Master of Arts in Applied Linguistics

 

 

Program Specification

*Attach the previous version of the Program Specification.
*A link to the old plan course specifications

 

 

A. Program Identification and General Information

1. Program's Main Location:

2. Branches Offering the Program (if any):

3. System of Study:

4. Mode of Study:

5. Partnership with other parties (if any) and the nature of each:

6. Professions/jobs for which students are qualified:

7. Relevant occupational/Professional sectors:

8. Major Tracks/Pathways (if any):

9. Exit Points/Awarded Degree (if any):

10. Total credit hours: (39 credits)

 

 

B. Mission, Goals, and Program Learning Outcomes

1. Program Mission:

2. Program Goals:

3. Program Learning Outcomes:

Knowledge and Understanding:

Skills:

Values, Autonomy, and Responsibility:

4. Special Support:

The Master of Arts in Applied Linguistics program provides specialized support tailored to meet the needs of diverse learner groups. These services are designed to ensure that all students, regardless of their challenges or exceptional abilities, have opportunities to succeed, regardless of their unique challenges or abilities.

Support for Students in Need:

• Individualized Learning Plans
  Students requiring additional academic support with personalized learning plans that focus on identifying academic weaknesses and addressing them through tailored interventions. This may include extra tutoring sessions, more frequent academic advising, and specialized workshops focused on language skills and study techniques.
• Additional Tutoring and Mentoring
  Continuous assessment and monitoring of students' academic performance help identify those who may be struggling early in the intervention process. Students are introduced to various thesis support options, which may include tutoring sessions and small group workshops.

Support for Students with Disabilities:

• Adaptive Learning Materials
  The program ensures that all learning materials are available in accessible formats, such as digital, large print, or audio versions for students with visual, auditory, or cognitive learning differences. Classroom environments and online platforms are designed to accommodate various disabilities.
• Flexible Assessment Accommodations
  Students with disabilities are provided with individualized accommodation plans that may include extended time for assignments and exams, accessible seating arrangements, and adaptive technology to support their studies.
• Counseling and Support Services
  The program collaborates with the university's disability services, the program offers counseling and emotional support tailored to the unique challenges faced by students with disabilities that students navigate the academic challenges they may face while fostering a supportive, encouraging educational environment.

Support for Talented Students:

• Advanced Research Opportunities
  Talented students are given access to advanced research opportunities, including working alongside faculty on cutting-edge projects. This allows them to further develop their skills and gain research experiences that may lead to publications and professional engagements, mentorships of TESOL conventions.
• Leadership and Presentation Opportunities
  Talented students are encouraged to take on leadership roles in academic conferences, present their research, and take on leadership roles in student organizations or research groups. This helps to build their professional profiles and prepare them for leadership roles in academia or industry.

 

 

E. Faculty and Administrative Staff

1. Needed Teaching and Administrative Staff:

 

 

F. Learning Resources, Facilities, and Equipment

1. Learning Resources:

• Textbooks and academic references
• Journals and academic databases
• E-learning platforms and tools
• Web-based resources
• Software for data analysis
• Language learning tools
• Research methodology resources

2. Facilities and Equipment:

• Library facilities
• Computer laboratories
• Classrooms
• Language laboratories
• E-learning and virtual classrooms
• Conference rooms

3. Procedures to ensure a healthy and safe learning environment:

• Health and safety policies
• Regular facility inspections
• Emergency procedures and training
• Accessibility and ergonomics
• Mental health support services
• Sanitation and hygiene protocols
• First aid and medical assistance
• Ventilation and air quality

 

 

G. Program Quality Assurance

1. Program Quality Assurance System:

At the top of this page, click on the webpage title “Program Specification” to access the original PDF that was submitted when this page was last updated on the evening of September 13, 2025. The link is available within this same section.

2. Program Quality Monitoring Procedures:

• Regular program reviews
• Course evaluation by students
• Faculty performance reviews
• External examiner/reviewer feedback
• Alumni feedback and surveys
• Employer feedback on graduate competency
• NCAAA accreditation standards and required forms
• Benchmarking against similar programs
• Analysis of student performance data
• Curriculum review and updates

3. Procedures to Monitor Quality of Courses Taught by other Departments:

4. Procedures adopted to ensure consistency between the program's sections (male and female sections, if any):

The Master of Arts in Applied Linguistics program at King Khalid University operates as a co-educational program, hosting both male and female students in the same classes. These students are taught by both male and female faculty members. To ensure consistency in academic quality and learning outcomes across this integrated environment, the following procedures are implemented:

1. Unified Curriculum and Course Delivery

• A standardized curriculum is followed for all students, regardless of gender. This ensures that both male and female students are exposed to the same course materials, learning objectives, and academic content.
• Courses are taught using the same syllabus, assignments, grading criteria, and teaching methods, whether male or female, are expected to adhere to these standards, ensuring uniformity in content delivery.

2. Equal Teaching Opportunities

• Both male and female faculty members teach mixed-gender classes, ensuring that all students have access to a diverse range of teaching perspectives and expertise.
• Faculty members collaborate across gender lines to share teaching resources, strategies, and insights, promoting a cohesive and unified learning environment.

3. Shared Learning Resources and Access

• All students, whether male or female, have equal access to the university's learning resources, including the Learning Management System (LMS), digital library services, and digital learning tools that everyone has the same opportunity to succeed academically.
• The Saudi Digital Library and other academic databases are equally accessible to all students, promoting equality in research and study opportunities.

4. Standardized Assessment and Grading

• All assessments, including exams, quizzes, and assignments, are the same for male and female students, with consistent grading rubrics applied to both.
• A standardized grading system ensures that both male and female students are assessed based on identical criteria, promoting fairness and transparency in evaluation.

5. Collaborative Learning and Group Work

• In-class group activities, discussions, and projects encourage collaboration between male and female students. This inclusive approach fosters a collaborative learning environment that benefits from diverse perspectives and teamwork.
• Group projects and research assignments are designed to ensure that all students engage equally, regardless of gender, promoting a unified academic experience.

6. Equal Academic and Professional Support

• Both male and female students receive equal access to academic advising, mentoring, and faculty office hours. Advisors are assigned without regard to gender to provide non-biased academic, professional, and career development support.
• Professional development workshops, research opportunities, and extracurricular activities are open to all students, ensuring equal opportunities for growth and learning.

7. Inclusive Classroom Environment

• Faculty members are trained to foster an inclusive classroom environment where both male and female students feel respected and valued. This includes promoting active participation from all students, ensuring that discussions and classroom activities are free from bias and are inclusive.
• Faculty are encouraged to use teaching methods that engage all students equally, ensuring a fair and supportive learning atmosphere.

8. Monitoring and Feedback

• Regular feedback from students is collected to ensure that the co-educational setting meets the academic and social needs of all participants. This feedback is used to continually improve the learning environment and address any issues that may arise.
• Faculty receive training on creating inclusive and equitable educational experiences in the co-educational setting, ensuring that both male and female students receive equal treatment and opportunities for academic success.

5. Assessment Plan for Program Learning Outcomes (PLOs):

1. Direct Assessment of CLOs

• Student performance on course exams, quizzes, assignments, and projects is directly linked to specific CLOs. Each CLO is assessed through measurable criteria (e.g., scores on specific questions or sections of exams), and this data is analyzed to determine the success of the course in meeting its intended learning outcomes.
• Standardized rubrics are used for assignments, presentations, and projects to evaluate students' mastery of CLOs. These rubrics are aligned with both the CLOs and PLOs, ensuring consistency in assessment and clarity in expectations.

2. Mapping of CLOs to PLOs

• Each course in the program has its CLOs mapped to specific PLOs. By reviewing how the CLOs contribute to the achievement of PLOs, the program administration can identify gaps or areas for improvement in both the course and program structure.
• Curriculum committees periodically review the mapping of CLOs to PLOs to ensure that courses are aligned with the overall program goals. This review ensures that students need adjustments in course content, teaching strategies, or assessment methods to better contribute to the PLOs.

3. Course Evaluation Forms

• At the end of each course, students' complete evaluation surveys where they assess how well the course helped them meet the specific CLOs. These forms include sections on course content, teaching methods, and assessment. This feedback provides data on whether courses are aligned with achieving the intended PLOs.

4. Analysis and Reporting

• The results of the CLO assessments are aggregated across multiple courses to evaluate how well students are achieving the mapped PLOs. Each CLO is analyzed to determine overall program effectiveness.
• The aggregated data on CLO and PLO achievement is presented during English Department Council meetings, providing a basis for decisions on curriculum adjustments, teaching methods, and resource allocation.

5. Continuous Improvement

• Based on the evaluation of CLOs and their contribution to PLOs, instructors and program coordinators develop improvement plans for individual courses. These plans may involve revising the curriculum, altering assessment methods, or introducing new teaching strategies.
• If data shows that certain PLOs are not being met across multiple courses, the program leadership may revise the overall curriculum or introduce new learning opportunities to strengthen those outcomes.

6. Program Evaluation Matrix:

7. Program KPIs:*

 

 

H. Specification Approval Data