Pusat Pengajian Bahasa, Literasi dan Terjemahan - Tesis

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Examining Chinese Efl Learners’ Incidental Vocabulary Learning Through Subtitled Videos
(2025-10)
Xie, Fei
Bilingual subtitles are quite common among chinese efl learners. However, limited studies were conducted to compare the effects of monolingual subtitles and bilingual subtitles. Further, most of the studies on bilingual subtitles on l2 learners’ incidental vocabulary learning (ivl) have given conflicting findings. While some have confirmed the advantages of bilingual subtitles, others have denied these advantages. In addition, previous studies that have explored the effects of different types of subtitles on chinese efl learners’ ivl through viewing have often depended on self-reporting questionnaires and interviews. Though informative, they relied to learners’ subjective feelings, which might not be that reliable. Hence, eye-tracking was selected in this study as a data collection technique to provide more objective evidence to examine how l2 learners process vocabulary during video-viewing process. The study examined the effectiveness of four types of subtitles (l1 subtitles, l2 subtitles, bilingual subtitles, and no subtitles) on chinese efl learners’ ivl. It also re-examines the moderating effects of english proficiency and the impact of subtitle types on attention allocation. Additionally, the study investigated the relationship between attention allocation and ivl and learners’ perceptions of the effects of the four subtitle types on ivl. Data were collected using vocabulary tests, eye-tracking, and semi-structured interviews
Exploring Modality In Englishchinese Courtroom Translation: Shifts, Choices, And Solutions
(2025-09)
Wu, Shuangjiao
Research on translation shifts, especially on modality, that occur in the chinese translations of english trial records is rare. This study adopted a mixed methods research design to investigate the translation of modality, a linguistic device used to express speakers’ evaluative judgments, in the english trial records of international military tribunal for the far east (imtfe) and their chinese translations based on the english-to-chinese imtfe parallel corpus. Drawing on systemic functional linguistics (sfl), this study examined the distribution of modality markers in the english source text (st) concerning modality orientation and value. The findings demonstrate that the english st employed a balanced use of epistemic and deontic modality, characterized by a prevalence of median-valued and implicit modality. Additionally, modality shifts and how they influenced interpersonal meaning in the corpus were described across two dimensions of the modality system, i.E., modal value and orientation. While modality shifts in the translations were relatively infrequent, the most common alterations involved changes in modal value, followed by shifts in orientation. These modifications led to a weaker and more implicit expression of the source speakers’ intended modal stance in the translated texts.
Minority Language In The Linguistic Landscape Of Lijiang, China: A Case Study Of Dongba Script
(2025-08)
Jiao, Yuling
This thesis investigates the visibility of Dongba script in the linguistic landscape (LL) of the Old Town of Lijiang, China, with a focus on its visibility, the symbolic functions it conveys, and the influential factors that various LL actors exert in shaping its visibility. Situated in a multilingual and multicultural context in a UNESCO world cultural heritage site in China, the study explores how Dongba script reflects the interplay between language, identity, and commercialization in a globalized world.
Effects Of Integrating Kahoot! And Memrise On Omani Efl Learners’ Receptive Vocabulary Knowledge, Self-Regulation, And Autonomy
(2025-06)
Said, Ghafram Al Shihri Hisham Bakhit
The study examined the effects of integrating two mobile-assisted language learning (mall) applications, kahoot and memrise, on receptive vocabulary knowledge, self-regulated learning, and autonomous language learning of lower-intermediate efl learners at an omani university. The study also explored learners' experiences with these applications. Participants of the study were first-level foundation program efl students in one of the branches of the university of technology and applied sciences (utas). An explanatory sequential mixed methods design was used with a sample of 30 students in both the experimental and control groups. Participants in the study were first-year level 1 students. In the experimental group, kahoot was implemented as a daily vocabulary activity, and memrise was used for self-study through a tailored vocabulary course. Data were collected using the vocabulary levels test (vlt), learning and study strategies inventory (lassi-3), and learner autonomy questionnaire (laq), with pre-tests confirming no significant differences between groups.
Investigating The Factors Influencing Hidden Curriculum Of English Language Teaching Based On The Cipp (Context, Input, Process, Product) Model At Universities In China
(2025-05)
Zhao, Xin
The hidden curriculum in higher education is powerful yet often overlooked as it shapes students’ holistic development by transmitting implicit norms, values, and social expectations that complement formal academic instruction. Nevertheless, existing literature has largely concentrated on the effects of the hidden curriculum, leaving significant gaps in understanding what influences the effectiveness of hidden curriculum and how these factors impact its implementation particularly in chinese english language teaching context. This present study investigated and examined the factors influencing the hidden curriculum of english language teaching at universities in chinese higher education, utilizing the cipp (context, input, process, product) evaluation model. In addition, efl teachers’ demographic differences such as gender, efl teaching years, and english language proficiency were integrated as moderating effects. Employing an explanatory sequential mixed method, the study integrated quantitative data from questionnaire surveys with 306 efl teachers recruited by using simple random sampling, as well as follow-up qualitative data from focus group interviews involving 12 efl teachers with purposive sampling from selected chinese universities.

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