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18 research outputs found
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Silence to Strength: Virginia Woolf and the Feminine Psyche
No full textModern academic literature finds self-esteem in women as not a fixed character trait, but as a dynamic psychological construct, influenced by socio-cultural, institutional, and emotional forces. Feminist academic interest in understanding self-esteem in gender aspects has produced a critical understanding of the psychological experiences of women in patriarchal cultural structures. This paper analyses the images of female interiority in the works of Virginia Woolf, especially the theme of silence as a way of self-experience and silent psychological resistance. The study applies qualitative textual analysis based on feminist literary criticism and feminist psychology in exploring how male-dominated institutional formations affect the emotional agency and self-image of women. Closer examinations of A Room of One’s Own and To the Lighthouse follow the subtle descriptions of feminine selfhood, artistic independence, and emotional strength by Woolf. The results prove that Woolf constructs self-esteem based on a cycle of self-reflection, purposeful goal-setting, and self-protective response to restrictive interpersonal contexts. This research will combine feminist psychological theory and feminist literary analysis as an interdisciplinary contribution to feminist studies, defining the interiority of females as a central place of independence, rebellion, and self-definition in the modernist feminist discourse
The Role of Teacher Talk and Interactional Scaffolding in Modern Communicative Classrooms for ESL: A Review Study
No full textThis narrative literature review synthesizes empirical and conceptual research (2014-2025) on teacher talk and interactional scaffolding in ESL/EFL classrooms to explain how interactional practices create learning opportunities aligned with Communicative Language Teaching (CLT). Drawing on sociocultural theory, interactional/CA-informed classroom research, and SLA perspectives, the review maps recurring interactional mechanisms through which teachers shape participation: contingent questioning, expansion moves, input modification, feedback sequences, and wait-time management. Across studies, teacher talk appears not as neutral input but as a mediational resource that organizes turntaking, sustains learner contributions, and supports negotiation of meaning. The synthesis further shows that scaffolding is most effective when it is contingent, co-constructed, and responsive to learners’ moment-by-moment needs, although evidence remains limited about long-term development and online/multimodal contexts. The review concludes with implications for CLT-oriented pedagogy, emphasizing interactional sensitivity, reduced evaluative closure, and scaffolded participation as pathways to strengthen learners’ interactional competence and communicative development
Exploring Cultural Displacement, Unhomeliness and Identity Crisis in Shamsie’s Burnt Shadows: A Transnational Dynamics
No full textCultural displacements affect immigrants’ lives both physically and psychologically. Almost every migrant faces the adverse effects of leaving their home country. One way to avoid these shortcomings is through transnational ties. The present study aims to explore the themes of cultural displacement, unhomeliness, and identity crisis faced by the main characters of Shamsie’s Burnt Shadows (2009) due to forced migrations based on global dynamics. It also focuses on the strategies these characters employed to cope with their psychological dilemmas using Bhabha’s (1994) concept of “Unhomeliness” and Boccagni’s (2010) concept of “Transnationalism” as theoretical underpinnings of this study. The current research qualitatively analyzes the main characters from two clans (Weiss-Burtons and Tanaka-Ashrafs) to explore the correlation between unhomeliness and transnationalism. It seeks to interpret the effect of multiple global dynamics on an individual’s daily life. It also intends to explore the strategies they employed to negotiate their identities in new cultural contexts. The findings reveal that repeated migrations significantly impacted characters’ sense of identity and belonging. Transnational ties, however, played a crucial role in helping them navigate cultural displacement and develop a sense of home
Student Perceptions of Assessment Techniques in E-Learning for Different LMSs in English Language Teaching (ELT)
No full textThis study provides a comparative analysis of assessment methods in four major Learning Management Systems (LMS)—Moodle, Blackboard, D2L Brightspace, and Canvas—used in English Language Teaching (ELT). The central research question guiding this study is: Which LMS assessment techniques are most effective in supporting second language learning across the four skills of reading, writing, listening, and speaking? A comparative research design was employed, involving 100 students who responded to a structured questionnaire assessing their perceptions of assessment methods across the four LMS platforms. The results reveal significant differences in student agreement with assessment techniques: Blackboard received the highest approval at 49%, followed by Canvas at 26%, Moodle at 16%, and D2L at 9%. These findings suggest that Blackboard and Canvas provide more effective assessment features for promoting online EFL learning. The study also highlights the relevance of LMS-based assessment in the context of increasing reliance on technology in education, accelerated by the global pandemic. Based on these findings, pedagogical recommendations are proposed to enhance online EFL instruction, including integrating interactive assessments and providing timely feedback. This research provides valuable insights for EFL learners, teachers, and online course designers, while also offering directions for future research on optimising LMS platforms for language education.
From Oral tales to Online threads: Digital Folklore and the Reimagining of Meeteilon identity
No full textThe paper is about the fate of a language when fireside folktales are re-established as Facebook posts and Instagram stories. Shifting attention towards Meeteilon, one which was perpetuated by oral traditions, the paper discusses the way in which digital space is reasserting its definition of the language in the era of migration, education, and globalised cultural exchange. The study examines the use of humour, memes, abbreviations, and internet slang as new linguistic creativity by younger speakers, especially those between the age of 22 and 27, by relying on the responses of eighty-nine respondents in the context of rural, semi-urban, urban, and outsideManipur. The results reveal that nowadays, social media sites serve as the new fireplaces in which collaborative laughter, inside jokes, and cultural memories continue to make Meeteilon alive. The rural users will be more likely to keep the older vocabulary, whereas the urban speakers are more likely to engage in more code-mixing due to peer networks and international media. Structural problems that the participants observed were also perceived as lexical gaps and a lack of digital typing equipment. Interestingly, a lot of new slangs have a history to older words, as well as 1990s-2000s Manipuri films, which suggests the idea that reinvention most of the time functions as remembrance. In general, the research claims that digital folklore does not presuppose the linguistic recession, but rather a negotiation of transformation between the traditional and modern worlds, which allows Meeteilon to rebrand its identity in the postcolonial, globalised era
How does AI-assisted feedback affect ESP writing for Uzbek students?
No full textThis study investigates the impact of AI-assisted feedback on English for Specific Purposes (ESP) writing among Uzbek university students. As AI tools like Grammarly and ChatGPT become increasingly prevalent in Uzbekistan\u27s educational landscape, concerns emerge about over-reliance and its effects on writing autonomy. Through a qualitative survey of 42 English majors at Fergana State University, the research reveals that 70% of students regularly use AI for writing tasks, with 64% passively accepting corrections without analysis. While AI enhances grammatical accuracy and provides structural support (reported by 45% of respondents), it simultaneously creates dependency, 50% struggle with idea organization without AI assistance, and 24% report reduced independent writing skills. The study identifies a critical divide: AI improves technical writing proficiency but shows limited impact on higher-order skills like critical thinking (only 14% acknowledge skill improvement). Students propose balanced usage strategies, including post-draft AI checks and instructor-guided error analysis. These findings suggest the need for pedagogical frameworks that integrate AI as a complementary tool rather than a writing substitute. The study contributes to ESP instruction by offering evidence-based recommendations for maintaining writing autonomy while leveraging AI\u27s benefits in Uzbekistan\u27s rapidly digitizing education system
CALL Anxiety and Listening Skills: A Case Study from Lahore
No full textThis study comprehensively analyses Computer-Assisted Language Learning (CALL) listening anxiety among second-language learners. Many educational institutions in Pakistan lack access to CALL facilities, which may contribute to students\u27 struggles in acquiring English as a foreign language. The research aims to identify the factors influencing listening anxiety among BS-level students using CALL software in the classroom and to assess the impact of CALL through both qualitative and quantitative approaches. A total of 143 English-major students from Lahore participated in the study, where a modified questionnaire was administered to measure listening anxiety levels, and in-depth interviews were conducted to explore its sources. Findings indicate that while learners are eager to engage with CALL, they face several obstacles and challenges in language acquisition through technology. After evaluating these challenges, this study proposes strategies for effectively integrating CALL into classrooms. Data analysis was conducted through descriptive statistics and cumulative graphical modelling. Additionally, the study incorporates TRA and TAM-TAM2 models to emphasize the role of CALL in language learning, assess its impact on anxiety levels, and explore its potential for future adoption in educational settings
A Comparative Analysis of Femininity in Carol Ann Duffy\u27s The World\u27s Wife and Standing Female Nude
No full textThe study in this paper concerns the theme of “femininity in the poems of Carol Ann Duffy” by examining these poems The World’s Wife(1999) and Standing Female Nude(1985). Both poems depict how femininity is advancing to empowerment in contrast to the male-dominated traditions of poetic structure. The research seeks to illuminate how Duffy uses poetic means, diction, and other stylistic devices to enforce silenced voices of females and, in the process, becomes a feminist poetic voice to deconstruct male myths and guarantee female selfhood in art and literature. Through a qualitative analysis methodology based on the feminist literary theory of Beauvoir, Butler, and Showalter, this study analyses some common themes of voice, body, sexuality, and identity. This discussion demonstrates that Duffy’s Standing Female Nudearticulates the idea of class-conscious femininity and the commodification of the female body, whereas The World’s Wife extends her arguments into a universal re-voicing of women who are being left out of cultural histories. The paper finds that Duffy’s poetics of femininity is a revolutionary re-definition oflanguages and powers and makes poetry a place of gendered resistance and political activitie
Development and Reliability of Children’s Posture Assessment: Parental Questionnaire
No full textThis study investigates key factors influencing postural quality among children aged 9-14 years, focussing specifically on Flexibility, Strength, and Posture Awareness. Guided by Vygotsky’s Social Constructivist Theory, emphasising social interactions in learning, and Bandura’s Social Learning Theory, highlighting observational learning, this research uniquely incorporates parental assessments to address gaps in existing quantitative literature. A validated 24 item Likert-scale questionnaire was administered to parents following institutional ethical clearance. Reliability testing showed excellent internal consistency (Cronbach’s Alpha = 0.957). Pearson correlation analysis revealed strong positive relationships, notably between Posture Awareness and Quality of Posture (r = 0.731). Regression analysis indicated that Flexibility (B = 0.170, p = 0.020, 95% CI [0.028, 0.312]), Strength (B = 0.262, p = 0.03, 95% CI [0.094, 0.430]), and particularly Posture Awareness (B = 0.609, p < 0.001, 95% CI [0.456, 0.762]) significantly predicted Posture Quality, explaining 67.8% of the variance (R2 = 0.678). These findings highlight the vital role of posture awareness and support the implementation of educational and behavioural interventions to enhance musculoskeletal health and overall well-being in children
Reality by Remote: Analyzing the Impact of Television Content on the Social Cognition of Adolescents
No full textThis paper examines how television affects the social cognition of female adolescents in a semi-urban area (Bijnor) in Uttar Pradesh to fill an unmapped gap on how the mediated lifestyle and consumer scripts can be used to shape the self and social behavior of adolescents. The study employs a quantitative descriptive design, and data were gathered with the help of the structured questionnaire that was given to 45 adolescent girls (1518 years) who watch TV regularly. Descriptive statistics and cross-tabulations were used for data analysis in SPSS (v26). The results suggest that television exposure was crucial to affect the cognitive and behavioral orientations of adolescents: 64.44% reported an impact on cosmetics and appearance-related choices, 55.55% on social interaction patterns, and 48.88% on career aspirations. Additionally, 61 percent of the respondents claimed to have over six hours daily of media usage that was linked to the interference of sleep, eating habits, and face to face interactions. Decoded into Bandura’s Social Learning Theory and Gerbner’s Cultivation perspective, the findings suggest that adolescents actively imitate televised ideals assimilating mediaconstructions of social reality. The study gives micro level evidence in a semi-urban environment in India and the necessity of schoolbased media literacy and parental mediation to develop critical media literacy among adolescence