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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Dr. Meenakshi Sharma Yadav" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/100868835/21976380/38334202/s200_dr._meenakshi_sharma.yadav.jpeg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Dr. Meenakshi Sharma Yadav</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://kku-sa.academia.edu/">King Khalid University</a>, <a class="u-tcGrayDarker" href="https://kku-sa.academia.edu/Departments/Department_of_English_English_Language/Documents">Department of English / English Language</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden 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data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">699</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">2</p></div></a><a href="/DrMeenakshiSharmaYadav/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Dr. Meenakshi is a highly influential academician, instructor, researcher, trainer, coach, author, leader, role model, difference-maker, curriculum developer, and, finally, a total professional.<br />She currently works as an assistant professor of linguistics at the Applied College for Girls (Abha) at King Khalid University, Saudi Arabia. She holds a Ph.D. in linguistics, a BA (English Hons.), and a BEd (Education) from the University of Rajasthan (India), an M. Phil. in ELT from Banasthali University (India), and a TEFL certification from London, UK.<br />Dr. Meenakshi has authored over 25 research papers and presented and attended numerous articles at international and national conferences and seminars. She has taught English language skills, linguistics, and literary studies for more than 15 years at the PYP, UG, and PG levels. Her teaching, training, research, and curriculum design specialties are in linguistics and literary criticism.<br />Her approaches, strategies, and the latest pedagogy techniques are PPP, including TTT & STT, which are based on constructivist, collaborative, integrative, reflective, and inquiry-based learning, followed by the course plans, reports, specifications, and prescriptions.<br />She has taught the courses- Intensive English Programs for PYP, Phonetics & Phonology, Morphology & Syntax, General Linguistics, Applied Linguistics, Contrastive Linguistics, Historical Linguistics, Advance syntax, Semantics, Theoretical Linguistics, Language and Culture, ELT/TEFL Courses, IELTS Trainings, TESOL Courses, Academic Writings, Comparative Linguistics, Introduction to Linguistics, Language of Communication, Lexicology, Semantics, Reading & Writing Skills, Advanced Grammar, Speaking & Listening, Rise of Novels, Victorian Novels, Literary Criticism- I, II, Socio-linguistics, Language Teaching, History of English Language, Teaching Methods, Study Skills, Language Acquisition, and Language Testing.<br />Her career objectives sustain as- conflict resolution strategies; an excellent negotiator; always looking for common ground; fine criticism skills; associative thinking; is always optimistic; has intercultural communication skills; is reliable; highly accountable and committed; keeps her words; has a job-dedicated attitude; believes in professional betterment; and values organization very much.<br />Best,<br />Dr. Meenakshi Sharma Yadav<br /><span class="u-fw700">Supervisors: </span>English Language, Linguistics, Literature, and Communication<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="100868835">View All (57)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="100868835" href="https://www.academia.edu/Documents/in/English_language"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav","location":"/DrMeenakshiSharmaYadav","scheme":"https","host":"kku-sa.academia.edu","port":null,"pathname":"/DrMeenakshiSharmaYadav","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["English language"]}" data-trace="false" data-dom-id="Pill-react-component-d3211fdb-1b95-4c42-9d67-78c143733b08"></div> <div id="Pill-react-component-d3211fdb-1b95-4c42-9d67-78c143733b08"></div> </a><a 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</a></div></div><div class="external-links-container"><ul class="profile-links new-profile js-UserInfo-social"><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Dr. Meenakshi Sharma Yadav</h3></div><div class="js-work-strip profile--work_container" data-work-id="113064121"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113064121/Learning_strategies_for_English_Literature_An_Overview"><img alt="Research paper thumbnail of Learning strategies for English Literature: An Overview" class="work-thumbnail" src="https://attachments.academia-assets.com/110124176/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113064121/Learning_strategies_for_English_Literature_An_Overview">Learning strategies for English Literature: An Overview</a></div><div class="wp-workCard_item"><span>ISAR Journal of Arts, Humanities and Social Sciences</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study aims to explore the effectiveness of various learning strategies and their implications...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study aims to explore the effectiveness of various learning strategies and their implications for improving student engagement, comprehension, and critical thinking skills. A comprehensive review of literature, including empirical studies and theoretical frameworks, was conducted to gather relevant information. The findings reveal that a wide range of learning strategies have been employed in English literature education. These strategies encompass both traditional and innovative approaches, including close reading, literary analysis, collaborative learning, and the integration of technology. The effectiveness of these strategies was evaluated based on student outcomes, such as improved reading comprehension, critical thinking, and appreciation for literary works. Close reading emerged as a prominent strategy, emphasizing careful analysis and interpretation of literary texts. By engaging students in a deep exploration of language, structure, and themes, close reading fosters a deeper understanding and appreciation of literature. Additionally, collaborative learning approaches, such as group discussions and peer feedback, were found to enhance student engagement and facilitate the development of critical thinking skills. The integration of technology in English literature education has also shown promising results. Digital resources, virtual reality simulations, and online platforms provide opportunities for interactive and immersive learning experiences. Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.<br /><br />However, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.<br /><br />Therefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. Further research is needed to explore the long-term effects of these strategies and their implications for student achievement and motivation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b1dcc51d20c075c2d3971fbc060ba31" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110124176,"asset_id":113064121,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110124176/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113064121"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113064121"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113064121; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113064121]").text(description); $(".js-view-count[data-work-id=113064121]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113064121; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113064121']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113064121, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b1dcc51d20c075c2d3971fbc060ba31" } } $('.js-work-strip[data-work-id=113064121]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113064121,"title":"Learning strategies for English Literature: An Overview","translated_title":"","metadata":{"doi":"10.5281/zenodo.10462522 ","issue":"6","volume":"1","abstract":"The study aims to explore the effectiveness of various learning strategies and their implications for improving student engagement, comprehension, and critical thinking skills. 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Additionally, collaborative learning approaches, such as group discussions and peer feedback, were found to enhance student engagement and facilitate the development of critical thinking skills. The integration of technology in English literature education has also shown promising results. Digital resources, virtual reality simulations, and online platforms provide opportunities for interactive and immersive learning experiences. Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.\n\nHowever, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.\n\nTherefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. 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The effectiveness of these strategies was evaluated based on student outcomes, such as improved reading comprehension, critical thinking, and appreciation for literary works. Close reading emerged as a prominent strategy, emphasizing careful analysis and interpretation of literary texts. By engaging students in a deep exploration of language, structure, and themes, close reading fosters a deeper understanding and appreciation of literature. Additionally, collaborative learning approaches, such as group discussions and peer feedback, were found to enhance student engagement and facilitate the development of critical thinking skills. The integration of technology in English literature education has also shown promising results. Digital resources, virtual reality simulations, and online platforms provide opportunities for interactive and immersive learning experiences. Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.\n\nHowever, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.\n\nTherefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. 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</script> <div class="js-work-strip profile--work_container" data-work-id="96031051"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96031051/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations"><img alt="Research paper thumbnail of Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations" class="work-thumbnail" src="https://attachments.academia-assets.com/98043396/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031051/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations">Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations</a></div><div class="wp-workCard_item"><span>American Journal of Education and Technology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A country’s societal and economic growth needs well-planned, dedicated, open, and technological a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e1e113ea41bc2855ea6e8e3cf08ab2c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043396,"asset_id":96031051,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043396/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031051; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031051]").text(description); $(".js-view-count[data-work-id=96031051]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031051; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031051']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031051, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e1e113ea41bc2855ea6e8e3cf08ab2c" } } $('.js-work-strip[data-work-id=96031051]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031051,"title":"Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations","translated_title":"","metadata":{"abstract":"A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96031048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96031048/The_Use_of_English_Placement_Test_EPT_in_Assessing_the_EFL_Students_Language_Proficiency_Level_at_a_Saudi_University"><img alt="Research paper thumbnail of The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University" class="work-thumbnail" src="https://attachments.academia-assets.com/98043394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031048/The_Use_of_English_Placement_Test_EPT_in_Assessing_the_EFL_Students_Language_Proficiency_Level_at_a_Saudi_University">The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University</a></div><div class="wp-workCard_item"><span>Rupkatha Journal on Interdisciplinary Studies in Humanities</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, criti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Ta?pinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students’ levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT’s reliability and validity in determining students’ course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students’ pre- and post-test r...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a55d392eb01c2b42c89e957ae7e87cc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043394,"asset_id":96031048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043394/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031048]").text(description); $(".js-view-count[data-work-id=96031048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031048, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a55d392eb01c2b42c89e957ae7e87cc" } } $('.js-work-strip[data-work-id=96031048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031048,"title":"The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University","translated_title":"","metadata":{"abstract":"Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Ta?pinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). 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class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031036/Aspects_of_Linguistic_Usage_in_Elegy_Written_in_a_Country_Churchyard_by_Thomas_Gray">Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray</a></div><div class="wp-workCard_item"><span>International Journal of Research -GRANTHAALAYAH</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Poetic language includes three key components: sound, shape, and sense. However, every poem has i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray&#39;s Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59e42e6ea59e29a378e4cd320ce8490a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043384,"asset_id":96031036,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043384/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031036"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031036"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031036; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031036]").text(description); $(".js-view-count[data-work-id=96031036]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031036; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031036']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031036, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59e42e6ea59e29a378e4cd320ce8490a" } } $('.js-work-strip[data-work-id=96031036]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031036,"title":"Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray","translated_title":"","metadata":{"abstract":"Poetic language includes three key components: sound, shape, and sense. 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class="js-work-strip profile--work_container" data-work-id="94546101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94546101/Autonomous_Learning_as_a_Pedagogical_Tool_Exploring_the_Perceptions_of_Teaching_and_Learning_Practices_at_Writing_Hub"><img alt="Research paper thumbnail of Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub" class="work-thumbnail" src="https://attachments.academia-assets.com/96972310/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94546101/Autonomous_Learning_as_a_Pedagogical_Tool_Exploring_the_Perceptions_of_Teaching_and_Learning_Practices_at_Writing_Hub">Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub</a></div><div class="wp-workCard_item"><span>Rupkatha Journal on Interdisciplinary Studies in Humanities</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: Sheerah, H. A. H., & Yadav, M. S. (2022). Autonomous Learning as a Pedagogical Tool: Ex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: Sheerah, H. A. H., & Yadav, M. S. (2022). Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub. Rupkatha Journal on Interdisciplinary Studies in Humanities, 14(4). <a href="https://doi.org/10.21659/rupkatha.v14n4" rel="nofollow">https://doi.org/10.21659/rupkatha.v14n4</a> <br />Abstract: <br />Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students' level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub's learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners' autonomy could be achieved practically. The writing exercises practiced at writing classes; 'Writing hub' proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students' role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners' autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fa24aac7fe74558bbc8a8a09f2d5d90" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96972310,"asset_id":94546101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96972310/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94546101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94546101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94546101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94546101]").text(description); $(".js-view-count[data-work-id=94546101]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94546101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94546101']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94546101, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fa24aac7fe74558bbc8a8a09f2d5d90" } } $('.js-work-strip[data-work-id=94546101]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94546101,"title":"Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub","translated_title":"","metadata":{"doi":"10.21659/rupkatha.v14n4","issue":"4","volume":"14","abstract":"APA Cite: Sheerah, H. 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S., Quadri, K. M. ., & Osman , M. . (2022). Role of Semantics in Figurative-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Yadav, M. S., Quadri, K. M. ., & Osman , M. . (2022). Role of Semantics in Figurative-Texture of Matthew Arnold’s Dover Beach. International Journal of Language and Literary Studies, 4(1), 136–153. <a href="https://doi.org/10.36892/ijlls.v4i1.855" rel="nofollow">https://doi.org/10.36892/ijlls.v4i1.855</a><br />The semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. The collage text image of figurative texture presents common words and phrases with the byzantine meanings and misinformation of the synonyms and antonyms lexical pragmatic interface to the readers. In support and meaningful solutions for the research gap, this article attempt defined and described the role of semantics in the figurative texture of Matthew Arnold’s Dover Beach creatively so that collective and determined audiences can comprehend the poem critically based on qualitative description research methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12117e2b7cbd3cf07e3cd39cf386112a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968333,"asset_id":94540607,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968333/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94540607"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94540607"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94540607; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94540607]").text(description); $(".js-view-count[data-work-id=94540607]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94540607; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94540607']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94540607, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "12117e2b7cbd3cf07e3cd39cf386112a" } } $('.js-work-strip[data-work-id=94540607]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94540607,"title":"Role of Semantics in the Figurative Texture of Matthew Arnold’s Dover Beach","translated_title":"","metadata":{"doi":"10.36892/ijlls.v4i1.784","issue":"1","volume":"4","abstract":"APA Cite:- Yadav, M. S., Quadri, K. M. ., \u0026 Osman , M. . (2022). Role of Semantics in Figurative-Texture of Matthew Arnold’s Dover Beach. International Journal of Language and Literary Studies, 4(1), 136–153. https://doi.org/10.36892/ijlls.v4i1.855\nThe semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. 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International Journal of Language and Literary Studies, 4(1), 136–153. https://doi.org/10.36892/ijlls.v4i1.855\nThe semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. 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A. H., Yadav, M. S., Allah, M. A.E.F., & Abdin, G. J. (2022). Exploring Te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Sheerah, H. A. H., Yadav, M. S., Allah, M. A.E.F., & Abdin, G. J. (2022). Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic . Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 64-84 DOI: <a href="https://dx.doi.org/10.24093/awej/covid2.5" rel="nofollow">https://dx.doi.org/10.24093/awej/covid2.5</a><br /><br />For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students' perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1259c58ff5b03750973eabdbb307d678" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968122,"asset_id":94540014,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968122/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94540014"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94540014"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94540014; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94540014]").text(description); $(".js-view-count[data-work-id=94540014]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94540014; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94540014']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94540014, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1259c58ff5b03750973eabdbb307d678" } } $('.js-work-strip[data-work-id=94540014]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94540014,"title":"Exploring Teachers and Students' Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic","translated_title":"","metadata":{"doi":"10.24093/awej/covid2.5","issue":"Special Issue","volume":"2","abstract":"APA Cite:- Sheerah, H. 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The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.","page_numbers":"64-84","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Arab World English Journal"},"translated_abstract":"APA Cite:- Sheerah, H. A. H., Yadav, M. S., Allah, M. A.E.F., \u0026 Abdin, G. J. (2022). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94539663"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins"><img alt="Research paper thumbnail of Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins" class="work-thumbnail" src="https://attachments.academia-assets.com/96968071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins">Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins</a></div><div class="wp-workCard_item"><span>International Journal of Linguistics and Translation Studies</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: - Yadav, M. S., Quadri, K. M., & Yadav, M. K. (2022). Semantic and Thematic Aspects ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: -    Yadav, M. S., Quadri, K. M., & Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: <a href="https://doi.org/10.36892/ijlts.v3i3.264" rel="nofollow">https://doi.org/10.36892/ijlts.v3i3.264</a><br />Abstract<br />Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung<br />rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79012015545e10f4291261f47c854f8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968071,"asset_id":94539663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968071/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94539663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94539663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94539663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94539663]").text(description); $(".js-view-count[data-work-id=94539663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94539663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94539663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94539663, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "79012015545e10f4291261f47c854f8d" } } $('.js-work-strip[data-work-id=94539663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94539663,"title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley\r\nHopkins","translated_title":"","metadata":{"doi":"10.36892/ijlts.v3i3.264","issue":"3","volume":"3","abstract":"APA Cite: - Yadav, M. S., Quadri, K. M., \u0026 Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: https://doi.org/10.36892/ijlts.v3i3.264\nAbstract\nGerard Manley Hopkins sought a stronger rhetorical style in verse-sprung\nrhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.","page_numbers":"146-161","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"International Journal of Linguistics and Translation Studies"},"translated_abstract":"APA Cite: - Yadav, M. S., Quadri, K. M., \u0026 Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: https://doi.org/10.36892/ijlts.v3i3.264\nAbstract\nGerard Manley Hopkins sought a stronger rhetorical style in verse-sprung\nrhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.","internal_url":"https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins","translated_internal_url":"","created_at":"2023-01-07T21:14:09.355-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39317474,"work_id":94539663,"tagging_user_id":100868835,"tagged_user_id":256077810,"co_author_invite_id":7743729,"email":"k***i@gmail.com","display_order":1,"name":"Kahkasha Moin Quadri","title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley\r\nHopkins"},{"id":39317475,"work_id":94539663,"tagging_user_id":100868835,"tagged_user_id":172242981,"co_author_invite_id":null,"email":"m***v@srmuniversity.ac.in","display_order":2,"name":"Dr. Manoj 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/94527902/Aspects_of_Linguistic_Usage_in_Elegy_Written_in_a_Country_Churchyard_by_Thomas_Gray">Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray</a></div><div class="wp-workCard_item"><span>International Journal of Research - GRANTHAALAYAH</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: - Quadri, K. M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Writ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: - Quadri, K. M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray. International Journal of Research - GRANTHAALAYAH, 10(12), 44–54. doi:<br />10.29121/granthaalayah.v10.i12.2022.4948<br /><br />Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition and entailment, make the poem more vivid to the reader. Furthermore, the poem Elegy contains hyponyms and synonyms, accompanied by a semantic echo. This study focuses on lexical relations included in the poem through syntagmatic and paradigmatic word descriptions. Further, this study examines those ambiguous words that generate complexity between the speaker/writer and their listener/reader. It has been discovered that various aspects of semantics form a nexus between the theme and word formation in poetry.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10df68f88d6b2a764f737e51ab7d48b7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96958694,"asset_id":94527902,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96958694/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94527902"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94527902"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94527902; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94527902]").text(description); $(".js-view-count[data-work-id=94527902]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94527902; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94527902']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94527902, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10df68f88d6b2a764f737e51ab7d48b7" } } $('.js-work-strip[data-work-id=94527902]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94527902,"title":"Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray","translated_title":"","metadata":{"doi":"10.29121/granthaalayah.v10.i12.2022.4948","issue":"12","volume":"10","abstract":"APA Cite: - Quadri, K. 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M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray. International Journal of Research - GRANTHAALAYAH, 10(12), 44–54. doi:\n10.29121/granthaalayah.v10.i12.2022.4948\n\nPoetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. 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A. H., & Yadav, M. S. (2022). The Use of English Placement Test (EPT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-      Sheerah, H. A. H., & Yadav, M. S. (2022). The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University. Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: <a href="https://doi.org/10.21659/rupkatha.v14n3.24" rel="nofollow">https://doi.org/10.21659/rupkatha.v14n3.24</a> <br /> <br />Purpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students' pre- and post-test results in order to assess the efficacy and effectiveness of the EPT. Five instructors also took part in a semi-structured interview to discuss their thoughts, beliefs, and experiences related to their teaching-learning enhancement of English programmes at the time the EPT was completed. Findings: The EPT results show students' proficiency levels in three main areas: grammar, reading, and listening. After knowing the results of the EPT and the student's performance, the weak areas were worked on. After one semester's intervention, the test scores finally resulted positively, showing the students' improvement. Since the results were statistically positive and significant, the study strongly suggested that EPT must be conducted at the beginning of the semester at the university level. Furthermore, based on the qualitative analysis and the comments and suggestions of the instructors, the idea of having an EPT for English foreign language (EFL) first-year students who want to take English language courses at universities was also strongly favored. The study supports the EPT's validity for EFL students at college enrollment requirements according to English skills competency levels for English language courses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98b5c7c9958b7a68b27f58d32597c4a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96957986,"asset_id":94526783,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96957986/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94526783"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94526783"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94526783; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94526783]").text(description); $(".js-view-count[data-work-id=94526783]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94526783; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94526783']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94526783, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "98b5c7c9958b7a68b27f58d32597c4a1" } } $('.js-work-strip[data-work-id=94526783]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94526783,"title":"The Use of English Placement Test (EPT) in Assessing the EFL Students' Language Proficiency Level at a Saudi University","translated_title":"","metadata":{"doi":"10.21659/rupkatha.v14n3.24","issue":"3","volume":"14","abstract":"APA Cite:- Sheerah, H. A. H., \u0026 Yadav, M. S. (2022). The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University. Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: https://doi.org/10.21659/rupkatha.v14n3.24\r\n\r\nPurpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. 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Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: https://doi.org/10.21659/rupkatha.v14n3.24\r\n\r\nPurpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. 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Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations" class="work-thumbnail" src="https://attachments.academia-assets.com/96956933/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94525317/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations">Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations</a></div><div class="wp-workCard_item"><span>American Journal of Education and Technology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Yadav, M. S., & Yadav, M. K. (2023). Implicit Impact of English Language Pedagogic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-    Yadav, M. S., & Yadav, M. K. (2023). Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations. American Journal of Education and Technology, 1(4), 1-12.<br /><br />A country's societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India's education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc60de98030ed49b78c9ddd3a9fea2b2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96956933,"asset_id":94525317,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96956933/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94525317"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94525317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94525317; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94525317]").text(description); $(".js-view-count[data-work-id=94525317]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94525317; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94525317']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94525317, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fc60de98030ed49b78c9ddd3a9fea2b2" } } $('.js-work-strip[data-work-id=94525317]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94525317,"title":"Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations","translated_title":"","metadata":{"doi":"10.54536/ajet.v1i4.1117","issue":"4","volume":"1","abstract":"APA Cite:- Yadav, M. 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Adult learners use social media m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3601903a08e70c3c92b20bff1d741489" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95066988,"asset_id":91914700,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95066988/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914700]").text(description); $(".js-view-count[data-work-id=91914700]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914700']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914700, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3601903a08e70c3c92b20bff1d741489" } } $('.js-work-strip[data-work-id=91914700]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914700,"title":"Role of Social Media in English Language Learning to the Adult Learners","translated_title":"","metadata":{"abstract":"Today social media has become part and parcel of adults’ lives. 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wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914699/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins">Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins</a></div><div class="wp-workCard_item"><span>International Journal of Linguistics and Translation Studies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, so...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octa...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f56845d3828842ae2c552bc87628e1df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95066984,"asset_id":91914699,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95066984/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914699"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914699"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914699; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914699]").text(description); $(".js-view-count[data-work-id=91914699]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914699; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914699']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914699, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f56845d3828842ae2c552bc87628e1df" } } $('.js-work-strip[data-work-id=91914699]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914699,"title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins","translated_title":"","metadata":{"abstract":"Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, sound, and sense of Carrion Comfort. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914697"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914697/An_Analytical_Investigation_of_Flipped_Classroom_to_Improve_Saudi_EFL_Learners_Speaking_Skills_a_Case_Study_at_Applied_College"><img alt="Research paper thumbnail of An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College" class="work-thumbnail" src="https://attachments.academia-assets.com/96968284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914697/An_Analytical_Investigation_of_Flipped_Classroom_to_Improve_Saudi_EFL_Learners_Speaking_Skills_a_Case_Study_at_Applied_College">An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College</a></div><div class="wp-workCard_item"><span>Arab World English Journal</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Sheerah, H.A.A., & Yadav, M.S. (2022). An Analytical Investigation of Flipped Classro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-  Sheerah, H.A.A., & Yadav, M.S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College. Arab World English Journal (AWEJ) Special Issue on CALL (8). 274-298. DOI: <a href="https://dx.doi.org/10.24093/awej/call8.19" rel="nofollow">https://dx.doi.org/10.24093/awej/call8.19</a> <br />Abstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c6bb904e0b0dc453094b904e535fa87" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968284,"asset_id":91914697,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968284/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914697"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914697"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914697; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914697]").text(description); $(".js-view-count[data-work-id=91914697]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914697; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914697']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914697, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3c6bb904e0b0dc453094b904e535fa87" } } $('.js-work-strip[data-work-id=91914697]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914697,"title":"An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College","translated_title":"","metadata":{"doi":"10.24093/awej/call8.19","issue":"8","volume":"Special Issue on CALL","abstract":"APA Cite:- Sheerah, H.A.A., \u0026 Yadav, M.S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College. Arab World English Journal (AWEJ) Special Issue on CALL (8). 274-298. DOI: https://dx.doi.org/10.24093/awej/call8.19\r\nAbstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. 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Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. 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With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. 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flipped classroom, advantages and disadvantages of flipped approach, implications for ELT practitioners","url":"https://www.academia.edu/Documents/in/flipped_learning_and_teaching_flipped_classroom_advantages_and_disadvantages_of_flipped_approach_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914696"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa"><img alt="Research paper thumbnail of Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa">Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa</a></div><div class="wp-workCard_item"><span>International Journal of Advanced Science and Technology, ISSN: 2005-4238</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize in the Literature. Disgrace portrays the black-brighten picture of the South African society with a different note where the whites are the oppressed and marginalized section of the community, and “where the hunter became the hunted.” The novel presents not only the major thematic kaleidoscopic picture of the hostilities and brutalities which prevail between the whites and the blacks, but it details the following cultural, psychological and political situations also. After the new Constitution for South Africa was adopted in 1994; Disgrace also came under the debate in the parliament of South Africa. The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. During the ruling, the party felt and also accepted that the novel Disgrace that presented an accurate pessimistic picture of South Africa in which the thematic focus reveals the race tool that shows poverty, crime, xenophobia, bloodshed, homosexuality, and as the emerged aspects in the Post-apartheid South Africa. The significant themes of the entire novel revolve around the protagonist David Lurie, &amp;quot;FOR A MAN of his age, fifty-two, divorced, he has, to his mind, solved the problem of sex rather well&amp;quot;, who is an old Professor of English Communications at a technical university in Cape Town. How to Cite- Manoj Kumar Yadav, Meenakshi Sharma Yadav. (2020). Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa. International Journal of Advanced Science and Technology, 29(11s), 2681-2701. Retrieved from <a href="http://sersc.org/journals/index.php/IJAST/article/view/22686" rel="nofollow">http://sersc.org/journals/index.php/IJAST/article/view/22686</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914696]").text(description); $(".js-view-count[data-work-id=91914696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914696, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91914696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914696,"title":"Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa","translated_title":"","metadata":{"abstract":"J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize in the Literature. Disgrace portrays the black-brighten picture of the South African society with a different note where the whites are the oppressed and marginalized section of the community, and “where the hunter became the hunted.” The novel presents not only the major thematic kaleidoscopic picture of the hostilities and brutalities which prevail between the whites and the blacks, but it details the following cultural, psychological and political situations also. After the new Constitution for South Africa was adopted in 1994; Disgrace also came under the debate in the parliament of South Africa. The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. 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The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. During the ruling, the party felt and also accepted that the novel Disgrace that presented an accurate pessimistic picture of South Africa in which the thematic focus reveals the race tool that shows poverty, crime, xenophobia, bloodshed, homosexuality, and as the emerged aspects in the Post-apartheid South Africa. The significant themes of the entire novel revolve around the protagonist David Lurie, \u0026amp;quot;FOR A MAN of his age, fifty-two, divorced, he has, to his mind, solved the problem of sex rather well\u0026amp;quot;, who is an old Professor of English Communications at a technical university in Cape Town. How to Cite- Manoj Kumar Yadav, Meenakshi Sharma Yadav. (2020). Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa. International Journal of Advanced Science and Technology, 29(11s), 2681-2701. Retrieved from http://sersc.org/journals/index.php/IJAST/article/view/22686","internal_url":"https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa","translated_internal_url":"","created_at":"2022-11-30T03:25:08.939-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":100868835,"first_name":"Dr. Meenakshi Sharma","middle_initials":null,"last_name":"Yadav","page_name":"DrMeenakshiSharmaYadav","domain_name":"kku-sa","created_at":"2019-01-22T12:48:13.642-08:00","display_name":"Dr. Meenakshi Sharma Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":15863,"name":"Postcolonial Literature","url":"https://www.academia.edu/Documents/in/Postcolonial_Literature"},{"id":261183,"name":"Southern African Studies and Postcolonialism","url":"https://www.academia.edu/Documents/in/Southern_African_Studies_and_Postcolonialism"},{"id":435256,"name":"Literature of Black diaspora","url":"https://www.academia.edu/Documents/in/Literature_of_Black_diaspora"},{"id":652367,"name":"Disgrace by coetzee","url":"https://www.academia.edu/Documents/in/Disgrace_by_coetzee"},{"id":665404,"name":"Black Literature","url":"https://www.academia.edu/Documents/in/Black_Literature"},{"id":803432,"name":"Post Apartheid","url":"https://www.academia.edu/Documents/in/Post_Apartheid"},{"id":889160,"name":"Black South African English Usage","url":"https://www.academia.edu/Documents/in/Black_South_African_English_Usage"},{"id":1365238,"name":"J M Coetzee","url":"https://www.academia.edu/Documents/in/J_M_Coetzee"},{"id":1559341,"name":"RACE AND IDENTITY IN POST APARTHEID SOUTH AFRICA","url":"https://www.academia.edu/Documents/in/RACE_AND_IDENTITY_IN_POST_APARTHEID_SOUTH_AFRICA"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914695"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching"><img alt="Research paper thumbnail of Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching">Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching</a></div><div class="wp-workCard_item"><span>SSRN Electronic Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generativ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren &amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914695"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914695"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914695; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914695]").text(description); $(".js-view-count[data-work-id=91914695]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914695; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914695']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914695, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91914695]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914695,"title":"Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching","translated_title":"","metadata":{"abstract":"In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren \u0026amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"SSRN Electronic Journal"},"translated_abstract":"In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren \u0026amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).","internal_url":"https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching","translated_internal_url":"","created_at":"2022-11-30T03:25:08.785-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":100868835,"first_name":"Dr. Meenakshi Sharma","middle_initials":null,"last_name":"Yadav","page_name":"DrMeenakshiSharmaYadav","domain_name":"kku-sa","created_at":"2019-01-22T12:48:13.642-08:00","display_name":"Dr. Meenakshi Sharma Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":10630,"name":"Critical applied linguistics","url":"https://www.academia.edu/Documents/in/Critical_applied_linguistics"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar"},{"id":34875,"name":"Morphology and Syntax","url":"https://www.academia.edu/Documents/in/Morphology_and_Syntax"},{"id":65227,"name":"Transformational and Generative Grammar","url":"https://www.academia.edu/Documents/in/Transformational_and_Generative_Grammar"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar"},{"id":128900,"name":"Generative grammar","url":"https://www.academia.edu/Documents/in/Generative_grammar"},{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL"},{"id":857478,"name":"Relational Grammar","url":"https://www.academia.edu/Documents/in/Relational_Grammar"},{"id":1215270,"name":"ICT In Teaching and Learning English Language","url":"https://www.academia.edu/Documents/in/ICT_In_Teaching_and_Learning_English_Language-1"},{"id":1224562,"name":"Syntax of English as a Second Language","url":"https://www.academia.edu/Documents/in/Syntax_of_English_as_a_Second_Language"},{"id":1257161,"name":"Comparative Grammar English-Spanish","url":"https://www.academia.edu/Documents/in/Comparative_Grammar_English-Spanish"},{"id":1577037,"name":"Emergent Grammar","url":"https://www.academia.edu/Documents/in/Emergent_Grammar"},{"id":2662114,"name":"Comparative Ethiopic and Old English Grammar","url":"https://www.academia.edu/Documents/in/Comparative_Ethiopic_and_Old_English_Grammar"},{"id":3348209,"name":"Traditional English Grammar","url":"https://www.academia.edu/Documents/in/Traditional_English_Grammar"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914623"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914623/A_Determined_Observation_and_the_Investigation_of_Moby_Dick_as_a_Symbol_of_Evil"><img alt="Research paper thumbnail of A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil" class="work-thumbnail" src="https://attachments.academia-assets.com/96968830/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914623/A_Determined_Observation_and_the_Investigation_of_Moby_Dick_as_a_Symbol_of_Evil">A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil</a></div><div class="wp-workCard_item"><span>International journal of linguistics, literature and translation</span><span>, Mar 1, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Yadav, M. S., & Yadav, M. K. (2019). A Determined Observation and the Investigation of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Yadav, M. S., & Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from <a href="https://al-kindipublisher.com/index.php/ijllt/article/view/4341" rel="nofollow">https://al-kindipublisher.com/index.php/ijllt/article/view/4341</a> <br />Abstract: This paper investigates the themes and symbols of evil, pain, and suffering in <br />the novel, Moby Dick (1851) by Herman Melville, in which the narration is <br />about a whale namely Moby Dick that attacked on the ship crew deadly in the <br />ocean while the whale is in the white color which ought to be a symbol of the <br />good spirit or the angel of the sea; but his evil nature and destructive attempts <br />on the voyagers reveal him with a terrible and dreadful appearance which <br />personifies and symbolizes to place for an evil object. The white whale, Moby <br />Dick is an antagonist that plays a vital, dominant, and prominent role of the <br />main character in the novel. Here, Moby Dick is not only a book about the <br />protagonist Ahab’s quest for the White Whale, but Moby Dick also is an <br />experience of the quest. It is full of the sea and the religious symbols. In this <br />novel, symbols are based on both characters and objects. Some symbols are <br />based on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah, <br />whereas the objects, such as the White Whale - Moby Dick, the ship Pequod <br />and the sea and the Cogfin. Related to the theory of symbolism, there are three <br />kinds of symbols – natural symbols, conventional symbols, and private <br />symbols. The mechanism of symbols has been applied in the form of pain and <br />suffering in this paper that proves the white whale, Moby Dick is as a private <br />symbol of an ambiguous creature precisely evil because of its evil nature and <br />the destructive attempts throughout the novel.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd861ee6b301978629036cca935a078b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968830,"asset_id":91914623,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968830/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914623"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914623"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914623; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914623]").text(description); $(".js-view-count[data-work-id=91914623]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914623; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914623']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914623, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd861ee6b301978629036cca935a078b" } } $('.js-work-strip[data-work-id=91914623]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914623,"title":"A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil","translated_title":"","metadata":{"doi":"10.32996/ijllt.2019.2.2.30","issue":"2","volume":"2","abstract":"APA Cite:- Yadav, M. S., \u0026 Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from https://al-kindipublisher.com/index.php/ijllt/article/view/4341\r\nAbstract: This paper investigates the themes and symbols of evil, pain, and suffering in\r\nthe novel, Moby Dick (1851) by Herman Melville, in which the narration is\r\nabout a whale namely Moby Dick that attacked on the ship crew deadly in the\r\nocean while the whale is in the white color which ought to be a symbol of the\r\ngood spirit or the angel of the sea; but his evil nature and destructive attempts\r\non the voyagers reveal him with a terrible and dreadful appearance which\r\npersonifies and symbolizes to place for an evil object. The white whale, Moby\r\nDick is an antagonist that plays a vital, dominant, and prominent role of the\r\nmain character in the novel. Here, Moby Dick is not only a book about the\r\nprotagonist Ahab’s quest for the White Whale, but Moby Dick also is an\r\nexperience of the quest. It is full of the sea and the religious symbols. In this\r\nnovel, symbols are based on both characters and objects. Some symbols are\r\nbased on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,\r\nwhereas the objects, such as the White Whale - Moby Dick, the ship Pequod\r\nand the sea and the Cogfin. Related to the theory of symbolism, there are three\r\nkinds of symbols – natural symbols, conventional symbols, and private\r\nsymbols. The mechanism of symbols has been applied in the form of pain and\r\nsuffering in this paper that proves the white whale, Moby Dick is as a private\r\nsymbol of an ambiguous creature precisely evil because of its evil nature and\r\nthe destructive attempts throughout the novel. ","publisher":"Al-Kindi Center for Research and Development","page_numbers":"62-70","publication_date":{"day":1,"month":3,"year":2019,"errors":{}},"publication_name":"International journal of linguistics, literature and translation"},"translated_abstract":"APA Cite:- Yadav, M. S., \u0026 Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from https://al-kindipublisher.com/index.php/ijllt/article/view/4341\r\nAbstract: This paper investigates the themes and symbols of evil, pain, and suffering in\r\nthe novel, Moby Dick (1851) by Herman Melville, in which the narration is\r\nabout a whale namely Moby Dick that attacked on the ship crew deadly in the\r\nocean while the whale is in the white color which ought to be a symbol of the\r\ngood spirit or the angel of the sea; but his evil nature and destructive attempts\r\non the voyagers reveal him with a terrible and dreadful appearance which\r\npersonifies and symbolizes to place for an evil object. The white whale, Moby\r\nDick is an antagonist that plays a vital, dominant, and prominent role of the\r\nmain character in the novel. Here, Moby Dick is not only a book about the\r\nprotagonist Ahab’s quest for the White Whale, but Moby Dick also is an\r\nexperience of the quest. It is full of the sea and the religious symbols. In this\r\nnovel, symbols are based on both characters and objects. Some symbols are\r\nbased on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,\r\nwhereas the objects, such as the White Whale - Moby Dick, the ship Pequod\r\nand the sea and the Cogfin. Related to the theory of symbolism, there are three\r\nkinds of symbols – natural symbols, conventional symbols, and private\r\nsymbols. The mechanism of symbols has been applied in the form of pain and\r\nsuffering in this paper that proves the white whale, Moby Dick is as a private\r\nsymbol of an ambiguous creature precisely evil because of its evil nature and\r\nthe destructive attempts throughout the novel. 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However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students’ perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students’ positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a381fdf3a371563a354ae64d36683ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90174864,"asset_id":85491666,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90174864/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85491666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85491666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85491666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85491666]").text(description); $(".js-view-count[data-work-id=85491666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85491666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85491666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85491666, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a381fdf3a371563a354ae64d36683ab" } } $('.js-work-strip[data-work-id=85491666]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85491666,"title":"Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic","translated_title":"","metadata":{"abstract":"For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. 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Teaching to the L2 Learners</a></div><div class="wp-workCard_item"><span>International Journal of Research</span><span>, Mar 31, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80234653"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80234653"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80234653; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = 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Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[],"urls":[{"id":20905699,"url":"https://journals.pen2print.org/index.php/ijr/article/view/20487"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80234650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80234650/Analysis_and_the_Comparative_Study_of_the_Critical_and_Creative_Process_in_the_Poetry_of_T_S_Eliot"><img alt="Research paper thumbnail of Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. S. Eliot" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80234650/Analysis_and_the_Comparative_Study_of_the_Critical_and_Creative_Process_in_the_Poetry_of_T_S_Eliot">Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. S. Eliot</a></div><div class="wp-workCard_item"><span>Social Science Research Network</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The subject of this paper is to investigate the creative and critical process in the poetry of T....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The subject of this paper is to investigate the creative and critical process in the poetry of T. S. Eliot systematically. There are some sardonic undercurrents that can be seen running through Eliot’s poetry which have an analytical as well as a creative process. A detailed reference comparative study has been underpinned to the poems of Wordsworth’s “Composed upon Westminster Bridge”, John Keats’s “Ode to a Nightingale”, Arthur Mizener’s “To Meet Mr. Eliot”, W. B. Yeats’s “The Lake Isle of Innisfree” and “The Second Coming”, F. R. Leavis’s “The Significance of the Modern Waste Land”, and Allen Tate’s “On Ash Wednesday”, have also been referred in which the creative and critical process has been critically analyzed with the selected poems of T. S. Eliot for their scientific discourse analysis. Keywords--Expunging, Pastiche, Irrevocable, Disjointedness, Impersonalized, Defeatism. Weblinks: <a href="https://www.psychosocial.com/article-category/issue-6/" rel="nofollow">https://www.psychosocial.com/article-category/issue-6/</a> <a href="https://www.psychosocial.com/article/PR260567/17977/" rel="nofollow">https://www.psychosocial.com/article/PR260567/17977/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80234650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80234650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80234650; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80234650]").text(description); $(".js-view-count[data-work-id=80234650]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80234650; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80234650']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 80234650, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80234650]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80234650,"title":"Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. 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Leavis’s “The Significance of the Modern Waste Land”, and Allen Tate’s “On Ash Wednesday”, have also been referred in which the creative and critical process has been critically analyzed with the selected poems of T. S. Eliot for their scientific discourse analysis. Keywords--Expunging, Pastiche, Irrevocable, Disjointedness, Impersonalized, Defeatism. 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S. Eliot The Waste Land","url":"https://www.academia.edu/Documents/in/T._S._Eliot_The_Waste_Land"}],"urls":[{"id":20905697,"url":"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3665183"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8874346" id="papers"><div class="js-work-strip profile--work_container" data-work-id="113064121"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/113064121/Learning_strategies_for_English_Literature_An_Overview"><img alt="Research paper thumbnail of Learning strategies for English Literature: An Overview" class="work-thumbnail" src="https://attachments.academia-assets.com/110124176/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113064121/Learning_strategies_for_English_Literature_An_Overview">Learning strategies for English Literature: An Overview</a></div><div class="wp-workCard_item"><span>ISAR Journal of Arts, Humanities and Social Sciences</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The study aims to explore the effectiveness of various learning strategies and their implications...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The study aims to explore the effectiveness of various learning strategies and their implications for improving student engagement, comprehension, and critical thinking skills. A comprehensive review of literature, including empirical studies and theoretical frameworks, was conducted to gather relevant information. The findings reveal that a wide range of learning strategies have been employed in English literature education. These strategies encompass both traditional and innovative approaches, including close reading, literary analysis, collaborative learning, and the integration of technology. The effectiveness of these strategies was evaluated based on student outcomes, such as improved reading comprehension, critical thinking, and appreciation for literary works. Close reading emerged as a prominent strategy, emphasizing careful analysis and interpretation of literary texts. By engaging students in a deep exploration of language, structure, and themes, close reading fosters a deeper understanding and appreciation of literature. Additionally, collaborative learning approaches, such as group discussions and peer feedback, were found to enhance student engagement and facilitate the development of critical thinking skills. The integration of technology in English literature education has also shown promising results. Digital resources, virtual reality simulations, and online platforms provide opportunities for interactive and immersive learning experiences. Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.<br /><br />However, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.<br /><br />Therefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. Further research is needed to explore the long-term effects of these strategies and their implications for student achievement and motivation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b1dcc51d20c075c2d3971fbc060ba31" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110124176,"asset_id":113064121,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110124176/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113064121"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113064121"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113064121; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113064121]").text(description); $(".js-view-count[data-work-id=113064121]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113064121; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113064121']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113064121, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b1dcc51d20c075c2d3971fbc060ba31" } } $('.js-work-strip[data-work-id=113064121]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113064121,"title":"Learning strategies for English Literature: An Overview","translated_title":"","metadata":{"doi":"10.5281/zenodo.10462522 ","issue":"6","volume":"1","abstract":"The study aims to explore the effectiveness of various learning strategies and their implications for improving student engagement, comprehension, and critical thinking skills. A comprehensive review of literature, including empirical studies and theoretical frameworks, was conducted to gather relevant information. The findings reveal that a wide range of learning strategies have been employed in English literature education. These strategies encompass both traditional and innovative approaches, including close reading, literary analysis, collaborative learning, and the integration of technology. The effectiveness of these strategies was evaluated based on student outcomes, such as improved reading comprehension, critical thinking, and appreciation for literary works. Close reading emerged as a prominent strategy, emphasizing careful analysis and interpretation of literary texts. By engaging students in a deep exploration of language, structure, and themes, close reading fosters a deeper understanding and appreciation of literature. Additionally, collaborative learning approaches, such as group discussions and peer feedback, were found to enhance student engagement and facilitate the development of critical thinking skills. The integration of technology in English literature education has also shown promising results. Digital resources, virtual reality simulations, and online platforms provide opportunities for interactive and immersive learning experiences. Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.\n\nHowever, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. 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Technology-supported activities promote active student participation, encourage exploration of diverse perspectives, and enable personalized learning experiences.\n\nHowever, it is important to acknowledge the challenges associated with the implementation of learning strategies in English literature education. Issues such as limited access to technology, the need for professional development, and the potential for information overload require careful consideration. Educators must address these challenges and provide necessary support to ensure equitable access to resources and effective implementation of learning strategies.\n\nTherefore, this research highlights the importance of employing diverse learning strategies in English literature education. Close reading, collaborative learning, and the integration of technology have demonstrated positive impacts on student engagement, comprehension, and critical thinking skills. Educators should consider adopting these strategies, while also addressing the associated challenges, to create an enriching and effective learning environment for students in the field of English literature. 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</script> <div class="js-work-strip profile--work_container" data-work-id="96031051"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96031051/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations"><img alt="Research paper thumbnail of Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations" class="work-thumbnail" src="https://attachments.academia-assets.com/98043396/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031051/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations">Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations</a></div><div class="wp-workCard_item"><span>American Journal of Education and Technology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A country’s societal and economic growth needs well-planned, dedicated, open, and technological a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4e1e113ea41bc2855ea6e8e3cf08ab2c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043396,"asset_id":96031051,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043396/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031051"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031051"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031051; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031051]").text(description); $(".js-view-count[data-work-id=96031051]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031051; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031051']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031051, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4e1e113ea41bc2855ea6e8e3cf08ab2c" } } $('.js-work-strip[data-work-id=96031051]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031051,"title":"Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations","translated_title":"","metadata":{"abstract":"A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="96031048"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/96031048/The_Use_of_English_Placement_Test_EPT_in_Assessing_the_EFL_Students_Language_Proficiency_Level_at_a_Saudi_University"><img alt="Research paper thumbnail of The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University" class="work-thumbnail" src="https://attachments.academia-assets.com/98043394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031048/The_Use_of_English_Placement_Test_EPT_in_Assessing_the_EFL_Students_Language_Proficiency_Level_at_a_Saudi_University">The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University</a></div><div class="wp-workCard_item"><span>Rupkatha Journal on Interdisciplinary Studies in Humanities</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, criti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Ta?pinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students’ levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT’s reliability and validity in determining students’ course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students’ pre- and post-test r...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3a55d392eb01c2b42c89e957ae7e87cc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043394,"asset_id":96031048,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043394/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031048"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031048"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031048; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031048]").text(description); $(".js-view-count[data-work-id=96031048]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031048; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031048']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031048, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3a55d392eb01c2b42c89e957ae7e87cc" } } $('.js-work-strip[data-work-id=96031048]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031048,"title":"The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University","translated_title":"","metadata":{"abstract":"Purpose: In order to ascertain EFL students’ characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Ta?pinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). 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class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/96031036/Aspects_of_Linguistic_Usage_in_Elegy_Written_in_a_Country_Churchyard_by_Thomas_Gray">Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray</a></div><div class="wp-workCard_item"><span>International Journal of Research -GRANTHAALAYAH</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Poetic language includes three key components: sound, shape, and sense. However, every poem has i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray&#39;s Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="59e42e6ea59e29a378e4cd320ce8490a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":98043384,"asset_id":96031036,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/98043384/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="96031036"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="96031036"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 96031036; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=96031036]").text(description); $(".js-view-count[data-work-id=96031036]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 96031036; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='96031036']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 96031036, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "59e42e6ea59e29a378e4cd320ce8490a" } } $('.js-work-strip[data-work-id=96031036]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":96031036,"title":"Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray","translated_title":"","metadata":{"abstract":"Poetic language includes three key components: sound, shape, and sense. 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class="js-work-strip profile--work_container" data-work-id="94546101"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94546101/Autonomous_Learning_as_a_Pedagogical_Tool_Exploring_the_Perceptions_of_Teaching_and_Learning_Practices_at_Writing_Hub"><img alt="Research paper thumbnail of Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub" class="work-thumbnail" src="https://attachments.academia-assets.com/96972310/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94546101/Autonomous_Learning_as_a_Pedagogical_Tool_Exploring_the_Perceptions_of_Teaching_and_Learning_Practices_at_Writing_Hub">Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub</a></div><div class="wp-workCard_item"><span>Rupkatha Journal on Interdisciplinary Studies in Humanities</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: Sheerah, H. A. H., & Yadav, M. S. (2022). Autonomous Learning as a Pedagogical Tool: Ex...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: Sheerah, H. A. H., & Yadav, M. S. (2022). Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub. Rupkatha Journal on Interdisciplinary Studies in Humanities, 14(4). <a href="https://doi.org/10.21659/rupkatha.v14n4" rel="nofollow">https://doi.org/10.21659/rupkatha.v14n4</a> <br />Abstract: <br />Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students' level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub's learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners' autonomy could be achieved practically. The writing exercises practiced at writing classes; 'Writing hub' proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students' role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners' autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fa24aac7fe74558bbc8a8a09f2d5d90" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96972310,"asset_id":94546101,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96972310/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94546101"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94546101"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94546101; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94546101]").text(description); $(".js-view-count[data-work-id=94546101]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94546101; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94546101']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94546101, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fa24aac7fe74558bbc8a8a09f2d5d90" } } $('.js-work-strip[data-work-id=94546101]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94546101,"title":"Autonomous Learning as a Pedagogical Tool: Exploring the Perceptions of Teaching and Learning Practices at Writing Hub","translated_title":"","metadata":{"doi":"10.21659/rupkatha.v14n4","issue":"4","volume":"14","abstract":"APA Cite: Sheerah, H. 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S., Quadri, K. M. ., & Osman , M. . (2022). Role of Semantics in Figurative-...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Yadav, M. S., Quadri, K. M. ., & Osman , M. . (2022). Role of Semantics in Figurative-Texture of Matthew Arnold’s Dover Beach. International Journal of Language and Literary Studies, 4(1), 136–153. <a href="https://doi.org/10.36892/ijlls.v4i1.855" rel="nofollow">https://doi.org/10.36892/ijlls.v4i1.855</a><br />The semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. The collage text image of figurative texture presents common words and phrases with the byzantine meanings and misinformation of the synonyms and antonyms lexical pragmatic interface to the readers. In support and meaningful solutions for the research gap, this article attempt defined and described the role of semantics in the figurative texture of Matthew Arnold’s Dover Beach creatively so that collective and determined audiences can comprehend the poem critically based on qualitative description research methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12117e2b7cbd3cf07e3cd39cf386112a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968333,"asset_id":94540607,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968333/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94540607"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94540607"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94540607; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94540607]").text(description); $(".js-view-count[data-work-id=94540607]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94540607; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94540607']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94540607, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "12117e2b7cbd3cf07e3cd39cf386112a" } } $('.js-work-strip[data-work-id=94540607]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94540607,"title":"Role of Semantics in the Figurative Texture of Matthew Arnold’s Dover Beach","translated_title":"","metadata":{"doi":"10.36892/ijlls.v4i1.784","issue":"1","volume":"4","abstract":"APA Cite:- Yadav, M. S., Quadri, K. M. ., \u0026 Osman , M. . (2022). Role of Semantics in Figurative-Texture of Matthew Arnold’s Dover Beach. International Journal of Language and Literary Studies, 4(1), 136–153. https://doi.org/10.36892/ijlls.v4i1.855\nThe semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. 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International Journal of Language and Literary Studies, 4(1), 136–153. https://doi.org/10.36892/ijlls.v4i1.855\nThe semantic process plays a crucial role in learning the literal and contextual meanings of a poem’s figurative texture (Bredin, 1992; Cuccio et al., 2014; Depraetere, 2019). Improper understanding of semantics mechanism and contextual theories may also lead the familiar and determined audiences to learn ambiguous messages and meaning of a word (Leclercq, 2020; Satta, 2020) that has many possible meanings which create semantic ambiguities and conflicts (Hoffman et al., 2013). However, a poem audience must know how the meaning of a word or phrase works and how he or she can remove confusion to comprehend the literal meanings in the figurative language contexts of a poem. The figurative texture of Arnold’s Dover Beach is fabricated within diverse figures of speeches uploaded in the text. 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A. H., Yadav, M. S., Allah, M. A.E.F., & Abdin, G. J. (2022). Exploring Te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Sheerah, H. A. H., Yadav, M. S., Allah, M. A.E.F., & Abdin, G. J. (2022). Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic . Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 64-84 DOI: <a href="https://dx.doi.org/10.24093/awej/covid2.5" rel="nofollow">https://dx.doi.org/10.24093/awej/covid2.5</a><br /><br />For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students' perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1259c58ff5b03750973eabdbb307d678" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968122,"asset_id":94540014,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968122/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94540014"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94540014"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94540014; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94540014]").text(description); $(".js-view-count[data-work-id=94540014]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94540014; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94540014']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94540014, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1259c58ff5b03750973eabdbb307d678" } } $('.js-work-strip[data-work-id=94540014]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94540014,"title":"Exploring Teachers and Students' Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic","translated_title":"","metadata":{"doi":"10.24093/awej/covid2.5","issue":"Special Issue","volume":"2","abstract":"APA Cite:- Sheerah, H. 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The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students' positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged due to the Pandemic. Eventually, the study discussed the quality assurance efforts, particularly towards the spontaneous conduction of lectures infused with motivation, responsibility, discipline, and flexibility offered without any interruption. The Internet proved a great learning tool in assuring many resources.","page_numbers":"64-84","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"Arab World English Journal"},"translated_abstract":"APA Cite:- Sheerah, H. A. H., Yadav, M. S., Allah, M. A.E.F., \u0026 Abdin, G. J. (2022). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="94539663"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins"><img alt="Research paper thumbnail of Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins" class="work-thumbnail" src="https://attachments.academia-assets.com/96968071/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins">Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins</a></div><div class="wp-workCard_item"><span>International Journal of Linguistics and Translation Studies</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: - Yadav, M. S., Quadri, K. M., & Yadav, M. K. (2022). Semantic and Thematic Aspects ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: -    Yadav, M. S., Quadri, K. M., & Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: <a href="https://doi.org/10.36892/ijlts.v3i3.264" rel="nofollow">https://doi.org/10.36892/ijlts.v3i3.264</a><br />Abstract<br />Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung<br />rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="79012015545e10f4291261f47c854f8d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968071,"asset_id":94539663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968071/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94539663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94539663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94539663; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94539663]").text(description); $(".js-view-count[data-work-id=94539663]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94539663; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94539663']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94539663, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "79012015545e10f4291261f47c854f8d" } } $('.js-work-strip[data-work-id=94539663]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94539663,"title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley\r\nHopkins","translated_title":"","metadata":{"doi":"10.36892/ijlts.v3i3.264","issue":"3","volume":"3","abstract":"APA Cite: - Yadav, M. S., Quadri, K. M., \u0026 Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: https://doi.org/10.36892/ijlts.v3i3.264\nAbstract\nGerard Manley Hopkins sought a stronger rhetorical style in verse-sprung\nrhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.","page_numbers":"146-161","publication_date":{"day":null,"month":null,"year":2022,"errors":{}},"publication_name":"International Journal of Linguistics and Translation Studies"},"translated_abstract":"APA Cite: - Yadav, M. S., Quadri, K. M., \u0026 Yadav, M. K. (2022). Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins. International Journal of Linguistics and Translation Studies, 3(3), 146-161. DOI: https://doi.org/10.36892/ijlts.v3i3.264\nAbstract\nGerard Manley Hopkins sought a stronger rhetorical style in verse-sprung\nrhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octave and sestet differ drastically in aspects. Initially, the tone is full of distress, while later, the technique is cheerful. This research attempt will seek answers to how the poem's mode and structure dramatize the speaker's exchange with his interiority and the exterior world? What is the effect of the variations in syntax reflecting a claustrophobic interior consciousness? Therefore, this paper explores the semantic and thematic aspects of the sonnet successfully, keeping in mind the poem's thematic aspects and perspectives.","internal_url":"https://www.academia.edu/94539663/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins","translated_internal_url":"","created_at":"2023-01-07T21:14:09.355-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":39317474,"work_id":94539663,"tagging_user_id":100868835,"tagged_user_id":256077810,"co_author_invite_id":7743729,"email":"k***i@gmail.com","display_order":1,"name":"Kahkasha Moin Quadri","title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley\r\nHopkins"},{"id":39317475,"work_id":94539663,"tagging_user_id":100868835,"tagged_user_id":172242981,"co_author_invite_id":null,"email":"m***v@srmuniversity.ac.in","display_order":2,"name":"Dr. Manoj 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data-click-track="profile-work-strip-title" href="https://www.academia.edu/94527902/Aspects_of_Linguistic_Usage_in_Elegy_Written_in_a_Country_Churchyard_by_Thomas_Gray">Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray</a></div><div class="wp-workCard_item"><span>International Journal of Research - GRANTHAALAYAH</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite: - Quadri, K. M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Writ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite: - Quadri, K. M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray. International Journal of Research - GRANTHAALAYAH, 10(12), 44–54. doi:<br />10.29121/granthaalayah.v10.i12.2022.4948<br /><br />Poetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. Even though this poem speaks of ordinary people, and an expression of sympathy and support for those who have the misfortune to be without money or social prestige in the literary sense. The involvement of syntactic-semantic factors, viz., presupposition and entailment, make the poem more vivid to the reader. Furthermore, the poem Elegy contains hyponyms and synonyms, accompanied by a semantic echo. This study focuses on lexical relations included in the poem through syntagmatic and paradigmatic word descriptions. Further, this study examines those ambiguous words that generate complexity between the speaker/writer and their listener/reader. It has been discovered that various aspects of semantics form a nexus between the theme and word formation in poetry.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10df68f88d6b2a764f737e51ab7d48b7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96958694,"asset_id":94527902,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96958694/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94527902"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94527902"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94527902; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94527902]").text(description); $(".js-view-count[data-work-id=94527902]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94527902; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94527902']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94527902, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10df68f88d6b2a764f737e51ab7d48b7" } } $('.js-work-strip[data-work-id=94527902]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94527902,"title":"Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray","translated_title":"","metadata":{"doi":"10.29121/granthaalayah.v10.i12.2022.4948","issue":"12","volume":"10","abstract":"APA Cite: - Quadri, K. 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M., Yadav, M., Yadav, M. (2022). Aspects of Linguistic Usage in Elegy Written in a Country Churchyard by Thomas Gray. International Journal of Research - GRANTHAALAYAH, 10(12), 44–54. doi:\n10.29121/granthaalayah.v10.i12.2022.4948\n\nPoetic language includes three key components: sound, shape, and sense. However, every poem has its own context and is an intertext with other poems. Therefore, the substantial use of alliteration, rhyming, lyrical expression, and clichés, as well as other language devices that bring attention to words, sounds, or other device decorations, is a necessary tool and trick in the scientific production of poetry. This article explored to inspect the aspects of linguistic usage in the forms of semantics that are accomplished in the poetic and figurative language of Thomas Gray's Elegy Written in a Country Churchyard, which aimed to examine the influence of lexical knowledge in language and literature and how it enhances inventiveness. 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A. H., & Yadav, M. S. (2022). The Use of English Placement Test (EPT...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-      Sheerah, H. A. H., & Yadav, M. S. (2022). The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University. Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: <a href="https://doi.org/10.21659/rupkatha.v14n3.24" rel="nofollow">https://doi.org/10.21659/rupkatha.v14n3.24</a> <br /> <br />Purpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar & Külekçi, 2018; Stehle & Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. At the start of the second semester in December 2021, 136 students took the placement test. A t-test was used to compare the students' pre- and post-test results in order to assess the efficacy and effectiveness of the EPT. Five instructors also took part in a semi-structured interview to discuss their thoughts, beliefs, and experiences related to their teaching-learning enhancement of English programmes at the time the EPT was completed. Findings: The EPT results show students' proficiency levels in three main areas: grammar, reading, and listening. After knowing the results of the EPT and the student's performance, the weak areas were worked on. After one semester's intervention, the test scores finally resulted positively, showing the students' improvement. Since the results were statistically positive and significant, the study strongly suggested that EPT must be conducted at the beginning of the semester at the university level. Furthermore, based on the qualitative analysis and the comments and suggestions of the instructors, the idea of having an EPT for English foreign language (EFL) first-year students who want to take English language courses at universities was also strongly favored. The study supports the EPT's validity for EFL students at college enrollment requirements according to English skills competency levels for English language courses.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="98b5c7c9958b7a68b27f58d32597c4a1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96957986,"asset_id":94526783,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96957986/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94526783"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94526783"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94526783; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94526783]").text(description); $(".js-view-count[data-work-id=94526783]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94526783; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94526783']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94526783, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "98b5c7c9958b7a68b27f58d32597c4a1" } } $('.js-work-strip[data-work-id=94526783]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94526783,"title":"The Use of English Placement Test (EPT) in Assessing the EFL Students' Language Proficiency Level at a Saudi University","translated_title":"","metadata":{"doi":"10.21659/rupkatha.v14n3.24","issue":"3","volume":"14","abstract":"APA Cite:- Sheerah, H. A. H., \u0026 Yadav, M. S. (2022). The Use of English Placement Test (EPT) in Assessing the EFL Students’ Language Proficiency Level at a Saudi University. Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: https://doi.org/10.21659/rupkatha.v14n3.24\r\n\r\nPurpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. 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Rupkatha Journal on Interdisciplinary Studies in Humanities, 4(3). DOI: https://doi.org/10.21659/rupkatha.v14n3.24\r\n\r\nPurpose: In order to ascertain EFL students' characteristics (English proficiency, fluency, critical thinking, and communication), educational context, level of competence, professional goals, and pursuits for future endeavors, English Placement Tests (EPTs) are conducted in several academic contexts (Lamb, 2017; Taşpinar \u0026 Külekçi, 2018; Stehle \u0026 Peters-Burton, 2019; Alrabai, 2021; Yuan, 2022). An EPT is a standard test used to determine students' levels and abilities in English. It assesses how different their skills are in English before registering for English language courses in schools, universities, and companies. This research lends credence to the EPT's reliability and validity in determining students' course enrollment in university education. Design/methodology/approach: This study implemented a hybrid research design. 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Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations" class="work-thumbnail" src="https://attachments.academia-assets.com/96956933/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/94525317/Implicit_Impact_of_English_Language_Pedagogical_Enhancement_Policies_in_Higher_Education_Under_the_Indian_NEP_2020_Challenges_Curriculum_Approaches_Opportunities_and_Implementations">Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations</a></div><div class="wp-workCard_item"><span>American Journal of Education and Technology</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Yadav, M. S., & Yadav, M. K. (2023). Implicit Impact of English Language Pedagogic...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-    Yadav, M. S., & Yadav, M. K. (2023). Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations. American Journal of Education and Technology, 1(4), 1-12.<br /><br />A country's societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India's education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fc60de98030ed49b78c9ddd3a9fea2b2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96956933,"asset_id":94525317,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96956933/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="94525317"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="94525317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 94525317; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=94525317]").text(description); $(".js-view-count[data-work-id=94525317]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 94525317; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='94525317']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 94525317, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fc60de98030ed49b78c9ddd3a9fea2b2" } } $('.js-work-strip[data-work-id=94525317]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":94525317,"title":"Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations","translated_title":"","metadata":{"doi":"10.54536/ajet.v1i4.1117","issue":"4","volume":"1","abstract":"APA Cite:- Yadav, M. 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Adult learners use social media m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Today social media has become part and parcel of adults’ lives. Adult learners use social media much as a key to learn and improve their English as a foreign language (EFL) in academics. Currently, English instructors also encourage their adult learners within the realm of technologies. These learners are too self-motivated to use social media tools to learn English language skills. During texting, chatting, and socializing with friends, family, and global society on Facebook, WhatsApp, Blogs, Wikis, LinkedIn, YouTube, Twitter, Telegram, Hangout, and Snapchat, social media are facilitating and enhancing the process for both teachers and the adult learners worldwide. Due to proliferation of advanced technological equipped electronic handy-gadgets, like smartphones, tablets, laptops, and watches, EFL learners (EFLL) with different social media applications (Apps) and tools have become easy, mobile, and flexible. Even spectacular innovation and creation of mobile Apps of international ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3601903a08e70c3c92b20bff1d741489" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95066988,"asset_id":91914700,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95066988/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914700"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914700]").text(description); $(".js-view-count[data-work-id=91914700]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914700']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914700, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3601903a08e70c3c92b20bff1d741489" } } $('.js-work-strip[data-work-id=91914700]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914700,"title":"Role of Social Media in English Language Learning to the Adult Learners","translated_title":"","metadata":{"abstract":"Today social media has become part and parcel of adults’ lives. 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wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914699/Semantic_and_Thematic_Aspects_in_the_Carrion_Comfort_by_Gerard_Manley_Hopkins">Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins</a></div><div class="wp-workCard_item"><span>International Journal of Linguistics and Translation Studies</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, so...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, sound, and sense of Carrion Comfort. The poet shows a sense of desolation produced partly by spiritual aridity and partly by a feeling of artistic frustration. The poem reveals strong tensions between his delight in the sensuous world, his urge to express it, and his equally powerful sense of religious vocation in the sonnet. This sonnet is enriched with the vivid use of echo figures of speech, alliteration, repetition, and a highly compressed syntax to project profound personal experiences, including his sense of God’s mystery, grandeur, and mercy in the energizing prosodic element of his verse sprung rhythm, in which each foot may consist of one stressed syllable and any number of unstressed syllables instead of the regular number of syllables used in the traditional meter. Despair and dejection play a prominent role in displaying the writer’s semantic point of view. The tone of the octa...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f56845d3828842ae2c552bc87628e1df" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":95066984,"asset_id":91914699,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/95066984/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914699"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914699"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914699; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914699]").text(description); $(".js-view-count[data-work-id=91914699]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914699; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914699']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914699, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f56845d3828842ae2c552bc87628e1df" } } $('.js-work-strip[data-work-id=91914699]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914699,"title":"Semantic and Thematic Aspects in the Carrion Comfort by Gerard Manley Hopkins","translated_title":"","metadata":{"abstract":"Gerard Manley Hopkins sought a stronger rhetorical style in verse-sprung rhythm for the shape, sound, and sense of Carrion Comfort. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914697"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914697/An_Analytical_Investigation_of_Flipped_Classroom_to_Improve_Saudi_EFL_Learners_Speaking_Skills_a_Case_Study_at_Applied_College"><img alt="Research paper thumbnail of An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College" class="work-thumbnail" src="https://attachments.academia-assets.com/96968284/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914697/An_Analytical_Investigation_of_Flipped_Classroom_to_Improve_Saudi_EFL_Learners_Speaking_Skills_a_Case_Study_at_Applied_College">An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College</a></div><div class="wp-workCard_item"><span>Arab World English Journal</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Sheerah, H.A.A., & Yadav, M.S. (2022). An Analytical Investigation of Flipped Classro...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:-  Sheerah, H.A.A., & Yadav, M.S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College. Arab World English Journal (AWEJ) Special Issue on CALL (8). 274-298. DOI: <a href="https://dx.doi.org/10.24093/awej/call8.19" rel="nofollow">https://dx.doi.org/10.24093/awej/call8.19</a> <br />Abstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. The findings might provide other valuable information for researchers involved in EFL advanced pedagogy to explore the operative speaking teaching method and module.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c6bb904e0b0dc453094b904e535fa87" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968284,"asset_id":91914697,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968284/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914697"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914697"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914697; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914697]").text(description); $(".js-view-count[data-work-id=91914697]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914697; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914697']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914697, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3c6bb904e0b0dc453094b904e535fa87" } } $('.js-work-strip[data-work-id=91914697]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914697,"title":"An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College","translated_title":"","metadata":{"doi":"10.24093/awej/call8.19","issue":"8","volume":"Special Issue on CALL","abstract":"APA Cite:- Sheerah, H.A.A., \u0026 Yadav, M.S. (2022). An Analytical Investigation of Flipped Classroom to Improve Saudi EFL Learners’ Speaking Skills: a Case Study at Applied College. Arab World English Journal (AWEJ) Special Issue on CALL (8). 274-298. DOI: https://dx.doi.org/10.24093/awej/call8.19\r\nAbstract: The flipped classroom strategy in the Saudi educational system is changing how we gather information, research, and share data with others. New technology tools are transforming the educational community and how instructors transmit information to students. With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. 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Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. 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With this new tool, the flipped classroom technology method is being used on a bigger scale at most academic levels, particularly in Saudi Arabia. This study investigated the flipped classroom method (FCM), i.e., hybrid-flexible and hyflex models based on tri-model teaching approaches, to enhance the speaking skills of EFL students at Applied College for Girls, King Khalid University, at college level, and identify students' opinions and responses towards the strategies used by the instructors. This research answered the following questions significantly: (i) What are EFL students' opinions about their English speaking skills? (ii) To what extent does mixing FCM affect EFL students’ speaking skills? (iii) what are the EFL students' opinions about integrating FCM into speaking lessons? A quasi-method was adopted to collect the control (N = 32) and the focused (N = 24) groups' data. Two sets of opinion and satisfactory questionnaires were sent to the students to gain their opinions on learning the speaking skill, including the teacher's observation to perceive the methodology and the instruments used to access speaking during the study. Finally, a focused group interview was conducted to ascertain the students' satisfaction and homogeneous proficiency level in fulfilling the aims of adopting the flipped classroom approach. After one semester (13 weeks) of intervention, the outcomes revealed the significant overview that the students appreciated and found the FCM adequate in being more fluent, confident, and competent in their production classes. 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flipped classroom, advantages and disadvantages of flipped approach, implications for ELT practitioners","url":"https://www.academia.edu/Documents/in/flipped_learning_and_teaching_flipped_classroom_advantages_and_disadvantages_of_flipped_approach_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914696"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa"><img alt="Research paper thumbnail of Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa">Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa</a></div><div class="wp-workCard_item"><span>International Journal of Advanced Science and Technology, ISSN: 2005-4238</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize in the Literature. Disgrace portrays the black-brighten picture of the South African society with a different note where the whites are the oppressed and marginalized section of the community, and “where the hunter became the hunted.” The novel presents not only the major thematic kaleidoscopic picture of the hostilities and brutalities which prevail between the whites and the blacks, but it details the following cultural, psychological and political situations also. After the new Constitution for South Africa was adopted in 1994; Disgrace also came under the debate in the parliament of South Africa. The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. During the ruling, the party felt and also accepted that the novel Disgrace that presented an accurate pessimistic picture of South Africa in which the thematic focus reveals the race tool that shows poverty, crime, xenophobia, bloodshed, homosexuality, and as the emerged aspects in the Post-apartheid South Africa. The significant themes of the entire novel revolve around the protagonist David Lurie, &amp;quot;FOR A MAN of his age, fifty-two, divorced, he has, to his mind, solved the problem of sex rather well&amp;quot;, who is an old Professor of English Communications at a technical university in Cape Town. How to Cite- Manoj Kumar Yadav, Meenakshi Sharma Yadav. (2020). Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa. International Journal of Advanced Science and Technology, 29(11s), 2681-2701. Retrieved from <a href="http://sersc.org/journals/index.php/IJAST/article/view/22686" rel="nofollow">http://sersc.org/journals/index.php/IJAST/article/view/22686</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914696"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914696"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914696; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914696]").text(description); $(".js-view-count[data-work-id=91914696]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914696; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914696']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914696, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91914696]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914696,"title":"Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa","translated_title":"","metadata":{"abstract":"J M Coetzee’s novel, “Disgrace” (1999) that won him the Nobel Prize and the second Booker Prize in the Literature. Disgrace portrays the black-brighten picture of the South African society with a different note where the whites are the oppressed and marginalized section of the community, and “where the hunter became the hunted.” The novel presents not only the major thematic kaleidoscopic picture of the hostilities and brutalities which prevail between the whites and the blacks, but it details the following cultural, psychological and political situations also. After the new Constitution for South Africa was adopted in 1994; Disgrace also came under the debate in the parliament of South Africa. The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. 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The African National Congress party was one of the most prominent anti-apartheid movements led by Nelson Mandela, who was the first post-apartheid elected president of SA in 1994. During the ruling, the party felt and also accepted that the novel Disgrace that presented an accurate pessimistic picture of South Africa in which the thematic focus reveals the race tool that shows poverty, crime, xenophobia, bloodshed, homosexuality, and as the emerged aspects in the Post-apartheid South Africa. The significant themes of the entire novel revolve around the protagonist David Lurie, \u0026amp;quot;FOR A MAN of his age, fifty-two, divorced, he has, to his mind, solved the problem of sex rather well\u0026amp;quot;, who is an old Professor of English Communications at a technical university in Cape Town. How to Cite- Manoj Kumar Yadav, Meenakshi Sharma Yadav. (2020). Role of Major Themes in the Novel Disgrace by J M Coetzee: The Emerged Aspects of Society in the Post-Apartheid South Africa. International Journal of Advanced Science and Technology, 29(11s), 2681-2701. Retrieved from http://sersc.org/journals/index.php/IJAST/article/view/22686","internal_url":"https://www.academia.edu/91914696/Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa","translated_internal_url":"","created_at":"2022-11-30T03:25:08.939-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Role_of_Major_Themes_in_the_Novel_Disgrace_by_J_M_Coetzee_The_Emerged_Aspects_of_Society_in_the_Post_Apartheid_South_Africa","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":100868835,"first_name":"Dr. Meenakshi Sharma","middle_initials":null,"last_name":"Yadav","page_name":"DrMeenakshiSharmaYadav","domain_name":"kku-sa","created_at":"2019-01-22T12:48:13.642-08:00","display_name":"Dr. Meenakshi Sharma Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies"},{"id":4486,"name":"Political Science","url":"https://www.academia.edu/Documents/in/Political_Science"},{"id":15863,"name":"Postcolonial Literature","url":"https://www.academia.edu/Documents/in/Postcolonial_Literature"},{"id":261183,"name":"Southern African Studies and Postcolonialism","url":"https://www.academia.edu/Documents/in/Southern_African_Studies_and_Postcolonialism"},{"id":435256,"name":"Literature of Black diaspora","url":"https://www.academia.edu/Documents/in/Literature_of_Black_diaspora"},{"id":652367,"name":"Disgrace by coetzee","url":"https://www.academia.edu/Documents/in/Disgrace_by_coetzee"},{"id":665404,"name":"Black Literature","url":"https://www.academia.edu/Documents/in/Black_Literature"},{"id":803432,"name":"Post Apartheid","url":"https://www.academia.edu/Documents/in/Post_Apartheid"},{"id":889160,"name":"Black South African English Usage","url":"https://www.academia.edu/Documents/in/Black_South_African_English_Usage"},{"id":1365238,"name":"J M Coetzee","url":"https://www.academia.edu/Documents/in/J_M_Coetzee"},{"id":1559341,"name":"RACE AND IDENTITY IN POST APARTHEID SOUTH AFRICA","url":"https://www.academia.edu/Documents/in/RACE_AND_IDENTITY_IN_POST_APARTHEID_SOUTH_AFRICA"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914695"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching"><img alt="Research paper thumbnail of Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching">Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching</a></div><div class="wp-workCard_item"><span>SSRN Electronic Journal</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generativ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren &amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914695"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914695"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914695; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914695]").text(description); $(".js-view-count[data-work-id=91914695]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914695; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914695']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914695, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=91914695]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914695,"title":"Role of the Transformational Generative Grammar and other Language Learning Theories in English Language Teaching","translated_title":"","metadata":{"abstract":"In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren \u0026amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"SSRN Electronic Journal"},"translated_abstract":"In linguistics, Transformational –Generative Grammar (TGG) is the part of the theory of generative grammar, especially of natural native languages. Transformational Generative Grammar is also known as Transformational Grammar, which is a system of language analysis. It shows the relationship among the various elements of a sentence and among the possible sentences of the English language and process or rules which are called transformations of sentences to express semantics with the help of ‘surface structures’ and ‘deep structure’. While teaching English as second (L2), third (L3) or foreign language (FL), to the university students is an arduous task as they are socio-psychologically and linguistically preoccupied with his or her own native language (L1) competence which has its certain implications in the learning and teaching of any other language. This paper intends to explore some key concepts of Transformational Generative Grammar (TGG) The base Components, Transformational Component, Phonological Component, Semantic Component and their roles in contrastive analysis, one of the major instruments of language teaching in Applied Linguistics, of two languages of the same or different language families. In this article, our attempt is that TGG is an essential aspect of learning English but only for the students of advanced study of English what I find is that a fine fusion of all the there- traditional grammar, structural grammar and TGG is equally important. To be familiar with and learn the basics of grammar such as the knowledge of single and double parts of speech and such other items, traditional grammar (Newfield, and P. C. Wren \u0026amp; H. Martin) is a must; and for syntactic structures and sentence patterns (A. S. Hornby) structural grammar is needed and then a learner will easily learn the target language with the help of his native language (L1). He would enjoy learning English at the advanced stage through TGG (Chomsky).","internal_url":"https://www.academia.edu/91914695/Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching","translated_internal_url":"","created_at":"2022-11-30T03:25:08.785-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":100868835,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Role_of_the_Transformational_Generative_Grammar_and_other_Language_Learning_Theories_in_English_Language_Teaching","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":100868835,"first_name":"Dr. Meenakshi Sharma","middle_initials":null,"last_name":"Yadav","page_name":"DrMeenakshiSharmaYadav","domain_name":"kku-sa","created_at":"2019-01-22T12:48:13.642-08:00","display_name":"Dr. Meenakshi Sharma Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science"},{"id":10630,"name":"Critical applied linguistics","url":"https://www.academia.edu/Documents/in/Critical_applied_linguistics"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar"},{"id":34875,"name":"Morphology and Syntax","url":"https://www.academia.edu/Documents/in/Morphology_and_Syntax"},{"id":65227,"name":"Transformational and Generative Grammar","url":"https://www.academia.edu/Documents/in/Transformational_and_Generative_Grammar"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar"},{"id":128900,"name":"Generative grammar","url":"https://www.academia.edu/Documents/in/Generative_grammar"},{"id":198360,"name":"Pedagogical English Grammar","url":"https://www.academia.edu/Documents/in/Pedagogical_English_Grammar"},{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL"},{"id":857478,"name":"Relational Grammar","url":"https://www.academia.edu/Documents/in/Relational_Grammar"},{"id":1215270,"name":"ICT In Teaching and Learning English Language","url":"https://www.academia.edu/Documents/in/ICT_In_Teaching_and_Learning_English_Language-1"},{"id":1224562,"name":"Syntax of English as a Second Language","url":"https://www.academia.edu/Documents/in/Syntax_of_English_as_a_Second_Language"},{"id":1257161,"name":"Comparative Grammar English-Spanish","url":"https://www.academia.edu/Documents/in/Comparative_Grammar_English-Spanish"},{"id":1577037,"name":"Emergent Grammar","url":"https://www.academia.edu/Documents/in/Emergent_Grammar"},{"id":2662114,"name":"Comparative Ethiopic and Old English Grammar","url":"https://www.academia.edu/Documents/in/Comparative_Ethiopic_and_Old_English_Grammar"},{"id":3348209,"name":"Traditional English Grammar","url":"https://www.academia.edu/Documents/in/Traditional_English_Grammar"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="91914623"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/91914623/A_Determined_Observation_and_the_Investigation_of_Moby_Dick_as_a_Symbol_of_Evil"><img alt="Research paper thumbnail of A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil" class="work-thumbnail" src="https://attachments.academia-assets.com/96968830/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/91914623/A_Determined_Observation_and_the_Investigation_of_Moby_Dick_as_a_Symbol_of_Evil">A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil</a></div><div class="wp-workCard_item"><span>International journal of linguistics, literature and translation</span><span>, Mar 1, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">APA Cite:- Yadav, M. S., & Yadav, M. K. (2019). A Determined Observation and the Investigation of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">APA Cite:- Yadav, M. S., & Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from <a href="https://al-kindipublisher.com/index.php/ijllt/article/view/4341" rel="nofollow">https://al-kindipublisher.com/index.php/ijllt/article/view/4341</a> <br />Abstract: This paper investigates the themes and symbols of evil, pain, and suffering in <br />the novel, Moby Dick (1851) by Herman Melville, in which the narration is <br />about a whale namely Moby Dick that attacked on the ship crew deadly in the <br />ocean while the whale is in the white color which ought to be a symbol of the <br />good spirit or the angel of the sea; but his evil nature and destructive attempts <br />on the voyagers reveal him with a terrible and dreadful appearance which <br />personifies and symbolizes to place for an evil object. The white whale, Moby <br />Dick is an antagonist that plays a vital, dominant, and prominent role of the <br />main character in the novel. Here, Moby Dick is not only a book about the <br />protagonist Ahab’s quest for the White Whale, but Moby Dick also is an <br />experience of the quest. It is full of the sea and the religious symbols. In this <br />novel, symbols are based on both characters and objects. Some symbols are <br />based on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah, <br />whereas the objects, such as the White Whale - Moby Dick, the ship Pequod <br />and the sea and the Cogfin. Related to the theory of symbolism, there are three <br />kinds of symbols – natural symbols, conventional symbols, and private <br />symbols. The mechanism of symbols has been applied in the form of pain and <br />suffering in this paper that proves the white whale, Moby Dick is as a private <br />symbol of an ambiguous creature precisely evil because of its evil nature and <br />the destructive attempts throughout the novel.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="dd861ee6b301978629036cca935a078b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96968830,"asset_id":91914623,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96968830/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="91914623"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="91914623"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 91914623; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=91914623]").text(description); $(".js-view-count[data-work-id=91914623]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 91914623; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='91914623']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 91914623, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "dd861ee6b301978629036cca935a078b" } } $('.js-work-strip[data-work-id=91914623]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":91914623,"title":"A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil","translated_title":"","metadata":{"doi":"10.32996/ijllt.2019.2.2.30","issue":"2","volume":"2","abstract":"APA Cite:- Yadav, M. S., \u0026 Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from https://al-kindipublisher.com/index.php/ijllt/article/view/4341\r\nAbstract: This paper investigates the themes and symbols of evil, pain, and suffering in\r\nthe novel, Moby Dick (1851) by Herman Melville, in which the narration is\r\nabout a whale namely Moby Dick that attacked on the ship crew deadly in the\r\nocean while the whale is in the white color which ought to be a symbol of the\r\ngood spirit or the angel of the sea; but his evil nature and destructive attempts\r\non the voyagers reveal him with a terrible and dreadful appearance which\r\npersonifies and symbolizes to place for an evil object. The white whale, Moby\r\nDick is an antagonist that plays a vital, dominant, and prominent role of the\r\nmain character in the novel. Here, Moby Dick is not only a book about the\r\nprotagonist Ahab’s quest for the White Whale, but Moby Dick also is an\r\nexperience of the quest. It is full of the sea and the religious symbols. In this\r\nnovel, symbols are based on both characters and objects. Some symbols are\r\nbased on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,\r\nwhereas the objects, such as the White Whale - Moby Dick, the ship Pequod\r\nand the sea and the Cogfin. Related to the theory of symbolism, there are three\r\nkinds of symbols – natural symbols, conventional symbols, and private\r\nsymbols. The mechanism of symbols has been applied in the form of pain and\r\nsuffering in this paper that proves the white whale, Moby Dick is as a private\r\nsymbol of an ambiguous creature precisely evil because of its evil nature and\r\nthe destructive attempts throughout the novel. ","publisher":"Al-Kindi Center for Research and Development","page_numbers":"62-70","publication_date":{"day":1,"month":3,"year":2019,"errors":{}},"publication_name":"International journal of linguistics, literature and translation"},"translated_abstract":"APA Cite:- Yadav, M. S., \u0026 Yadav, M. K. (2019). A Determined Observation and the Investigation of Moby Dick as a Symbol of Evil. International Journal of Linguistics, Literature and Translation, 2(2), 62–70. Retrieved from https://al-kindipublisher.com/index.php/ijllt/article/view/4341\r\nAbstract: This paper investigates the themes and symbols of evil, pain, and suffering in\r\nthe novel, Moby Dick (1851) by Herman Melville, in which the narration is\r\nabout a whale namely Moby Dick that attacked on the ship crew deadly in the\r\nocean while the whale is in the white color which ought to be a symbol of the\r\ngood spirit or the angel of the sea; but his evil nature and destructive attempts\r\non the voyagers reveal him with a terrible and dreadful appearance which\r\npersonifies and symbolizes to place for an evil object. The white whale, Moby\r\nDick is an antagonist that plays a vital, dominant, and prominent role of the\r\nmain character in the novel. Here, Moby Dick is not only a book about the\r\nprotagonist Ahab’s quest for the White Whale, but Moby Dick also is an\r\nexperience of the quest. It is full of the sea and the religious symbols. In this\r\nnovel, symbols are based on both characters and objects. Some symbols are\r\nbased on such characters as Ishmael, Queequeg, Ahab, Eliza, and Fedallah,\r\nwhereas the objects, such as the White Whale - Moby Dick, the ship Pequod\r\nand the sea and the Cogfin. Related to the theory of symbolism, there are three\r\nkinds of symbols – natural symbols, conventional symbols, and private\r\nsymbols. The mechanism of symbols has been applied in the form of pain and\r\nsuffering in this paper that proves the white whale, Moby Dick is as a private\r\nsymbol of an ambiguous creature precisely evil because of its evil nature and\r\nthe destructive attempts throughout the novel. 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However, during the Covid-19 Pandemic, where on the one side, the whole world was searching for a solution to cope with the situation on the other side online learning demonstrated a substantial alternative. The present paper aimed to investigate the teachers and students’ perceptions of the emergency online learning process, especially for intensive English writing courses. The study is descriptive using the qualitative research methodology. The two focus groups (teacher and student) are interviewed, consisting of 42 participants, asking open-ended questions mainly about the benefits and challenges of the writing course during the Pandemic. The paper ends with the teachers and students’ positive response that indicates the thrilled and jubilant welcome of the synchronized online/virtual learning in the latest situation that emerged ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6a381fdf3a371563a354ae64d36683ab" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":90174864,"asset_id":85491666,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/90174864/download_file?st=MTczMjgxMDQ0Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="85491666"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="85491666"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 85491666; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=85491666]").text(description); $(".js-view-count[data-work-id=85491666]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 85491666; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='85491666']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 85491666, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6a381fdf3a371563a354ae64d36683ab" } } $('.js-work-strip[data-work-id=85491666]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":85491666,"title":"Exploring Teachers and Students’ Perceptions towards Emergency Online Learning Intensive English Writing Course during COVID-19 Pandemic","translated_title":"","metadata":{"abstract":"For ages, teaching and learning face-to-face has been very popular and considered the best way to achieve knowledge and accomplish academic activities. 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Teaching to the L2 Learners</a></div><div class="wp-workCard_item"><span>International Journal of Research</span><span>, Mar 31, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80234653"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80234653"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80234653; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = 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Yadav","url":"https://kku-sa.academia.edu/DrMeenakshiSharmaYadav"},"attachments":[],"research_interests":[],"urls":[{"id":20905699,"url":"https://journals.pen2print.org/index.php/ijr/article/view/20487"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="80234650"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/80234650/Analysis_and_the_Comparative_Study_of_the_Critical_and_Creative_Process_in_the_Poetry_of_T_S_Eliot"><img alt="Research paper thumbnail of Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. S. Eliot" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/80234650/Analysis_and_the_Comparative_Study_of_the_Critical_and_Creative_Process_in_the_Poetry_of_T_S_Eliot">Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. S. Eliot</a></div><div class="wp-workCard_item"><span>Social Science Research Network</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The subject of this paper is to investigate the creative and critical process in the poetry of T....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The subject of this paper is to investigate the creative and critical process in the poetry of T. S. Eliot systematically. There are some sardonic undercurrents that can be seen running through Eliot’s poetry which have an analytical as well as a creative process. A detailed reference comparative study has been underpinned to the poems of Wordsworth’s “Composed upon Westminster Bridge”, John Keats’s “Ode to a Nightingale”, Arthur Mizener’s “To Meet Mr. Eliot”, W. B. Yeats’s “The Lake Isle of Innisfree” and “The Second Coming”, F. R. Leavis’s “The Significance of the Modern Waste Land”, and Allen Tate’s “On Ash Wednesday”, have also been referred in which the creative and critical process has been critically analyzed with the selected poems of T. S. Eliot for their scientific discourse analysis. Keywords--Expunging, Pastiche, Irrevocable, Disjointedness, Impersonalized, Defeatism. Weblinks: <a href="https://www.psychosocial.com/article-category/issue-6/" rel="nofollow">https://www.psychosocial.com/article-category/issue-6/</a> <a href="https://www.psychosocial.com/article/PR260567/17977/" rel="nofollow">https://www.psychosocial.com/article/PR260567/17977/</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="80234650"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="80234650"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 80234650; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=80234650]").text(description); $(".js-view-count[data-work-id=80234650]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 80234650; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='80234650']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 80234650, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=80234650]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":80234650,"title":"Analysis and the Comparative Study of the Critical and Creative Process in the Poetry of T. 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