Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Language and Pragmatics Studies Journal of Education, Social & Communication Studies
Sadia Ayub
Lincoln University College (LUC), MALAYSIA
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The role of subtitle translation to shape cross-cultural understanding, interpretation, and appreciation of Chennai Express, enhancing communication and audience engagement Ni Putu Lovyta Mai Yoren; I Nyoman Suka Sanjaya; Zanyar Nathir Ghafar; Omar Mohammad-Ameen Ahmad Hazaymeh; Farheen Anjum; Sadia Ayub; Yusuf Sarkonbir
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.
Enhancing critical reading skills through summarizing and paraphrasing strategies to improve comprehension and analytical thinking in learners Pande Putu Resmia Ovieta; I Nyoman Suka Sanjaya; Zulfiqar Ali; Ahmet Selçuk Akdemir; Sadia Ayub; Dr. Mahmood Eshreteh; Selinay Gündoğan
Journal of Language and Pragmatics Studies Vol. 5 No. 1 (2026): April 2026
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v5i1.82

Abstract

This study aims to investigate the effectiveness of summarizing and paraphrasing techniques in enhancing reading skills, particularly focusing on developing critical reading abilities. The research employs a mixed-methods approach involving a quasi-experimental design complemented by qualitative analysis. Participants included high school students divided into experimental and control groups; the experimental group received targeted instruction in summarizing and paraphrasing strategies within the context of critical reading exercises. Data were collected through pre- and post-tests assessing reading comprehension and critical thinking, alongside observation and interviews to gain insights into students’ engagement and strategy application. The analysis revealed that students trained in summarizing and paraphrasing demonstrated significant improvement in identifying main ideas, synthesizing information, and evaluating textual arguments compared to the control group. Qualitative findings underscored enhanced metacognitive awareness and deeper engagement with texts when students actively practiced these strategies. The results support the hypothesis that integrating summarizing and paraphrasing into critical reading instruction promotes not only comprehension but also analytical skills essential for academic success. In conclusion, this study highlights the pedagogical value of explicit instruction in summarizing and paraphrasing to cultivate critical reading competencies. It recommends incorporating these strategies systematically in reading curricula to foster higher-order thinking and empower students to become independent, reflective readers.
Co-Authors Ahmet Selçuk Akdemir Dr. Mahmood Eshreteh Farheen Anjum I Nyoman Suka Sanjaya Ni Putu Lovyta Mai Yoren Omar Mohammad-Ameen Ahmad Hazaymeh Pande Putu Resmia Ovieta Selinay Gündoğan Yusuf Sarkonbir Zanyar Nathir Ghafar Zulfiqar Ali