Boredom is a well-researched concept in various contexts; nonetheless, there is scarceness of research related to the relationship of boredom with reading comprehension performance in EFL context. Therefore, this study intends to determine the connection between reading boredom and reading comprehension performance by employing reading boredom coping strategies as a mediator. A quantitative research approach, and a cross-sectional and correlational research design was employed to conduct this study. Questionnaires and a reading comprehension test were used to collect data from 306 Saudi EFL students. Findings indicated that reading boredom showed a significant but negative relationship with reading comprehension performance. Also, reading boredom was positively and significantly related to reading boredom coping strategies. Moreover, reading boredom coping strategies showed a positive and significant relationship with reading comprehension performance. Lastly, findings indicated that reading boredom coping strategies mediated the association between reading boredom and reading comprehension performance. On the basis of aforementioned findings, numerous recommendations for EFL students, teachers, and policymakers were offered.
This article seeks to analyze key Native American literary works with a view to discussing the thematic concerns of this generally ignored tradition of literature. Using Alan McKee’s model of textual analysis, we discuss that Native American literature serves as a peaceful means of producing and disseminating counter-discourse. The conquest—genocide for some—of the Native Americans is presented in all its horrific details but in a manner that engages and educates the reader. The writers that the study chose through purposive sampling, Alexie, Momaday, Silko, and Robe, discuss not just the history of the abuse but also what it has led to and the forms it occurs in, in the present day. The article is significant in that it discusses literature and a people systematically ignored by the mainstream and also in that it asserts that literature needs to be discussed as a player in the field of peace and communication.
We attempt to analyse the form and content of major Native American plays to discuss their relationship with the traditional English drama and its content. By looking at plays of key Native American playwrights, we show that the Native American tradition goes against the English tradition of drama in its form by challenging the unities of time and place and characterization. It also brings in elements of Native American tradition of storytelling such as the blend of the sacred and the profane, the use of humor, the attitude towards facticity, to the tradition of drama to carve out a unique space for itself through which it attempts to challenge the dominant narratives of history, Native American culture, and at the same time highlight the problems the Native American nations face currently.
The present study aims to analyze the process of the film adaptation with the help of a hermeneutic framework that covers the textual and contextual parameters. The current study builds affinities between adaptation, translation, and culture studies, junctures these theoretical aspects, and offers methodological and analytical tools for the study of the film adaptation. The model also provides a systematic analysis for the changes occurring in the process of adaptation (i.e., adaptation shifts) and interprets its socio-cultural bearings using a postmodernist lens. The study employs Mixed-Methods Sequential Explanatory Design to analyze and interpret the adaptation shifts in Manto. The results of the study look to be the nexus of forces that influence the adaptation process as a creative practice in the broader socio-cultural system and verify the interplay of adapter's re-interpretative, re-creative touch and social circumstances of a particular era.
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