Research Publications

Academic theses and dissertations are regularly published and widely disseminated in YUOE Journal, Monographs, Universities Research Journal (URJ), Myanmar Academy of Arts and Science (MAAS) Journal, AsTEN Research Journal and International online Journals for sharing knowledge and contributing to the development of our education.

Myanmar Academy of Art & Science List of Research

No. Researcher Title Abstract Year
2441 ?? ?????? ?? ? ?????????? ???? ?????????? ? ??? ????? ?????????? ????????? ?? ????? ? ?? ????? ???? ??? ???????? ?? ??????????????? ???? ??? ????? ??? (????? ?? ???? ?? ? ? ? ? ????? ????) ?? ?? ? ????? ?? ??????? ???? ?? ???????? ?????????? ? ???????????? ?? ? ????? ?? ??????(?)???? ? ? ???? ? ?????? ? ?????? ????????? ? ??? ????????? ?? ???? ???????????? ? ?? ?? ??? ????? ?? ??? ? ? ? ? ?? ? ????????????????? ??????? ??????? ????? ????? ??? (????? ?? ???? ?? ? ? ? ? ????? ????)?? ?? ? ???? ? ?? ??????? ????? ?????? ? ????? ??????? ???? ????? ? ????? ??????? ? ? ?? ? ? ??????????????? ?? ??? ???????? ? ??? ??????? ????? ?????? ?? ????? ????? ???? ??? ??? ???? ??? ? ?????????? ????? ??? ???? ??? ? ?? ??? ????????? ??????? ? ? ?? ? ? ????????? ?? ? ???? ??? ???? ??? ???? ? ??? DIV ?? ??? AIE ?? ??? VRN ?? ??? ? ????????????? ?? ? ?????? ??? Contextual ?? ? ?????? ??? ??? ???? ?????? ?? ? ?????? ??? ???? ???? ? ?????? ??? ??????? ??? ? ? ??? ??? ??? ? ? ??? ?? ??? ?? ? ??? ? ?? ???? ?? ???? ?? ?????? ? ????? ??? ?? ????????? ?????? ? ????? ????? ?? ? ?????? ??????? ????????????? ??? ???? ?? ?? ???? ???? ? ?? ? ??? ???????? ? ? ???????? ?? ? ????? ?? ?????? ? ??? ? ?? ??????? ?? ???? ?? ??? ???? ?? ? ? ???? ? 2025
2442 ? ????????? ?? ? ? ? ????????? ??????? ?????????? ????????????? ????????? ??????????????????? ????? ???? ??? ???????? ?? ? ?? ??????????????? ? ?? ?? ??? ?????????? ???? ? ? ??? ????? ??????? ??? ???????? ?? ???? ????????? ???? ????? ???? ? ?? ???? ??? ? ?? ?? ?? ? ?????????? ??????? ??? ?? (????????? ? ? ???? ? ??? ???? ???????)????? ?? ? ? ???? ? ???? ????? ????????? ??????? ????????????? ? ? ???? ?? ??? ?????????? ? ?????????? ???????? ?? ??????? ?????????? ? ? ??? ????????? ? ? ???? ???? ?????????? ? ? ?? ?? ??? ?????????? ?????? ???? ?? ??????? ???? ???? ? ? ??? ? ???????? ??????????? ??? ?? ???? ?? ?? ????? ???? ????? ?? ?? ?? ?? ???????? ? ??????? ??? ?? ???? ? ??????? ? ? ??? ? ??????????????? ???? ???????????? ?? ??? ? ? ??? ???? ? ?? ???? ????? ? ? ?? ?? ???? ???? ?? ??? ??????? ?????? ????? ?? ????????????? ????????????????? ? 2025
2443 ????? ??? ? ? ? ????????? ????? ? ??? ? ??????? ????? ????????????????????? ???????????? ? ?????????? ???? ?? ???? ?? ??????? ?????????? ???????????????????? ? ? ???????????? ?? ? ?????????? ??? ????? ??????? ??????????????????? ?? ??? ???? ???? ???? ?????????????????? ?????????????? ?????????????????? ?? ??? ?????????? ? ?? ???? ?? ??????? ????? ? ???? ???? ????? ??? ??????????????? ?????????????? ? ??????????? (?) ???? ??????? ???????????????? ???????????? ?? ???????????? ? ?????? ?????? ? ?? ??????? ???????? 2025
2444 ??????? ????? ? ???????????????? ??? ????????????? ???????????????? ????????? ?????? ??????????? "??????????????????? ????????????? ???????????????? ?????????????????"? ? ?????? ???????????? ????????????????? ? ?? ??????????????? ???????????????? ???? ?????? ??? ?????? ??????? "?????????????????????????????" ??????????????????????????? "?????? ????? ???????" ???????????????" ?????????????????????????????" ?????????(?)????? ? ????????? ????? ??????????????????? ????????????????????? ????????????????? ? ???????? ??????????????? ???? ??? ??????????? ????????? ???????????? ? ??????????????? ??????????????????????????????????? ???????????????????????? ??????????? ? ??????????????????????? ?????????? ????????????????? ???????????????? ?????????????????? ? ??????? ????????????? ?????? ??? ?? ? ???????????????? 2025
2445 ??????????? ? ??????? ??? ???????? “ ?? ??? ??? ???? ??”? ? ?? ?????? ????? ? ?? ? ????????? ????? ???????????? ?? ??????????? ???????????????? ? ???? ????????????????? ???????????????????? “??????? ??????????”? ? ????????? ? ??????? ??? ? ??????????? ?? ???????????? ??????? ?????????? ? ????? ????????? ????? ??????????? ? ???????????? ???? ??????? ???? (????) ? ? ??? ????????? ???? ???????? ???????????????????? “??????? ??????????”? ? ? ???????????? ????????? ? ??????? ????? ??? ?? ????????? ????? ? ? ???????????? ? ? ??? ?? ??????????????????????? ??? ????? ??????? ??? ? ??????? ????????? ? ? ????? ?? ??????????????? ?? ?? ??? ? ???????? ?????? ? ? ????????? ???????????? ?????? ?????? ??? ?????????? ????? ?? ???? ? ? ? ????? ???????? ? ? ???? ?????????????? ?? ?? ????????? ??????????? ?????? ???? ?????? ????????? ? ? ????????? ??????? ?????? ??? ???????? ??? ???????? ?????????????????? 2025
2446 Khin Aye1 STUDENTS’ ATTITUDES TOWARDS EXTENSIVE READING AT YUOE* Extensive reading plays a crucial role to enhance the academic knowledge of an individual in education. This research was carried out to investigate attitudes of the undergraduate students attending at Yangon University of Education (YUOE) in 2023-2024 Academic Year towards implementing an extensive reading programme. Most of the students at YUOE view that extensive reading has a positive effect on their English language proficiency and they want to adopt an extensive reading programme at the university. For the required data, 76 students from YUOE were asked to answer questionnaires and interview questions. The data were analyzed using a mixed method approach, explanatory sequential. The result shows 90.8% of students welcome extensive reading. They believe that extensive reading will be of great help for the development of their English language proficiency. But when they are asked about choosing the reading materials and the level of the texts, their attitudes are mixed: 40.8% of the students believe that self-selected texts will be more enjoyable and beneficial to improve their English language skills compared to the teacher selected texts, whereas 56.3% want their English teachers to choose the level and genre of the books they should read. It was observed that 90.8% of the participants believe that an extensive reading programme should be implemented at YUOE. The findings of this research will be a help to the administrative board, English language teachers and students at YUOE in considering how to implement an extensive reading programme at the university. This study will be beneficial not only to students who are trying to improve their English language proficiency but also to teachers who are willing to introduce their students to the benefits of extensive reading on English language learning. 2025
2447 Kay Khine Nyein1 A STUDY OF PRESUPPOSITION IN THE NOVEL CATCH ME IF YOU CAN BY FRANK ABAGNALE Presupposition triggers, which are words or phrases that produce implied meanings, can be found in the conversations, and they help people to convey the information more concisely while omitting unnecessary details. It is crucial to know the triggers as they make the communication more effective. This research paper investigates the use of various presuppositions which depict the life experience of a juvenile imposter in the autobiographical novel Catch me if you can by Frank Abagnale. It is written in first-person narrative techniques to depict the young protagonist who pretends to be a doctor, a lawyer and a co-pilot. By using the theory of presupposition proposed by Yule (1996), presuppositions found in the protagonist’s utterances are categorized into six groups: existential presupposition, factive presupposition, non-factive presupposition, lexical presupposition, structural presupposition and counterfactual presupposition. Among these six types of presuppositions, the most dominant type is existential presupposition while the least dominance is non-factive. Furthermore, it is found that the excessive use of existential presuppositions reflects the actual or personal experiences of the young protagonist. 2025
2448 Thet Lel1 A TRANSITIVITY ANALYSIS OF THE STORY OF AN HOUR BY KATE CHOPIN This research deals with a transitivity analysis of The Story of an Hour written by an American feminist author Kate Chopin. The objectives of this research are to investigate the types of transitivity processes used in the story, and to examine how transitivity choices in the story reflect the ideology of the author. Dependent and independent clauses in the story were analysed by using Halliday’s (2014) model of transitivity system. Moreover, the clauses were also sorted into agent and agentless clauses to determine the extent of agency given to human characters. The results of the transitivity analysis were then examined to detect the author’s ideological influence on the portrayal of the characters, particularly the main character. The findings showed that mental and behavioural clauses are the most frequent clauses. The least frequent clauses were material clauses. Throughout the story, Chopin focused on portraying the change of flow of events in the consciousness of the main character by using mental and behavioural clauses, the use of agentless clauses, agent-like agent clauses, and inanimate agent clauses suggests that human characters were given limited agency. Notably, only about half of animate agent clauses had the main character, Louise Mallard, as the agent, implying that despite being the main character, she was given limited control over her actions and surroundings. This research proved that transitivity choices reflect the author’s ideology and perspective. 2025
2449 Cho Cho Myo Aung1 EXPLORING MOVES IN THE SHORT STORY HILLS LIKE WHITE ELEPHANTS BY HEMINGWAY Conversations can simply be described as the medium for delivering messages in which information is exchanged by two or more speakers in different situations. However, they appear to have a well-structured process which follows specific norms. This paper aims to investigate how Moves in dialogues are structured in Hills Like White Elephants, a short story written by Hemingway. As regards to conversation analysis for the story, a framework proposed by Burton (1980) is used as a model of the research. The utterances of the characters are categorised in order to find out the underlying structures. This paper reveals the awareness of the subtle yet impactful elements shaping the dynamics of dialogue in the selected short story. The findings show that 5 out of 7 types of Moves are used in 99 utterances, exposing the motives of the main characters in the conversation. The exploration contributes a better comprehension of Moves found in casual, fictional conversation. 2025
2450 May Moe Kabyar Maung? AN ANALYSIS OF CULTURE-RELATED CONTENT IN THE READING TEXTS OF LIFE (PRE-INTERMEDIATE LEVEL) STUDENT’S BOOK The purpose of this research was to investigate the culture-related content in the reading texts of Life (pre-intermediate level) student’s book. Descriptive content analysis was used in this research. Twenty-seven reading texts from 12 units of the student’s book were examined. The first step was identifying the sources of cultural information based on the theory proposed by Cortazzi and Jin (1999). The next phase involved analyzing the distribution of cultural dimensions and themes, as categorized by Moran (2001) and Böcü and Razi (2016). The findings revealed the inclusion of both target and international cultural content in the reading texts. However, cultural dimensions were unevenly distributed, with a predominance of “little C” themes such as lifestyle, custom and hobbies over “Big C” themes such as history, geography and architecture. Despite this imbalance, the reading texts offered wide-ranging topics, encouraging students to consider historical, economic, and cultural viewpoints globally. 2025