Purpose of the study: The present research aims to explore the oppressed and marginalized Afghan women who are made subaltern socially and religiously. It further reveals the ability of women to endure the violence and to create the vision of women empowerment through their suppressed bodies. Methodology: The primary data of research relies upon the text of A Thousand Splendid Suns by Khalid Hosseini (2007). Further, it has also been collected from secondary sources like articles and reviews mentioned in the reference list. The selected text is analyzed under the theoretical framework of the theory of subaltern by Spivak (1988), utilizing the content analysis. Main findings: The study dismantles the struggles of marginalized women for their survival and to free them from the suffocating chains of repression and violence. Nana, Mariam, and Laila being the subaltern know the word ‘Endurance’ while living in dilapidated social conditions. They show the degree of resistance and then also unite to stand against societal prominence. Mariam- the harami, sacrifices her life for Laila and Laila becomes the voice of her coming generation who can challenge the subaltern attitude and will speak loudly. Application of this study: Utilizing the theory of subaltern by Spivak, this research answers the question “Can the subaltern speak?” as ‘Yes’. It brings a message if the subaltern group combines and stands against the unjust norms, they will no more remain a subaltern and will be applicable for academicians and researchers as well. Novelty/Originality of this study: The study is distinctive because it explores the literature that portrays the stories of almost every home and corner of the world. Despite passing phases of woman's rights, the female gender is still being suppressed. It also unveils how gender inequality, poor and gender-biased educational systems, the justice system, and constrained or child marriages are being practised.

The research study aimed to explore ESL learners’ attitudes towards demotivating factors in vocabulary learning. In order to explore what factors are affecting ESL learners’ vocabulary learning and to identify the difference between male and female learners’ attitude towards demotivating factors in the process of vocabulary learning. A total of 300 male and female learners participated in this study. Data was collected through a questionnaire and written remarks of participants. The obtained data was analyzed both quantitatively and qualitatively. On the bases of findings, different factors were reported as demotivating in vocabulary learning by male and female learners. The difference between male and female respondents’ attitudes towards various demotivating factors related to classroom was highly significant. In the light of above findings, the researcher suggests several recommendations for ESL learners and teachers.

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The research aims to evaluate demotivating factors connected to ESL learners in vocabulary learning. Data were collected from 300 ESL students studying at the university level. Participants were asked to provide comments to help the researchers identify the elements they believe are detrimental to their vocabulary. Six key topics were found in the examination of written feedback. The researchers proposed advice to ESL students and teachers in light of the findings. The study concluded that learners' related factors contribute significantly to demotivate them from vocabulary learning. The study concluded that lack of interest, lack of opportunities to use English, confusion over the material selection, time management mistakes, excessive use of smartphones, and lack of exposure are the factors reported by the ESL learners in vocabulary learning.