The current study recruited 306 participants (males=194, females= 112) to fill out a questionnaire consisting of two sections for demographic information and a second section with 38 close-ended items to investigate the structural relationships among individual learner factors and anxiety when speaking a foreign language in Chinese EFL university learners. These factors included exposure to English, attitude towards learning English, perceived oral proficiency, years of learning English, perceived effectiveness of the use of social media, perceived competence and parental education status. The findings of the direct effects indicated that exposure to English, attitude towards learning English and perceived oral proficiency were negatively correlated whereas years of learning English and the perceived effectiveness of social media had an insignificant effect on foreign language speaking anxiety. In addition, according to the indirect predictive effects of perceived competence (mediator) on foreign language speaking anxiety, all other factors with the exception of years of learning English were found to be positively mediated by perceived competence. Lastly, the moderating effect of parental education status indicated that the interaction term (perceived competence x parental education status) had a negative and significant effect on foreign language speaking anxiety. The findings indicate that speaking anxiety exists in and out of class and can cause a detrimental effect on university learners’ communication and speaking skills due to a lack of confidence, practice, exposure and interaction. This research provides several insightful practical implications for EFL teachers and policymakers.

The aim of this study was to examine the English language learning motivation of Pakistani students by viewing ethnicity, gender, and culture because Pakistan is multi-ethnic and cultural country with wide dimensions. The study was examined with reference to UN directed 17 sustainable development goals, with special reference to Goal No 4 related to education. A sample of 602 participants from 39 Pakistani public and private sectors’ universities was taken as participants of this research. The research was done by adapting a questionnaire as a research tool, and L2 motivational self-system was taken as a theoretical framework. The collected data via questionnaire response was statistically analyzed by using SPSS 26 software. The results indicated that in Pakistan, all four types of internal motivational structure, i.e., immediate achievement, learning situation, intrinsic interest, and personal development, existed in students of English as second Language learners’ motivation. The highest value among the four factors of motivation was 2.57 in personal development factor, and the lowest mean value was in learning situations. There is no significant statistical variation among gender in all four types of motivational structures. In English learning motivation, urban students were comparatively higher motivated in all motivational internal factors. Furthermore, only Pathan and Kashmiri students had a significant variation, and the motivation of Pathan ethnicity was higher than Kashmiri in all motivational aspects. This research would be a useful insight for English teachers and students in an intracultural environment infused with ethnicity and multi-gender student population.

Pakistan distinguished as a nation with high vulnerability due to the severe inadequacies of climate change. To mitigate climate change effects the “Billion Tree Tsunami Initiative” was the first attempt launched by Imran Khan in 2014. The campaign discussed and got media attention because of allegations of negligence, corruption and using the campaign for political causes by PTI. This research paper presents an interdisciplinary approach, mingling eco-linguistic discourse analysis with quantitative and qualitative analysis, to offer an inclusive assessment of the initiative's inferences for Pakistan's environment. Through eco- linguistic discourse analysis, the paper reveals the visionary rhetoric implanted in Imran Khan's speeches as well as official documents. It clarifies the initiative's promise to sustainable reforestation rehearses, exceeding mere rhetoric to represent a deep indulgent of the interaction between environmental health as well as long-term economic constancy. The use of eco-centric language strengthens a common moral duty to defend the environment, nurturing a lasting association between the citizens as well as their natural environments. A mix- method approach was applied for this study. For qualitative analysis Imran khan’s 20 speeches were selected randomly from 2014-2022 from different cities of Pakistan, official documents related to “Imran khan’s 10 Billion Tree Tsunami” and media coverage from 2014-2022. A simple random sampling was used for this study. The qualitative data was analyzed by NVivo software. The framing strategies, linguistic features, and metaphors were analyzed from Imran khan’s speeches, official documents, and media coverage. This phase compromises perceptions of the progress of the initiative’s Ecolinguistic discourse over the years. The quantitative data was analyzed by SPSS software (version 24) and Python’s Natural Language Toolkit. Key metrics and sentimental analysis of media coverage were done for the quantitative analysis of “Imran Khan’s 10 Billion Tree initiative”. The quantitative analysis comprises budget utilization, employment impact, public sentiments, and tree survival rates. The SPSS software provides the descriptive statistics of tree survival rates, and the % ages of employment rates, while Python’s Natural Language Toolkit (PNLT) presents the sentimental analysis of media coverage related to the 10 Billion tree initiative launched by Imran Khan. The data has been presented in tables and pie charts. This study will be beneficial for policymakers, activists and NGOs, international researchers, educators, media professionals, media coverage, and fostering global collaboration in ecological restoration efforts.

Speaking is an essential and fundamental aspect of human Language. By acquiring and learning language, individuals can speak and conversate with each other, transmit information and interact. However, in practical aspects, it is somehow, difficult for second and foreign language learners to practice English in their day-to-day life. Despite being competent in their relevant field, many people and professionals worldwide endeavor and struggle due to lack of good communication and speaking skill. Language disorders can be one of the hindrances for many people including EFL university leaners. This study was guided by socio-cultural theory of Vygotsky, comprehensible input hypothesis of Krashen and foreign language anxiety theory of Horwitz. By adopting semi-structured interviews and focus group discussion technique, this study unveiled the psychological, cognitive and socio-cultural perceived hindrances that cause foreign or second language speaking anxiety in Pakistani EFL university learners. The participants of this study were recruited from public sector university in Lahore, Pakistan and were non-English majors (N=8) and aged between (20-26). The collected data was analyzed by employing content analysis technique. The findings indicated that speaking anxiety can originate from students’ own self-perceptions related to thinking process, cognition and linguistic issues such as vocabulary, grammar, pronunciation, unfamiliarity with topics, genre, psychological and affective factors like anxiety, anxious and introvert personality, low self-esteem, lack of confidence, pre-university language experience, time pressure, fear of negative evaluation, instructors’ remarks; socio-cultural factors like lack of comprehensible input and exposure to TL, gender, and role of parents, geographical background, social status and were detected as speaking anxiety inducing factors. This study ventures to contribute to the existing literature on foreign language speaking anxiety among Pakistani EFL university learners. Thus, it can be practically implied from the above-mentioned factors that maximum exposure to English is of great importance and when learning process is mediated by more knowledgeable others and a person or a learner is scaffolded in the company of more knowledgeable others (parents or teachers) he gets the targeted results. Furthermore, friendly classroom environment can be very effective in overcoming speaking disorders and anxiety. The findings of this qualitative research have practical implications for second and foreign language EFL learning.

Speaking and communicating in English language can be a traumatic experience for many Chinese EFL university learners in class and in public.In many situations, they prefer to remain silent and passive listeners.This study aims to detect linguistic, psychological, socio-cultural hindrances and lends a sympathetic ear to Chinese university EFL learners enrolled in a public sector university in Wuhan and sheds light on their perspective that cause apprehension in communicating English as a FL/SL.Horwitz's FLA, Krashen's input hypothesis, affective filter hypothesis, Tanveer's learners' perspective, Vygotsky's and Feuerstein's social constructivism have been used as theoretical frameworks.The present study employed a qualitative method for collecting data and directed content analysis was conducted with deductive and inductive approach.Focus group discussion and semi-structured interviews were conducted with eight Chinese EFL university students within an academic and social context.The respondents were from social sciences discipline and had enrolled in fall semester for attending one course of English oral communication skills in the department of FL.The results of the directed content analysis indicated that respondents experienced communication apprehension and anxiety due to their own self-related psychological, cognitive, linguistic, academic, social and cultural aspects.They felt anxiety due to personality traits, low language proficiency, perceived academic issues, scholastic competence, poor pronunciation, and above all lack of lexical knowledge in TL.

The learners of English language frequently convey the feeling of anxiety, nervousness and edginess. The realization of EFL (English as a Foreign language), ESL (English as a Second language) or TL (target language) anxiety among university postgraduates is essential. Once understood, the factors causing anxiety, nervousness and jumpiness can be mitigated and desired aims and goals of communicating in EFL and ESL can be attained. This study sets out to examine the English language anxiety or Xenoglossophobia among Chinese postgraduates. The participants were selected from department of foreign languages of two well-reputed Chinese universities in Wuhan. Besides, students’ three demographic variables have been used to investigate the English language anxiety i.e. age, gender and time span or years spent in learning English language. Apart from that, three pivotal features of FL or SL, namely communication apprehension (CA), fear of negative evaluation (FNA) and general feeling of anxiety (GFA) derived from Foreign Language Classroom Anxiety scale (FLCAS) devised by Horwitz were also a part of this investigation which was modified to English Language Anxiety Scale (ELAS) as the focal point of this investigation is on L2 or EL. The quantitative research technique was employed for collecting data from 116 Chinese postgraduates majoring in English, both male and female whose ages vary from 20 to 26. The results obtained were analyzed utilizing diverse statistical analysis i.e. Pearson correlation, descriptive statistics, and Multiple Regression. The findings revealed that Chinese learners of English majors experience moderate level of anxiety and no significant correlation was found between English language anxiety and demographic factors. Eventually, Chinese postgraduates were found experiencing mainly “GFA” through Multiple Regression analysis in English as a foreign language.

The current research study aims at inspecting various levels of apprehension and anxiety faced by university postgraduates in Pakistan and China when learning a foreign language (FL).The target population of this research was the university postgraduates from a Chinese university in Wuhan, and a public sector university in Lahore, Pakistan.The sample of this study was 206 postgraduates, out of which 106 (male =28, female= 78) from a Chinese university and 100 (male=53, female= 47) from a Pakistani university in Lahore.The sample was selected randomly and aged (21-30), and all participants belonged to the postgraduate level.Horwitz's foreign language classroom anxiety scale (known as FLCAS) was used as a survey model, a theoretical framework for collecting data from both universities.The Statistical Package of a Social Sciences (SPSS version23) was used to get quantitative results.Descriptive statistics were used to investigate the anxiety level.Mean score and standard deviation were computed of both groups, besides it, the independent samples t-test was run to compare the mean score of both groups and infer if there existed any difference in the target language anxiety level.The results revealed that Chinese postgraduates face more anxiety than Pakistani postgraduates, and there existed significant differences in foreign language anxiety levels of both groups.Based on the results, it can be implicated that combined efforts of mentors and students can pave the way in tackling anxiety among university postgraduates.

This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.

With the emergence of Higher Education Commission (HEC) of Pakistan after 2000, a large number of Pakistani students going abroad for studies and facing various issues and hurdles of cultural adaptability. A dramatic increase has been observed in the number of Pakistani students going to China. In this backdrop, we examine the intercultural adaptability of Pakistani students studying in China. For that purpose, a qualitative study was done on 15 Pakistani students studying in Huazhong University of Science and Technology, P. R. China to evaluate the effective strategies that enhance the intercultural adjustment and their perceptions of intercultural adaptability. For in depth analysis, the questionnaire was designed to ask different questions from the respondents. The author personally visits the respondents and asked the questions included in the questionnaire. The responses of the respondents were being recorded. The study examined five main themes (Educational Experience in China, Social and Cultural Experience in China, Friendship with Chinese Students, Life Satisfaction in China and Learning Achievement in China) to examine the intercultural adaptability of Pakistani students. The study found that Pakistani students are much satisfied from their educational experience and learning achievements. Further, they are also satisfied from the life spending in china as they didn’t feel any threat, risk or any other danger. Regarding the social and culture experience of China, the Pakistani students seems highly satisfied.

The study investigates the errors among online learners and their probable causes in the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The main objective of the MDB is to invite comments from students on a given topic; students place their comments within a given time limit and get graded accordingly. Misspelling is a natural and common phenomenon among the second language (L2) learners. However, due to the availability of spell check software options, misspellings should get minimized in online discussions. For the present study, the spelling mistakes committed by the graduate students of Business English (ENG201) course were analyzed. The findings demonstrated many types of spelling mistakes including inconsistent rules, ambiguous words, vowel substitutions, consonant substitutions, space inaccuracy, inflectional endings, double consonants, consonant omissions, vowel omissions, tense mistakes and letter reversals. Some of the causes explored were quick and direct typing on the interface, keyboard adjacency and not using the spell check software. The results revealed that major spelling mistakes were due to the lack of inappropriate guidance, insufficient practice and lack of adequate awareness about inflectional morphology. Some recommendations to improve spelling mistakes either on students end or through teaching techniques have been suggested at the end. Normal 0 false false false RU X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Обычная таблица; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Times New Roman; mso-bidi-theme-font:minor-bidi;}