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All Journal Journal of Language and Pragmatics Studies Journal of Education, Social & Communication Studies
Anjum, Farheen
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Evaluating English language skills: The role of formative and student-centered assessments in language learning Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Raheem, Bareq Raad; Anjum, Farheen
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.122

Abstract

  This study investigates English language proficiency by examining various assessment strategies, outlining their respective advantages and limitations. It concentrates on established evaluation methods to assess their effectiveness in tracking student progress and informing instructional adjustments. Formative assessments are analyzed to gauge language skills across diverse student populations. Formative assessments, such as classroom observation, interactive discussions, quizzes, and short tests, offer real-time feedback and support adaptive teaching. In contrast, summative assessments, including final exams and comprehensive projects, assess cumulative learning outcomes after instructional periods. The study reveals that formative assessments help educators identify learning gaps and implement targeted interventions. Furthermore, the use of alternative evaluation tools like portfolios, peer assessments, and self-evaluation promotes active engagement and critical reflection among learners. By introducing non-traditional assessment practices, this research highlights the value of student-centered approaches that enhance learner involvement and position students as active contributors to their language development. The adoption of varied assessment techniques ultimately supports a more flexible, responsive, and participatory educational environment.
Subtitle translation’s role in shaping cross-cultural understanding, interpretation, and audience engagement in chennai express Yoren, Ni Putu Lovyta Mai; Sanjaya, I Nyoman Suka; Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Anjum, Farheen; Ayub, Sadia; Sarkonbir, Yusuf
Journal of Education, Social & Communication Studies Vol. 3 No. 2 (2026): May 2026
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71028/jescs.v3i2.139

Abstract

This study investigates how English subtitle translation shapes cross‑cultural understanding, interpretation, and aesthetic appreciation of the Indian film Chennai Express. Drawing on audio-visual translation theory, especially work on defamiliarization, cultural adaptation, and multimodality, the research examines how subtitles mediate linguistic humour, regional dialects, and culturally loaded references for international audiences. A mixed qualitative design combines multimodal discourse analysis of selected scenes with viewer response questionnaires modelled on cross‑national reception and comprehension studies of subtitled film. Analysis focuses on translation strategies (literal, free, hybrid; domestication vs. foreignization), timing, and stylistic choices, and how these interact with visual and auditory cues to construct meaning and emotion. Findings are expected to show that while subtitles generally secure narrative comprehension across cultures, they also defamiliarize the viewing experience and selectively dilute or reframe culture‑specific humour, social hierarchies, and regional identities. The conclusion argues that high‑quality, culturally sensitive subtitling is crucial for preserving the film’s comic energy and postcolonial cultural textures while enabling global accessibility and intercultural dialogue.
Co-Authors Ayub, Sadia Ghafar, Zanyar Nathir Hazaymeh, Omar Mohammad-Ameen Ahmad I Nyoman Suka Sanjaya, I Nyoman Suka Raheem, Bareq Raad Sarkonbir, Yusuf Yoren, Ni Putu Lovyta Mai