Mahmood, Rabia

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MAHMOOD Rabia
Rabia Mahmood
R., Mahmood
Rabia, Mahmood
Rabia MAHMOOD
Mahmood, Rabia
Mahmood, R.
Mahmood Rabia
Mahmood,R.
Job Title
Dr. Öğr. Üyesi
Email Address
rabia.mahmood@okan.edu.tr
ORCID ID
0000-0001-7163-0577
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Scholarly Output

3

Articles

3

Citation Count

1

Supervised Theses

0

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2023 - 20243
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Now showing 1 - 3 of 3
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    Article
    Citation Count: 0
    Social Neuroscience Approach of Persuasion in Visual Communication(s): A Qualitative Content Analysis of Female Representations in Pakistani Advertisements
    (Shaheed Benazir Bhutto Women University, 2024) Aslam,M.Z.; Yusof,N.; Mahmood,R.; İngilizce Öğretmenliği / English Teaching
    The present study discusses the social persuasion advertisers use to implicitly communicate society’s sociocultural norms through visual communication in advertisements, specifically in Pakistan. For instance, the research explores how advertisers, as cultural brokers, represent women by challenging established sociocultural norms by utilising persuasive strategies through visual communication in Pakistani ads. The research comes under the qualitative content analysis paradigm; the data were collected, identified, interpreted, and analysed, focusing on the cultural values/norms represented through women’s dressing and sexually devised postures in Pakistani society. Moreover, the research employed the constant comparison method for the data analysis. Findings indicate that Pakistani advertisers represent women mainly in a stereotypical manner. However, when they deviate from representing her in a non-stereotypical way, they go far beyond the set norms to persuade them quickly. For instance, they found representing women as a posture of sexual appeal to persuade ordinary people’s minds by employing social neuro-persuasion challenging the Pakistani established sociocultural beliefs, norms, or values. These advertisers seem to deviate from traditional ideologies because they minutely know the sensual, desirous nature of most Pakistani men. Henceforth, they represent women as an alluring tool of persuasion. © 2024, Shaheed Benazir Bhutto Women University. All rights reserved.
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    Article
    Citation Count: 0
    Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan
    (Sage Publications inc, 2023) Rasool, Ushba; Mahmood, Rabia; Aslam, Muhammad Zammad; Barzani, Sami Hussein Hakeem; Qian, Jiancheng; İngilizce Öğretmenliği / English Teaching
    Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.
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    Article
    Citation Count: 1
    Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors
    (Cell Press, 2023) Rasool, Ushba; Aslam, Muhammad Zammad; Mahmood, Rabia; Barzani, Sami Hussein Hakeem; Qian, Jiancheng; İngilizce Öğretmenliği / English Teaching
    Researchers have been striving to investigate the causes and consequences associated with writing anxiety experienced by students of foreign languages. This study aimed to investigate the level and nature of writing anxiety experienced by learners of foreign languages, considering gender as a variable. The study's second goal was to uncover the learners' perspectives on writing anxiety and the factors that contribute to it. The convenience sample method was used to choose seventy-six students to participate in the English language teacher training course. Second Lan-guage Writing Anxiety Reasons Inventory (SLWARI) and Second Language Writing Anxiety In-ventory (SLWAI) (Cheng, 2004; Kara, 2013) [1,2] were used in order to determine the levels and types of anxiety that are associated with learners' foreign language writing. Both inventories were used to determine what causes learners' foreign language writing. In order to gain a compre-hensive understanding of how students perceive the level of anxiety they feel when writing, a semi-structured interview was conducted with each participant. The data showed that there was no difference when taking into account learners' gender concerning their anxiety levels and kinds. The vast majority of individuals reported feeling a significant amount of anxiety. The subjects exhibited cognitive anxiety symptoms, although there were no indications of gender effect. The responses to the interview questions highlighted a deficiency in both writing practice and linguistic expertise as critical contributors to anxious sentiments.