The purpose of this study is to investigate learners' perspectives on language of teaching in English classrooms at the University of AJK, Jhelum valley campus. It is an attempt to ascertain the learners' perceptions about the need of first language (L1) in classrooms. The research study was designed to be a case study in which quantitative data gathering methods were used. The participants were 98 students randomly selected from the English department except first semester. A learners’ questionnaire was used to gather information.The outcomes of study have revealed learners supported the use of Urdu in English classrooms. Students thought that Urdu could be used often in English classrooms.
Schwannoma is a benign tumor of axonal nerve sheath. Head and neck area, particularly parotid gland is an uncommon site for Schwannoma, however it can rarely arise from the intraparotid part of facial nerve and present as either a symptomless mass or facial paresis. Its diagnosis before surgical intervention is important for the conservation of parotid gland and facial nerve. On clinical examination and imaging studies, it can be misdiagnosed easily. FNAC is a helpful tool for its diagnosis. This entity should not be ignored while dealing with parotid masses. We present a case of a patient who came with the complaint of a parotid mass. Magnetic imaging resonance (MRI) scan suggested a parotid tumor which proved to be a spindle cell neoplasm on Fine Needle Aspiration Cytology (FNAC). A definite diagnosis of schwannoma of intraparotid facial nerve was made on histopathological examination of the excision sample.
This study aims at analyzing the perceptions and practices of written feedback in English classes atan intermediate level in public sector colleges in district Bagh, Azad Jammu, and Kashmir. Precisely,the study analyzes English teachers' perceptions and actually written feedback practices employed in classrooms. Further, it examines the perceptions students have about written feedback; and explores the similarities and differences between students' likenesses and actual practices of written feedback.This study applies a mixed-method research approach, utilizing both qualitative and quantitative-methods. Findings of this study reveal that though both teachers and students prefer to have the provision of Specific Feedback with direct correction, in practice, General Feedback is given within direct correction. Teachers and students perceive the provision of Content Feedback and Form feedback both as more beneficial, and teachers also give both types of feedback, but they lend a bit more emphasis on Content Feedback. Similarly, Negative Feedback is supplied more. However,teachers and students like to enjoy Positive Feedback in actual provision
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