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The spoken proficiency, considering the speaking skills in English of ESL learners, needs close attention. For the purpose of improving the speaking skills of students, oral presentation is the most common method used in academics to improve their spoken proficiency. The previous works are abundant with descriptions of ideal presentations. No specific study is seen on the oral presentation, its role in spoken proficiency, and the reasons behind it. This paper not only talks about the oral presentations of the language learners but also explores the needs of the learners, the reasons, factors, and possible solutions. For this purpose, the presentations of the twenty Undergraduate students of the BS English program at the University of Sargodha were recorded both in audio and video for analysis. However, the structured rubrics reflect all the important factors and components explained by (Dornyei & Scott, 1995) model for oral presentation skills. The results of the present study reveal a long list of the lacks and needs of the learners' presentation skills and speaking skills. The research opens a vast field for future research, more practical in nature, concerning the needs of the learners.

The present study highlights the differences and similarities between Urdu and English language based on Wh-movement. According to Manetta (2010), Hindi-Urdu exhibits a feature-driven overt Wh-movement to Spec vp, a point from which movement of Wh-word might gain clausal scope. The extent and nature of driven overt Wh-movement will be speculated in the present study by drawing a comparison between Urdu and English language. The use of scope marking to interrogate out of finite complements is contended to postulate a homogeneous idea of the following components involved in the construction of questions in two languages: the propensity of Wh-expressions to appear in preverbal position, the potential of overt long movement, and the employment of Wh-expressions in preverbal point. The study exclaims that Urdu is an in-situ language as it bears the presence of Wh-word at canonical position whereas English is not an in-situ language because it does not bear the presence of Wh-word at middle or end positions. Further, the movement of Wh-words in English is regulatory while the movement of K-words is totally non-regulatory in Urdu language. This study will further help researchers in exploring the movement of Wh-expression in Punjabi language and its similarities with Urdu Wh-movement.

The present study highlights the differences and similarities between Urdu and English language based on Wh-movement. According to Manetta (2010), Hindi-Urdu exhibits a feature-driven overt Wh-movement to Spec vp, a point from which movement of Wh-word might gain clausal scope. The extent and nature of driven overt Wh-movement will be speculated in the present study by drawing a comparison between Urdu and English language. The use of scope marking to interrogate out of finite complements is contended to postulate a homogeneous idea of the following components involved in the construction of questions in two languages: the propensity of Wh-expressions to appear in preverbal position, the potential of overt long movement, and the employment of Wh-expressions in preverbal point. The study exclaims that Urdu is an in-situ language as it bears the presence of Wh-word at canonical position whereas English is not an in-situ language because it does not bear the presence of Wh-word at middle or end positions. Further, the movement of Wh-words in English is regulatory while the movement of K-words is totally non-regulatory in Urdu language. This study will further help researchers in exploring the movement of Wh-expression in Punjabi language and its similarities with Urdu Wh-movement.

The spoken proficiency, considering the speaking skills in English of ESL learners, needs close attention. For the purpose of improving the speaking skills of students, oral presentation is the most common method used in academics to improve their spoken proficiency. The previous works are abundant with descriptions of ideal presentations. No specific study is seen on the oral presentation, its role in spoken proficiency, and the reasons behind it. This paper not only talks about the oral presentations of the language learners but also explores the needs of the learners, the reasons, factors, and possible solutions. For this purpose, the presentations of the twenty Undergraduate students of the BS English program at the University of Sargodha were recorded both in audio and video for analysis. However, the structured rubrics reflect all the important factors and components explained by (Dornyei & Scott, 1995) model for oral presentation skills. The results of the present study reveal a long list of the lacks and needs of the learners' presentation skills and speaking skills. The research opens a vast field for future research, more practical in nature, concerning the needs of the learners.