Department of English
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Item 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 10062Regardless 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.Item 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 10058This 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.Item 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 10047This 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 marketplaceItem 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 10049This 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.