Journal of Academic Research for Humanities (JARH) is a double-blind, peer-reviewed, Open Free Access, online Multidisciplinary Research Journal
Skip to main navigation menu Skip to main content Skip to site footer

Vol. 5 No. 2 (2025)
The International "Journal of Academic Research for Humanities"

Research Articles

Enhancing GRE-Level Vocabulary Through Mall: A Study Of Pakistani Intermediate Students

Published 10-09-2025

  • Maham Salim
    • ,
  • Hina Minhas

Maham Salim
MS Student, Department of English, Faculty of Linguistics, Foundation University and School of Science and Technology, Rawalpindi, Punjab, Pakistan

Hina Minhas
MS Student, Department of English, Faculty of Linguistics, Foundation University and School of Science and Technology, Rawalpindi, Punjab, Pakistan,

Abstract

The dawn of the notion of digital evidence has raised new feuds of admissibility and reliability of evidence in the legal realm, due to their fragility, manipulation risks, and compatibility with traditional evidence rules. This study comparatively analyzes the legal approaches of the three South Asian countries - Pakistan, India, and Bangladesh - in addressing the challenge of digital evidence admissibility. Despite the common evidentiary legal framework origin, each of them governs the admissibility of digital evidence with a distinct legislative framework. Pakistan introduced the Electronic Transactions Ordinance 2002 earlier and now deals with it via the Prevention of Electronic Crimes Act (PECA) 2016. Similarly, India amended the Evidence Act 1872 by inserting Sections 65A & 65B via the Information Technology Act 2000. Bangladesh has also been trying to come up with a challenge through the Information and Communication Technology Act 2006 and the Digital Security Act 2018. This study, on the one hand, examines important convergences between these countries’ legal frameworks, such as difficulties with technical complexity, certification requirements, and lack of judicial capacity, by using qualitative legal analysis of statutes, landmark court decisions, and other secondary data. On the other hand, divergences between these legal frameworks have also been highlighted, which are mainly structural and methodological in nature. The findings highlight a common need for ongoing legislative reforms, enhanced forensic infrastructure, and specialized judicial training, so that it could harmonize legal standards not only in South Asia but also across the globe.

Keywords

Academic Integrity, Undergraduate Students, , Mirpur, , AJ&K, , Academic Dishonesty.

PDF

References

  1. Klimova, B. (2019). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 24, 371–377 https://doi.org/10.1007/s10639-018-9761-5
  2. Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile-assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
  3. Rehman, S., Ahmad, F., & Khan, A. (2021). Barriers to mobile learning in underdeveloped regions: The case of language education in Pakistan. South Asian Journal of Education, 12(3), 103–118.
  4. Stockwell, G. (2010). Using mobile phones for vocabulary activities: Examining the effect of the platform. Language Learning & Technology, 14(2), 95–110.
  5. Ali, S., Shah, A., & Ahmed, R. (2020). Mobile-assisted language learning in Pakistani education: A review of potential and challenges. Pakistan Journal of Educational Technology, 3(2), 45–58.
  6. Ali, S., Shah, A., & Ahmed, R. (2024). MALL in tertiary education: Opportunities and integration strategies. International Journal of English Language Pedagogy, 5(1), 12–26.
  7. Burston, J. (2015). Twenty years of MALL project implementation: A meta‑analysis of learning outcomes. ReCALL, 27(1), 4–20. https://doi.org/10.1017/S0958344014000159
  8. Chen, C. M., & Hsu, S. H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society, 11(3), 153–180.
  9. Chen, C. M., & Li, Y. L. (2010). Personalized context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341–364. https://doi.org/10.1080/10494820903195215
  10. Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Routledge.
  11. Godwin‑Jones, R. (2011). Emerging technologies: Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11.
  12. Huynh, V. T., Le, H. T., & Nguyen, T. D. (2020). Gamification in mobile-assisted vocabulary learning: A case study of Vietnamese students. International Journal of Emerging Technologies in Learning (iJET), 15(7), 102–112. https://doi.org/10.3991/ijet.v15i07.12345
  13. Hsu, L. (2016). An empirical examination of EFL learners’ perceptual learning styles and satisfaction with the mobile‑assisted language learning experience. Computer Assisted Language Learning, 29(1), 1–17. https://doi.org/10.1080/09588221.2014.941369
  14. Kukulska‑Hulme, A. (2020). Will mobile learning change language learning? ReCALL, 32(1), 1–17. https://doi.org/10.1017/S0958344019000200
  15. Miangah, T. M., & Nezarat, A. (2012). Mobile‑assisted language learning. International Journal of Distributed and Parallel Systems, 3(1), 309–319. https://doi.org/10.5121/ijdps.2012.3126
  16. Okumuş Dağdeler, K. (2023). Mobile‑assisted language learning: A systematic review of recent trends and practices. Smart Learning Environments, 10, Article 19. https://doi.org/10.1186/s40561-023-00235-z
  17. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
  18. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  19. Mooneeb Ali, M., Mahmood, M. A., Anwar, M. N., Khan, L. A., & Hussain, A. (2019). Pakistani learners’ perceptions regarding Mobile Assisted Language Learning in the ESL classroom. International Journal of English Linguistics, 9(4), 386–396. https://doi.org/10.5539/ijel.v9n4p386
  20. Shahid Ullah, Y., Yousuf, M., & Ahsan, M. (2024). Exploring the role of mobile phone applications in improving foreign language learners’ vocabulary items. International Research Journal of Management and Social Sciences, 5(1), 406–422. https://irjmss.com/index.php/irjmss/article/view/254
  21. Khan, R. (2022). Impact of digital learning tools on English language acquisition among Pakistani learners. Journal of Academic Research in Humanities, 2(1), 45–57.
  22. Fatima, S. (2023). Technology integration in ESL classrooms: Challenges and opportunities in South Asia. Journal of Academic Research in Humanities, 3(2), 88–99.
  23. Ahmed, N. (2024). Mobile learning and student motivation: A case study from Pakistani colleges. Journal of Academic Research in Humanities, 4(1), 112–124.
  24. Chen, Y., Li, X., & Zhang, W. (2022). Social media use and vocabulary learning: A meta-analysis. Computers in Human Behaviour, 134, 107294. https://doi.org/10.1016/j.chb.2022.107294