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Investigating ESL Undergrad Pakistani Students, Vocabulary Learning Strategies with Respect to Gender

Thesis Info

Author

Farhana Ahsan Javed

Supervisor

Asia Nusrat

Department

Department of English

Program

MS

Institute

COMSATS University Islamabad

Campus Location

Lahore Campus

City

Lahore

Province

Punjab

Country

Pakistan

Subject

English Language & Literature

Language

English

Added

2021-02-17 19:49:13

Modified

2023-01-06 19:20:37

ARI ID

1676719527038

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حکیم عبدالقوی دریابادی

آہ! جناب حکیم عبدالقوی دریابادی مرحوم
جناب حکیم عبدالقوی دریا بادی کے انتقال کی خبر دارالمصنفین میں نہایت غم و اندوہ کے ساتھ سنی گئی۔ اناﷲ وانا الیہ راجعون۔
وہ جنوری ۱۹۱۳؁ء میں پیدا ہوئے تھے، اب ۷۹ برس کی حیات مستعار کے بعد جب انھوں نے رخت سفر باندھا تو محسوس ہوا کہ علم، ادب، صحافت اور طبابت ہی نہیں شرافت، مروت، وضعداری، سادگی، فروتنی اور عجز و انکسار کا ایک پیکر مجسم رخصت ہوگیا۔
مرحوم دریاباد کے اس معزز قدوائی خاندان کے چشم و چراغ تھے، جس کو دینداری، علم و فضل اور طب و حکمت میں غیر معمولی امتیاز حاصل تھا، اس خانوادے کے جدا مجد خواجہ محمد آبکشؒ، مفتی مظہر کریم اسیرانڈمان و صاحبِ فتاویٰ مظہریہ و مترجم مراصد الاطلاع اور شفاء الملک محسن طب حکیم عبدالحسیب دریا بادی کے سلسلۃ الذہب کی سب سے روشن و تابدار کڑی مولانا عبدالماجد دریا بادیؒ کی ذات گرامی تھی جو اردو ادب کے آسمان پر آفتاب بن کر چمکے، حکیم صاحب مولانا مرحوم کے داماد اور ان کے بڑے بھائی عبدالمجید صاحب مرحوم ڈپٹی کلکٹر کے سب سے بڑے صاحبزادے تھے، ڈپٹی صاحب نیک نام سرکاری عہدیدار ہونے کے علاوہ علم و ادب اور شعر و سخن کا بھی ستھرا اور اعلا ذوق رکھتے تھے۔
حکیم صاحب والد سے زیادہ اپنے نامور عم محترم کی تربیت اور سایۂ عاطفت میں رہے، دس برس کی عمر میں حفظ قرآن مجید کی نعمت سے بہرہ ور ہونے کے بعد عربی فارسی کی تعلیم حاصل کی، عربی ادب کی تعلیم انھوں نے مولانا خلیل عرب سے حاصل کی جو مولانا سیدابوالحسن علی ندوی کے بھی استاذ تھے، دونوں بزرگوں کے درمیان رشتہ اخوت و محبت کا آغاز اسی ہمدرسی کے زمانہ میں ہوا جو تمام عمر اس طرح استوار رہا کہ حکیم صاحب کی نماز جنازہ مولانا...

The Influence of Covid-19 on Indonesian Investment

The COVID-19 outbreak has had a serious impact on almost all countries in the world, including Indonesia. In response to this case, various policies began to emerge. Starting from the implementation of work from home, social distancing and physical distancing, until the implementation of large-scale social restrictions (PSBB). Overseas investors are busy focusing their finances on the needs of their respective countries to fight the virus. Domestic investment (PMDN) is also predicted to experience a slowdown. The social distancing policy resulted in the community not being able to run the economic system well, especially in the Indonesian investment sector so that the perokoniman namely investment in Indonesia decreased and there were some delays in investment by other countries in Indonesia.

Understanding Inquiry Teaching in a Biology Classroom at the Secondary Level in a Private School in Karachi

The most common method of teaching genetics in Pakistani schools is through lecturing. This kind of teaching does not help students to gain in-depth understanding of the subject matter as a result students understand the subject matter at ‘knowledge’ level but not at ‘understanding’ and ‘application’ levels. The purpose of this action research was to improve students’ conceptual understanding of genetics by teaching it through inquiry method. Three cycles of action-research were carried out to teach five lessons over a six-week period. Each cycle consisted of two teaching lessons except the last one which consisted of one teaching lesson. A summative assessment was conducted at the end of the teaching to assess students’ learning in genetics. Data was collected at three stages of the study which included: pre-intervention, during intervention, and post intervention. In the pre-intervention (reconnaissance) stage, data was collected by using semi-structured interviews and classroom observations to explore the existing teaching learning process. During the intervention stage, the data was collected through observations and photography of teaching and aids used. In the post-intervention stage, data was collected by using the semi-structured interviews, both formal and informal talks with the research participants, and summative assessment of students. The findings from the study indicated that structured-inquiry based teaching helped students to conceptualize the genetic concepts at ‘knowledge’ level. However, they learn few genetic concepts at ‘understanding’ level. Summative test also shows that they did not demonstrate learning at the ‘application’ level. Initially, students showed difficulty in conducting and conceptualizing the inquiry activities but gradually they showed less difficulty when they become more acquainted with inquiry learning.