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All Journal Journal Research of Social Science, Economics, and Management Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies
Mohammed, Lubna Ali
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Arts Humanities Environmental Science Languange, Linguistic, Communication & Media Social Sciences

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How enjoyment affects English acquisition and anxiety for university students: An analytical study Khan, Shahzad Dilshad; Mohammed, Lubna Ali; Mustafa, Muhammad
Journal of Language and Pragmatics Studies Vol. 3 No. 1 (2024): April 2024
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v3i1.41

Abstract

One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.
The role of gamification-based learning on prospective teacher’s lower order thinking abilities Rahim, Mujeebur; Mohammed, Lubna Ali; Tatlah, Ijaz Ahmad
Journal of Language and Pragmatics Studies Vol. 3 No. 1 (2024): April 2024
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v3i1.46

Abstract

Gamification has proved to be a highly effective educational technique for the twenty-first century. The study aims to explore the role of gamification-based learning on prospective teachers' lower-order cognitive abilities. This study used a qualitative exploratory research design, a literature review, and interviews. In order to investigate the function of gamification-based learning in prospective teachers' academic achievement covering lower-order cognitive abilities, the most recent research studies were reviewed, and a telephone interview was conducted with 12 participants. Purposive sampling was utilized to select a sample for the study. The interview data collected from prospective instructors was analyzed using thematic analysis. The literature review findings indicate that gamification-based learning contributes positively to educational success. No in-depth research has determined whether gamification-based learning practices can enhance students' academic performance in lower-order thinking skills. In addition, the main findings from the study's primary source, such as the interview with Kahoot-familiar trainee instructors, indicate that Kahoot-based gamification may provide opportunities to utilize lower-order thinking skills. It is also beneficial to enhance the lower-order cognitive abilities of prospective teachers by providing a competitive environment and immediate constructive feedback in a comfortable and enjoyable setting. Gamification-based learning can improve students' lower-order cognitive abilities. For the generalizability and authenticity of this exploratory study's findings, it is recommended to conduct an experimental study.
Preserving mother tongues remains crucial for cultural identity and diversity amid the homogenizing forces of globalized educational systems Imron, Aly; Somawati, Ni Putu; Mohammed, Lubna Ali
Journal of Language, Literature, Social and Cultural Studies Vol. 3 No. 2 (2025): July 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jllscs.v3i2.343

Abstract

The study of mother tongue is becoming increasingly important in understanding the dynamics of language's relationship to cultural identity, cognition, and society. Mother tongue, as the first language learned from infancy, not only influences the way individuals communicate, but also shapes the way they think and see the world. In the context of globalization which is increasingly accelerating the development of international languages, it is critical to evaluate how mother tongues continue to play an important role in education and the maintenance of cultural identity. This research aims to examine critical thinking regarding the existence and importance of mother tongues in education and cultural sustainability, using a document study approach. The analysis was carried out through a review of relevant literature regarding language policy, the foundational role of mother tongue in academic instruction, and the challenges faced by language minority communities. Based on the results of the analysis, it was found that the mother tongue not only supports better understanding in education but also contributes to the preservation of cultural identity. However, there are major challenges related to global language dominance that could threaten its sustainability. In conclusion, there is a need for policies that support the use of mother tongues in schools and society to maintain a balance between globalization and cultural preservation.
THE The Impact Of Parental Involvement On The Academic Performance Of Primary Education Of Children In CBSE Schools In Dubai Khaleel, Aysha Siddekha; Mohammed, Lubna Ali
Journal Research of Social Science, Economics, and Management Vol. 3 No. 04 (2023): Journal Research of Social Science, Economics, and Management
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jrssem.v3i04.577

Abstract

ABSTRACT This study aims to investigate the connection between parental support and academic achievement among primary school students (grades 1 to 5) in CBSE (Central Board of Secondary Education) schools. CBSE schools are known for their precise academic standards, and their primary education curriculum highlights physical, emotional, social, and mental development, requiring support from parents. This research focuses on both working and single stay-at-home parents and their impact on academic performance based on the amount of time they offer to their children's academics daily. The research question is whether there is a connection between parental support and academic achievement, considering the conditions of both working and stay-at-home parents. As students spend more time with their families than at school, it is expected that their academic performance will be affected by their family environment. Therefore, this study seeks to investigate the relationship between parental involvement in school and students' academic achievement. The research will involve a general study of both working and stay-at-home parents and their levels of parental support for academics. A quantitative research approach will be used, with 140 parents of primary school students (both working and single stay-at-home) completing a Microsoft form questionnaire to evaluate their parental support and its impact on academic performance.
Co-Authors Imron, Aly Khaleel, Aysha Siddekha Khan, Shahzad Dilshad Mustafa, Muhammad Rahim, Mujeebur Somawati, Ni Putu Tatlah, Ijaz Ahmad