Panacea Journal of Linguistics & Literature

Relationship between Screen Time and Children’s Language Development: A Systematic Literature Review

Ika Oktarina, Tono Suwartono, Shofia Lina Nafisah — Tue, 02 Apr 2024 00:00:00 +0000

This study analyzes the complicated relationship between children' screen time and language development, to identify patterns and implications in the results of existing research. The definition of "screen time" includes both active and passive use of digital gadgets. There are worries about possible detrimental effects on children’s language development, with a focus on the decreased frequency of contact with others that are caused by excessive use of devices. The important role of the social context for the development of speech is highlighted, recognizing the growing influence of technology in both active and passive forms. A systematic review methodology is used, following protocols tailored for educational research, to synthesize findings from various studies. Diverse points of view on screen time and language development are offered by some previous researchers. The findings revealed several themes, such as the close relationship between excessive screen time and language delays, the consequences of different screen durations, and the complex ways in which smart screens affect phonological memory. In order to balance screen time and support children's healthy language development, the conclusion emphasizes the need for more research on screen content and calls for future studies on intervention techniques and educational initiatives. These findings will be helpful to educators, parents and policymakers.

Metacognitive Awareness and Utilization of Reading Strategies among Tertiary Level Students at Private Sector University in Karachi, Pakistan

Shanza Fatima Naz, Zahra Khan, Irjah Shakoor Khan, Sakina Zakir Hussain — Tue, 02 Apr 2024 00:00:00 +0000

In the 21st century, awareness regarding the usage of metacognitive reading strategies is of paramount importance, at tertiary level. Comprehension of difficult texts requires learners to possess cognizance and usage of certain strategies to counterpoise the shortcomings of not understanding the text, specifically in first time read. This research, thus, investigated the metacognitive awareness of reading strategies (MARS). A sample of 300 students was taken using purposive sampling. MARS has three basic categories: Problem-Solving, Support and Global Reading Strategies. A quantitative study was conducted on undergraduate students at private university, in Karachi, Pakistan. Survey of Reading Strategies (SORS) was used as an instrument, adapted from Mokhtari and Shoerey (2002). The results were obtained through quantitative analysis using SPSS (Statistical Package for the Social Sciences) version 22; in particular, Descriptive analysis was used to investigate the perception of MARS. Findings revealed that the high level of awareness of Problem-Solving Reading Strategies (PSRS), medium level of awareness was of Global Reading Strategies (GRS) and the least awareness was of Support Reading Strategies (SRS). However, this study was limited to Private Sector University which prevents its result to be generalized. The novelty provided by the present research is relevant data in spreading awareness regarding the reading skills and strategies that are crucial in comprehension of texts. As a result, so students, themselves should continue to strive, while teachers or instructors or trainers should assist the students, in order to refine their metacognitive reading strategies (MARS) to next level and intensify their understanding and enabling them to become even confident and effective readers.

Incredulity towards Emancipatory Metanarrative: A Postmodern critique of Barth’s Autobiography: A Self-Recorded Fiction and Calvino’s Good for Nothing

Sundus Javaid, Saima Umer, Aimen Batool — Tue, 02 Apr 2024 00:00:00 +0000

Metanarratives or grand narratives pertain to ideological constructs, having a tendency to universalize human experience in terms of both oppression and freedom. Postmodernism, in this regard, takes a skeptic stance towards such ideological foundations as human constructs and hence, fictive devices which intend to divide reality in terms of binaries as true/false, real/unreal and etc. It tends to dismantle the ideological foundation of reason and human emancipation not only in terms of complete freedom and salvation for humanity but also through a sense of surveillance of oppressive and hegemonic gaze which individuals experience in a Postmodern world. Postmodernism also unsettles the manipulative designs of narratives and voices multiplicity and heterogeneity in the form of diverse ways to approach knowledge in order to subvert the practice of exclusion within the dominant narrative of reason and enlightenment. This epistemological multiplicity and heterogeneity in turn, ultimately leads towards a sense of meaninglessness and chaos in human existence i.e. Angst. The skepticism towards the ideology of absolutistic freedom is achieved through Postmodernist notion of Simulated reality that is, hyperreality. Hyperreality in Postmodern literature tends to voice the real presence of absolute unreality in the form of ambivalence between the fixed notions of real versus unreal. Moreover, Postmodernism perturbs the safe haven of absolute real through various narrative techniques like metafiction, intertextuality, historiographic metafiction and blank parody. The present study deals with the Postmodernist analysis of Barth’s Autobiography: A Self-Recorded Fiction and Calvino’s Good for Nothing particularly through Postmodernist narrative techniques. The study mainly deals with Barth and Calvino’s engagement with Postmodernist skepticism towards the metanarrative of emancipation as an illusory construct for human liberation. The study also intends to reveal that how the short stories of Barth and Calvino signify the lack and absence of unified reality and absolute freedom through narrative uncertainty and unreliability through self-conscious reflexivity.

An Investigation of the Impact of Information and Communication Technology (ICT) on the Teaching of English as a Second Language

Zara Fatima, Zara Saleem, Amina Shah — Thu, 11 Apr 2024 00:00:00 +0000

The main objective of this study is to explore the impact of Information and Communication Technology (ICT) English language learners should be acquainted with the use of computers and the Internet. Technology benefits students who desire to learn English as a second language. ICTs and the internet allow English language students to utilize their language in useful and relevant ways. This research examines the role of information and communication technology in the teaching of English as a second language. It includes discussions of various tactics and strategies. These strategies include English language learning websites, computer-aided language-learning applications, chatting and email communications, software for presentations, digital dictionaries, CD players for listening, and specific video clips. This study conducted a descriptive inquiry to examine the function of information and communication technologies (ICTs) in ESL instruction among 100 TESL students from secondary schools in Lahore, Pakistan. Most of the participants agreed on the importance, advantages, and practicality of ICTs. This paper offers a few recommendations to improve the use of ICTs in ESL instruction. The study used both qualitative and quantitative data from student questionnaire surveys. For the questionnaire survey, 107 students made up a convenience sample. Pre- and post-tests were administered to evaluate the study's efficacy. The researchers personally gathered and distributed the questionnaires. Analysis of the control group, taught using conventional methods, revealed minimal improvement in post-test scores, indicating limitations in traditional teaching approaches. Conversely, the experimental group, exposed to ICTs alongside conventional instruction, demonstrated significant improvement in post-test scores, suggesting the potential efficacy of ICT integration in ESL education. The results of the study have certain implications that the use of ICT cannot be detached in any way from our lives as it works as a facilitation in our lives.

Deciphering Linguistic Forms, Functions, and Pragmatics: An Eco-Linguistic Analysis of Environmental Campaign Slogans

Tayyba Rashid, Hajira Khalid Sair, Tayyaba Khalid, Ayesha Hamid — Mon, 15 Apr 2024 00:00:00 +0000

Present study finds compelling evidence for the usage of verb phrases, persuading and commanding language in Eco linguistic slogans. Data is collected in the form of 85 slogans consisting of words, phrases, clauses and sentences of environmental campaigns. This research contributes in two ways: first it conducts a descriptive analysis of data consisting of environmental campaign slogans, banners, posters and images collected from television, internet and magazines through the lens of Eco-linguistics to understand their linguistic form and function. Secondly it assesses the prevalence of pragmatic aspects within slogans to gauge their effectiveness in fostering action towards environmental stewardship through qualitative analysis. Across the Eco linguistic context, slogans are analyzed by modifying a pre-established theoretical and analytical framework of grammatical rank scale by Halliday and Speech Act Theory by Searle. Finally, it concludes that slogans consisting of verb phrases are most commonly used as tools to grasp the attention of masses as well as persuasive and commanding sentences employ pragmatic implications. Numerous implications in terms of language use, form and meaning are highlighted through descriptive qualitative analysis. These findings demonstrate a significant contribution by offering a different focus to the discussion.