Browsing by Author "Dr. Aasia Nusrat"

Now showing 1 - 20 of 20

A Comparative Study of Chatbot-Based Feedback and Traditional Teacher Feedback in Correcting Focused Grammatical Errors of ESL University Students
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Sabahat Abrar; FA23-REL-021; Dr. Aasia Nusrat; LHR TP 9746
This research examines the comparative efficacy of chatbot-generated feedback through Replika and conventional teacher feedback in the correction of targeted grammatical errors among Pakistani ESL university students. Taking a mixed-method, quasi-experimental approach, the study was carried out for five weeks on 60 volunteers who were randomly assigned to experimental and control groups. Grammatical mistakes in students' writing were analyzed and classified with Ferris's (2006) taxonomy, including both treatable and untreatable error categories. Although error categories were all reviewed, verb tense/form and prepositions were the most common in the pretest and were chosen for specific feedback. SPSS (version 26) was used to analyze the quantitative data, and semi-structured interviews were analyzed using Braun and Clarke's (2006) thematic analysis. The research was conceptualized on the basis of Activity Theory (Engeström, 1987), which positioned the application of tools; AI-driven feedback through Replika and conventional written corrective feedback as teachers of the learning process in the classroom context. Findings indicated that the control group receiving teacher feedback performed significantly better than the experimental group in reducing grammatical errors. Nonetheless, students in the experiment group indicated positive attitudes towards AI feedback, enumerating its immediacy, clarity, and convenience despite some technical constraints. The study indicates that although teacher feedback is still better in enhancing grammatical correctness, a combination of AI-based tools with conventional approaches could yield a wider and more effective feedback experience for ESL learners.
An Investigative Study of ESL Teachers’ and Students’ Attitudes towards Corrective Feedback
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2017) Gulshan Shahzadi; SP16- REL-014; Dr. Aasia Nusrat; LHR TP 4844
The study aims to analyze the students’ and teachers’ attitudes towards teachers’ corrective feedback on the language errors of ESL students. The present study also analyzed the students’ attitudes on the basis of their gender and educational background. Teachers’ attitudes with respect to their teaching experienced explored. The population of this study is 200 students (121 males and 79 females) and 12 ESL teachers (2 males and 10 females). The participants are the undergraduate students and the ESL teachers of the COMSATS Institute of Information and Technology Lahore. In the study four instruments are used to achieve the objectives of the study: 1) Teachers’ questionnaire; 2) Students’ questionnaire; 3) Teachers’ interviews and 4) Students’ interview. The analysis of the data shows that teachers and students have positive attitudes towards the corrective feedback of teachers on the students’ language errors. The results reveal that students and teachers considered the feedback necessary for the effective learning. The teachers’ corrective feedback is a very significant technique to improve the students’ second language speaking and writing. A t-test analysis indicates no significant difference between the attitudes of students and teachers towards the corrective feedback on the basis of their gender and educational background. To investigate the impact of teachers’ language teaching experience on their attitude to corrective feedback, t-test analysis is used. The findings reveal no significance difference between the teachers’ attitudes with respect to their language teaching experience.
Comparing Grammarly Feedback and Teacher Feedback in ESLWriting: AQuantitative Study of Students’ Perceptions
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Fatima Afzaal; CIIT/SP24-MEL-004/LHR; Dr. Aasia Nusrat; LHR TP 10049
This study investigated ESL university students’ perceptions of teacher-written feedback and automated feedback provided by Grammarly in academic writing, with the aim of exploring the benefits, challenges, and overall effectiveness of each feedback modality. Grounded in Sociocultural Theory, the study examined how human and technological mediators support learners’ writing development, skill improvement, and autonomy. A quantitative research design was employed, involving 40 non-English major undergraduate students from two intact classes at a Pakistani university, purposively sampled based on prior English proficiency. One group of 20 students received teacher-written feedback, while the other 20 students received automated feedback via Grammarly across a four-week guided writing intervention. Data were collected using a structured questionnaire designed to measure perceived benefits, skill improvement, perceived challenges, and overall effectiveness of feedback. Reliability analyses indicated high internal consistency across the scale (Cronbach’s α = 0.70–0.82). Descriptive statistics revealed that students recognized multiple benefits from both feedback types, including enhanced accuracy, motivation, and awareness of recurring errors. Independent samples t-tests indicated no statistically significant differences between groups in perceived benefits, skill improvement, or perceived challenges, while teacher feedback was perceived as significantly more effective overall (t = 2.496, p = .017). The findings highlight the complementary nature of teacher and automated feedback: teacher feedback supports higher-order skills such as coherence, organization, and argumentation, while Grammarly facilitates surface-level linguistic accuracy, autonomous revision, and self-monitoring. The study underscores the importance of an integrated feedback approach in ESL writing instruction, combining human interpretive guidance with automated support to maximize learning outcomes. Pedagogical implications include the need for targeted instruction in interpreting automated feedback and prioritizing teacher feedback for conceptual and discourse-level guidance. Limitations related to sample size, self-reported measures, and study duration are discussed, alongside recommendations for longitudinal and performance-based research. The study contributes to the understanding of feedback-mediated learning in ESL contexts and provides evidence-based strategies for optimizing both teacher and technology- enhanced writing instruction.
Conversation Analysis of British and American Entertainment TV Talk-Shows: A Comparative Study
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Shazia Sarwar; FA16-REL-007; Dr. Aasia Nusrat; LHR TP 5168
This study endeavors to present the contrastive analysis of the conversational process of TV entertainment talk shows between two native English countries. The analysis focuses on the way of using conversational aspects such as turn-taking, response tokens and topic organization by native English speakers and the purposes to be achieved through these conversational aspects during the interaction on the TV talk shows. The data are taken from two talk shows one from UK and one from USA; one full episode of The Graham Norton Show (UK) and one full episode of The Tonight Show Starring Jimmy Fallon (USA). Mixed-methods approach is applied to find the difference regarding the use and purpose of using these conversational aspects by native English speakers including the host and guest(s) of both of the shows. Turn-taking and response tokens are analyzed quantitatively to differentiate between the conversational processes in terms of frequency in the use of these aspects in the shows understudy by dividing the episode into its beginning, middle and ending sections. In the qualitative analysis section topic organization, turn-taking and response token are analyzed to find out various purposes behind the use of these conversational aspects in both of the shows understudy. The findings reveal that in both of the shows the same conversational aspects were used to achieve same purposes but in a different manner in order to make the conversation a successful one. The study concludes that the findings can provide the learners and teachers of English as target language with a guideline to enhance their communicative skills as well as to maintain the flow of their conversation in English language.
Effect of English as Instructional Language on Teacher Learning: An Analysis of Government Teachers Education in Pakistan
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Rabea Saeed; SP17-REL-002; Dr. Aasia Nusrat; LHR TP 5315
Teacher educator development has taken integral position in education sector, and, with launch of various programmes, the emphasis on using English as medium of instructions (EMI) in teacher education has increased too. However, language proficiency of teacher educators, who are placed in EMI immersion programmes, stands as one the biggest challenge not only in Pakistan but globally too (Huq, 2018). Teacher Language Awareness (TLA) (Andrews, 2007) framework connects teacher language awareness to pedagogical content, and reveals that a teacher educators language awareness, with respect to both declarative and procedural knowledge, affects the pedagogical content knowledge. Applying this framework, written assessments of non-native teacher educators (Pakistan) are assessed and analysed. Present study is mix-method research that uses qualitative and quantitative methods for data analysis. Value of relationship coefficient ‘r’ between EMI and teacher performance reveals a strong downhill relationship indicating negative effect of EMI on teacher performance in Pakistani context. Similarly, a qualitative analysis of the assessments reveals that EMI inversely affects subject matter cognitions. These findings necessitate measures to be taken which could help improve language proficiency of the teacher educators, as well as reconsider the choice of medium for maximum output and effective learning.
Examining Racial and Gender Biasness: A Multimodal Critical Discourse Analysis of Memes Framing the Speeches of Kamala Harris
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Fatima Kanwal; SP23-REL-013; Dr. Aasia Nusrat; LHR TP 9731
Despite many researches on intersectionality, this research focuses on racism and gender stereotypes in memes, particularly within the political context of Kamala Harris.The objective of this research is to invesigate certain communication tools, such as irony, humour and pathos which are interpreted in memes depicting Harris' speeches and how the textual and visual components of memes are responsible for racial and gender inequality. The data consists of 16 internet memes which are sampled purposively. Through a qualitative approach, this study uses Multimodal Critical Discourse Analysis (MCDA) by Kress and Leeuwen’s (2006) framework to investigate how political memes shape gender and racial stereotypes about Kamala Harris. MCDA enables the researcher to focus at how the text and images in memes convey meaning. Highlight the context that suggest to Harris’ political persona and public pronouncements, 16 memes were carefully selected from YouTube Reels, Facebook, Instagram, and Twitter between 2021 and 2024. Results show that memes misrepresent Kamala Harris by having visual-textual manipulation, humor, and irony to uphold gender and racial stereotypes. Her political credibility is indirectly undermined by these memes, which portray her as emotionally unstable, unqualified, or dependent on manlike characters. It was further suggested to investigate the effect of publi
Exploring the Impact of Mobile Learning (Mlearning) on Vocabulary Acquisition
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Raheela Naz; FA16-REL-012; Dr. Aasia Nusrat; LHR TP 5172
This study investigated the impact of an online mobile game Kahoot on English vocabulary acquisition of undergraduate students and establish how mobile game-based technology aids in improving the English vocabulary skills. An experimental design helped to determine the influence of the mobile game intervention on the learning process over the traditional paper-based English vocabulary acquisition method. Following a pre-test/post-test design, sixty undergraduate students from two classes randomly divided into a control and an experimental group participated in the present study. Each group contained 30 students who either used conventional paper-based methods or vocabulary learning mobile game over a period of six weeks. The findings of this study statistically analyzed via independent t-tests at the end of the experimental period indicated that students using the mobile game Kahoot had greater achievement in learning vocabulary than those using the traditional method in learning vocabulary. However, the results revealed no significant difference in vocabulary scores between male and female students who participated in traditional paper-based and mobile game-based learning methods. Thus, it would be essential to create awareness among the educators that the use of the new smart phone gaming technology is an effective tool for teaching and learning new vocabulary.
Flouting of Gricean Maxims: An Analysis of Pakistani Comedy Talk Shows
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Ayesha Kinz ul Eman; FA16-REL-011; Dr. Aasia Nusrat; LHR TP 5171
The study is carried out to investigate the phenomenon of flouting of Grice maxims in Urdu language with respect to Urdu comedy talk shows “Hasb-e-haal” and “Khabarnaak”. The reason why the researcher chooses this study because in the political talk shows flouting occurs when individual intentionally do not apply the maxims in order to persuade their listeners to derive the hidden meaning behind what is said, that is, the speakers employ implicature. The main purpose of this study is to find out how flouting create comedy and which is the frequently flouted maxim and reasons behind it. It is a qualitative study that focuses on flouting of maxim. The data of this research are interviews from only that part of the show in which current political issues have been discussed by the mimic artists of politicians and 40 instances from both the shows are selected. Based on the analysis, in results there are two points; first data analysis shows that every type of maxims is flouted by the participants in order to create comedy. Second, the most flouted maxim is manner maxim with 62.5% because participants using vague and ambiguous information which the implicature shows that interviewer and interviewee wants their audience to look for the hidden meaning.
Impact of Automated Written Evaluated (AWE) Feedback on English Writing Accuracy of ESL University Students of Pakistan.
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Shiza Azam; CIIT/SP23-REL-022/LHR; Dr. Aasia Nusrat; LHR TP 10062
Regardless of a lot of researches on use of Automated Written Evaluation (AWE) on students of English as a Second Language (ESL), this Quasi Experimental study examines the long term impact of Automated Written Evaluation Feedback (AWEF) on ESL students of Pakistani University. This study employed this technique because of its significance in examining the impact of AWE and with this design; this study explored how AWE with Grammarly helps students in improving English writing quality. Three testing occasions including Pre-Test, Post- Test and Delayed Post-Test were employed to examine the long term relative efficacy of AWE and Teacher Feedback. Over the course of semester, 60 students were divided into two groups: Experimental and Control group and were provided AWE feedback and Teacher feedback relatively. The study used quantitative techniques including t-test and ANOVA and focused on particular errors categories comprising Subject Verb Agreement, Article Usage and Spelling. The results of the post test showed that both groups, AWE and Teacher Feedback, contributed in short term improvement but the results of delayed post-test revealed that the students from the treatment group retained the improvement and showed a statistically notable improvement. This study advances the understanding of technological use in language acquisition and also pedagogically raises the prospect of using AWE along with teacher feedback to foster learning using limited resources. This study was concluded with discussion and limitations of this study.
Impact of Jigsaw Technique on the Reading of ESL University Learners in Pakistan
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2020) Khushbakhat Ali; FA18-REL-006; Dr. Aasia Nusrat; LHR TP 6002
This research work attempts to determine the effectiveness of jigsaw technique in English reading comprehension and it also aims to determine the responses of students to the usage of jigsaw strategy in Pakistan. The data were collected from classrooms by giving jigsaw treatment, and through interviews. The mixed method research design was used to find out the effectiveness of jigsaw intervention. Following a quasi-experimental research design, fifty four undergraduate students of COMSATS University Islamabad, Lahore Campus from four classes were divided randomly into an experimental and a control group to participate in the present study. Each group contained 27 students who could use either jigsaw strategy for reading comprehension task or individual learning over a period of eight weeks. The data obtained from pretest and posttests was analyzed through SPSS. The findings of this work were statistically analyzed through Wilcoxon Signed Ranks test at the final stage of the experimental period. Semi structured interviews were used as an instrument to know about the degree of importance of jigsaw technique according to students’ perceptions. The data analysis through nonparametric Wilcoxon Signed Ranks test showed that the prominent difference exists in the scores of posttest means between both the groups which were control and experimental group. The results of interviews’ analysis also revealed that students found jigsaw strategy as cooperative method of learning which was more impressive and helpful for their English reading comprehension skills. They stated that it could help them to improve their vocabulary, pronunciation etc. and they could share their ideas with each other which enhanced their knowledge. Therefore, this technique would be important for teachers and students alike to help students upgrade their reading comprehension skills of students.
Investigating ESL Undergrad Pakistani Students’ Vocabulary Learning Strategies with Respect to Gender
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Farhana Ahsan Javed; FA16-REL-016; Dr. Aasia Nusrat; LHR TP 5319
This research study is intended to explore vocabulary learning strategies of undergraduate English as second language students at COMSATS University Lahore, Pakistan. The main purpose of this study is to investigate the most and the least frequently used vocabulary learning strategies, to find out significant difference between male and female students in learning strategies for vocabulary, and to explore the types of strategies for learning vocabulary employed by undergraduate students. Data are collected through questionnaire and interviews. Questionnaire of vocabulary learning strategies is based on Schmitt’s taxonomy (1997). Semi structured interview is conducted to find out what strategies undergrad students employ in learning vocabulary to get in depth detail concerning vocabulary learning strategies. There were 300 participants involving 157 female students and 143 male students who filled the questionnaire. There were 8 participants who were randomly selected for Interview. Descriptive Statistics (Statistical Package for Social Sciences (SPSS), Version 23), Independent sample t-test and ANOVA (Analysis of Variance) are used to analyze data. The findings of this study revealed that there is significant difference between males and females in using strategies for learning vocabulary. Female students most frequently used memory strategies whereas male students use determination strategies. Concerning the most and the least frequently used vocabulary learning strategies, determination strategies are used most frequently, and cognitive strategies are least frequently used by the ESL undergraduate students. Large number of variance is found in the usage of group of strategies for learning vocabulary by the students.
Language, Nature, and the Framing of Death: An Ecolinguistic Analysis of Muneer Niazi’s Taiz Hawa Aur Tanha Phool
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Amina Arif; CIIT/SP24-MEL-014/LHR; Dr. Aasia Nusrat; LHR TP 10058
This thesis explores how Urdu lyric poetry, in this case, Taiz Hawa Aur Tanha Phool by Muneer Niazi (1994), is important in solving the global environmental crisis by promoting localized environmental ethics in Pakistan. The study uses the Ecological Discourse Analysis (EDA) according to the six-part framework of Arran Stibbe (Identity, Ideology, Salience, Metaphor, Conviction, and Erasure) to systematically deconstruct the way Niazi uses language as a positive, ecocentric discourse. The study is based on a qualitative, constructivist-interpretivist design, which examines twenty purposively sampled poems to fulfill two main goals: to examine how identity, ideology, and salience facilitate eco-consciousness, and to examine how metaphor, conviction, and erasure re-brand human mortality as an ecological flow. The main thesis is that Niazi manages to create an ecocentric worldview through the active agency of non-human things (challenging erasure), the creation of strong cyclical metaphors, and the creation of a moral belief in interdependence. This discussion moves the study of Niazi beyond conventional social interpretations, using a global approach to non-Western lyrical poetry and providing a resource base to South Asian ecocriticism and environmental communication.
Phallogocentrism, Discourse, Linguistic Discursive, Feminist CDA
(Library Information Servicers COMSATS University, Lahore Campus, 2021-11-25) Sara Bilal; CIIT/FA19-REL-014/LHR; Dr. Aasia Nusrat; LHR TP 7455
Heteroglossic practices against monolingual policy of a school is a reality that needs to be investigated in linguistic research. In Cambridge classrooms, particularly in Asia, bilingual mode of communication is evident even if it is heavily disguised under the shadow of a monolingual policy. A need arises to understand how two different languages play their role in second language learning, inside a classroom. Observing the global trends in second language learning, many countries have embraced the intersection of a student’s mother tongue. However, in Asia, particularly in Pakistan, this was yet to be explored by the stakeholders in the education arena (Chimbutane, 2011; Garcia, 2009). To do so, the researcher drew on sociocultural (Bakhtin, 1981; Vygotsky, Mind in Society: The Development of Higher Psychological Processes, 1978) and cognitive (Collier, 1995; Cummins, 1979; 1981) theoretical perspectives. These theoretical perspectives permit recognition of the importance of native languages in the development of literacy in a second language (L2), as well as the importance of sociocultural contexts as influences on literacy learning (Bakhtin, 1981; Vygotsky, Mind in Society: The Development of Higher Psychological Processes, 1978). The findings showed that traditionally, students used their multilingual resources in speaking practices, even when they were required to use one language. These practices suggest that mixed utterances helped students understand the content to a wider range, establishing a need to revisit monolingual policy.
Power and Ideology: A Critical Discourse Analysis of Netanyahu’s 2023 UN Speech on Gaza Conflicts
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Nimra Ayub; FA23-REL-018; Dr. Aasia Nusrat; LHR TP 9744
Political discourse is a strong instrument between two different levels of public awareness, policy decisions, and moderating state actions. The political leadership of war-prone areas such as the Middle East uses rhetoric to build up narratives connecting the themes of nation-building narratives, maintaining power, and the orientation of international relations. This study will undertake a critical analysis of the UNGA speech by Israeli Prime Minister Benjamin Netanyahu in the year 2023. The above argument was tested by applying Fairclough’s Three-Dimensional Model of Critical Discourse Analysis (CDA) that interprets Netanyahu’s linguistic strategies, rhetorical framing, and ideological construction. The research critically analyzes how Netanyahu depicts Israel as a defensive and peace-seeking state while presenting Iran and Palestinian leadership as existential threats. In his discourse, he not only legitimates Israel’s strategic alliances but also delegitimizes Palestinian complaints through an argument, furthermore, to analyze the reaction and reporting of the international media as well as electronic media, this research has applied Van Leeuwen’s Model of Social Actor Representation. Media framing plays a critical role in modeling global perceptions and awareness of conflicts, and this study assesses how media outlets depict Netanyahu as a strong and visionary leader, whereas left-leaning Western and Arab media frame his speech as a justification for occupation and military aggression. By analyzing media interpretations, this research highlights how political discourse is strategically recontextualized to serve ideological narratives and geopolitical interests. This study adds to the body of research work on Critical Discourse Analysis, indicating how a particular type of language plays the role of a tool of control in international diplomacy. Through the deconstruction of Netanyahu’s speech and what the media made of it, this paper will highlight the contribution made by language as a legitimizing factor of geopolitical actions. At its core, therefore, this study emphasizes the imperativeness of critically engaging with political discourse in forming an opinion that encourages both the scholar and the policymaker, as well as the media practitioner, to question the mainstream narrative and detect the role of rhetoric in shaping conflicts around the world
Relationship of ESL Pakistani Learners Learning Styles and Writing Strategies: A Correlative Study
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2023) Ashique Ali; FA21-REL-006; Dr. Aasia Nusrat; LHR TP 8481
This study deals with the relationship of ESL learning styles and ESL writing strategies used by the ESL Pakistani University learners to learn and improve their method to gain new information (Felder & Brent, 2005). Through the random sampling 200 students studying ECC (English Comprehension and Composition) from the COMSATS University-Lahore Campus at undergraduate level were selected to collect data. A quantitative research design has been followed. To investigate the preferred learning styles Reid‟s (1984) questionnaire (PLSQ) has been used to know the highly and low adopted style. To know the writing strategies at before writing stage, when writing stage and revising stage Petric and Czarl‟s (2003) questionnaire has been used as a tool. Descriptive statistics like mean score and standard deviation has been done to know the use of learning styles and writing strategies at high and low. Furthermore, Pearson Correlation is used to know the correlation between learning styles and writing strategies. Findings show that the most preferred learning styles of COMSATS Lahore are visual and auditory. With respect to ESL writing strategies, they use writing strategies but at the revising stage they use the most. Moreover, there is significant correlation between learning styles and writing strategies as p < 0.05. The study is helpful in pedagogy as it helps the teacher to become familiar with students learning styles and syllabus designer can design syllabus according the preferred learning styles of the students. This study also recommends the future researchers investigate learning style in relation to other variables.
Social Identity Construction in Migration Narrative: A Critical Stylistic Analysis of Mohsin Hamid’s Exit West
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2020) Rida Fatima; FA18-REL-001; Dr. Aasia Nusrat; LHR TP 5998
This thesis analyzes the construction of social identity in the migration narrative of Mohsin Hamid’s Exit West (2017) with a special focus on the engagement of text with the identity construction by using tools of textual conceptual functions from Lesley Jefferie’s Critical Stylistics (2010) for codification and Laclau and Mouffe’s Political Discourse Theory (2010). This study explores the ways that how the migrant characters engage with these concepts and how their representation destabilizes the dominant and traditional meaning of identity. For the migrant protagonists in Exit West (2017), the notion of identity is not strictly defined in relation to their place of origin or to any affiliation with a particular place. In other words, the narrative in the text is centered on the fact that although the migrants initially define identity in strict association to their homeland or place of origin, this subsequently changes as they move out of their city of birth and encounter various places and cultures. In the Findings section, this study shows the identity issues of the migrant characters and their problems in social spheres
Social Identity Construction in Migration Narrative: A Critical Stylistic Analysis of Mohsin Hamid’s Exit West
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2020) Rida Fatima; FA18-REL-001; Dr. Aasia Nusrat; LHR TP 5998
This thesis analyzes the construction of social identity in the migration narrative of Mohsin Hamid’s Exit West (2017) with a special focus on the engagement of text with the identity construction by using tools of textual conceptual functions from Lesley Jefferie’s Critical Stylistics (2010) for codification and Laclau and Mouffe’s Political Discourse Theory (2010). This study explores the ways that how the migrant characters engage with these concepts and how their representation destabilizes the dominant and traditional meaning of identity. For the migrant protagonists in Exit West (2017), the notion of identity is not strictly defined in relation to their place of origin or to any affiliation with a particular place. In other words, the narrative in the text is centered on the fact that although the migrants initially define identity in strict association to their homeland or place of origin, this subsequently changes as they move out of their city of birth and encounter various places and cultures. In the Findings section, this study shows the identity issues of the migrant characters and their problems in social spheres
The Erasure of Nature in Corporate Greenwashing: An Ecolinguistic Analysis of Environmental Claims in Multinational Advertisements in Pakistan.
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2025) Ajwa Sarosh Azhar; CIIT/SP24-MEL-002/LHR; Dr. Aasia Nusrat; LHR TP 10047
This study aims to explore how multinational companies market environmental sustainability through "greenwashing" their marketing communication. It focuses on how these companies make "green" claims using linguistic techniques to trick consumers into thinking they are environmentally responsible. The researcher has selected twelve advertisements from an intentional sample of eight multinational companies. Dove, Pond's, Hemani Herbal, Garnier, Ariel, Surf Excel, Bonus, and Express Power. To better understand the issue, a mixed-method approach has been used for this study. The qualitative analysis was conducted through Stibbes Ecolinguistic analysis of the advertisements from the eight selected companies. The quantitative analysis was conducted through a closed-ended Likert-type survey that was given to 200 participants. The SPSS software was then used to analyze the data generated from the quantitative analyses. Qualitative analysis discovered that all of the companies assessed were using language such as "chemical-free," "pure," "organic," and "all-natural." The use of metaphorical language (cleanliness, purity, natural harmony) in the advertisements further reinforced these misleading bio facts. Results of the quantitative analysis showed that participants were aware of certain corporate practices of exploiting consumers through greenwashing; however, they were still impacted by the eco-linguistic cues employed in the advertisements. In summary, this study found that multinational corporations used the linguistic and symbolic tools at their disposal to create an environmentally friendly narrative that influences consumer perception, while simultaneously hiding their lack of true environmentally sustainable endeavor. This study has shown that, in order to establish stronger regulatory control over and enhance the integrity of the way advertising is performed in Pakistan, greater transparency in the methods of communicating an environmental message will need to be established in the marketplace
THE STUDY OF IDEOLOGICAL REPRESENTATION OF MUSLIMS IN HOLLYWOOD CINEMA: CRITICAL DISCOURSE ANALYSIS
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2018) Arfa Aemen; FA16-REL-005; Dr. Aasia Nusrat; LHR TP 5317
The current study aims at finding out how Hollywood presents the image of Muslims in a negative way through the source of media. The study exposes the way film directors and writers set their aim to propagate against Muslims with the presentation of language in forms of dialogues. Critical Discourse Analysis as a research tool has been used to analyze the corpus of two Hollywood movies: The Kingdom (2007) and Zero Dark Thirty (2011) which were produced after 9/11 Twin Tower attack. Both Hollywood movies are based on the terrorism genre in which Muslims are depicted as terrorist. Fairclough’s three dimensional model (1989) has been used to explore linguistics features and discourse structures. Three levels of Fairclough’s (1989) model (descriptive, discursive and social practices) analyze the text on each level separately. The findings reveal that discourse of terrorism is embedded in the text which represents Muslims with the tag of terrorists. It has been examined that through hidden ideology and manipulated language, Muslims are labeled as terrorists and biased picture is shown in Hollywood movies. The findings indicate that Muslims received negative coverage and an exaggerated picture of being shown as terrorists is drawn on a big scale of media and it is very difficult to perceive the true side of the picture.
Union of Myth and Romance: A Study of ‘The Chronicles of Narnia’ as a Realm of Northrop Frye’s Literary Archetypes
(Library Information Services, COMSATS University Islamabad, Lahore Campus, 2022) Maryam Nawaz; FA20-REL-001; LHR TP 7905; Dr. Aasia Nusrat
This research investigates C.S Lewis’ The Chronicles of Narnia as a unification of myth and romance in the realm of Northrop Frye’s literary archetypes. The concept of archetypes is deeply entrenched within the genre of children’s fiction. These patterns or archetypes help create a multilayered canvas for the literary piece of work. Abiding by the widely acknowledged patterns of art, Lewis created this masterpiece for his young audience. In Frye’s terms, the novel fits into the category of myth and romance simultaneously, providing the protagonists that qualify both as mythical and romantic heroes. Archetypes from both genres are rigorously implied in all the books of The Chronicles of Narnia. Embedded under the semiotic expression of the tale, these archetypes serve to convey non-apparent meanings to the readers through the process of symbolization. The given research studies three different forms of archetypes in the seven books of The Chronicles of Narnia that include: the hero of myth and romance, pastoral and animal imagery, and the four mythoi of romance associated with the patterns seasonal cycles. The study, to sum up, explores how the use of archetypes conveys intended meanings by the author in more effective ways which enhances readers’ understanding beyond the surface-level expression of the text.