUS (COVID-19) Fadi Maher Al-Khasawneh
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (32.768 KB) | DOI: 10.30743/ll.v5i2.4124

Abstract

Figurative language is a part of Stylistics and there was much research on how figurative language was used in different contexts. The present research aimed at analyzing the figurative language used in Saudi news headlines related to Coronavirus (COVID-19). A descriptive qualitative research design was used in this study. The data source of this study was the Saudi Press Agency (SPA), and the data were headlines related to Coronavirus (COVID-19) published from the period from February 15 to March 31, 2020. The obtained data from this study were organized, classified, and coded. The findings of this study revealed that there were seven speech figures used in this study ( personification, hyperbole, understatement, paradox, synecdoche, apostrophe, and metonymy). The most used speech figure was personification and the least used one was metonymy. Each type of these speech figures had its own function such as to expand meaning, create intense emotions, and express a lot in a limited space. The researcher provides some recommendations for future research work in order to get more insights and contributions to this topic.
Understanding Saudi EFL teachers' technology integration experiences in university English instruction Fadi Maher Al-Khasawneh; Sahar Mohammed Alshawaf
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10774

Abstract

Digital tools are increasingly available in higher education, yet meaningful integration depends on educators' acceptance and professional competencies. EFL teachers' lived experiences with technology integration remain underexplored in the literature. This case study investigates how Saudi EFL teachers integrate technology in English language teaching. Twelve EFL teachers at a Saudi university were purposively selected as participants. Data were collected through semi-structured interviews and were analyzed thematically. Results reveal that teachers used technology strategically to strengthen relationships and enhance traditional instruction, treating it as an engagement tool rather than a driver of fundamental pedagogical change. Their positive attitudes were constrained by interconnected barriers, including limited institutional access, inadequate training, and concerns about relevance and student capability. Technology integration thus emerges as a balancing act between teaching goals and real-world limitations. These findings suggest that effective technology integration requires holistic institutional support addressing both infrastructure and human development. Policymakers and academic leaders should prioritize targeted professional development programs and context-sensitive support systems to better equip EFL teachers in similar settings.
Understanding Saudi EFL teachers' technology integration experiences in university English instruction Fadi Maher Al-Khasawneh; Sahar Mohammed Alshawaf
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10774

Abstract

Digital tools are increasingly available in higher education, yet meaningful integration depends on educators' acceptance and professional competencies. EFL teachers' lived experiences with technology integration remain underexplored in the literature. This case study investigates how Saudi EFL teachers integrate technology in English language teaching. Twelve EFL teachers at a Saudi university were purposively selected as participants. Data were collected through semi-structured interviews and were analyzed thematically. Results reveal that teachers used technology strategically to strengthen relationships and enhance traditional instruction, treating it as an engagement tool rather than a driver of fundamental pedagogical change. Their positive attitudes were constrained by interconnected barriers, including limited institutional access, inadequate training, and concerns about relevance and student capability. Technology integration thus emerges as a balancing act between teaching goals and real-world limitations. These findings suggest that effective technology integration requires holistic institutional support addressing both infrastructure and human development. Policymakers and academic leaders should prioritize targeted professional development programs and context-sensitive support systems to better equip EFL teachers in similar settings.
Co-Authors Sahar Mohammed Alshawaf