Search

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.

This paper describes the process of customization and validation of scale that measures motivation for professionalization of English language teachers. This paper illustrates a systematic process to assist researchers in adapting, customizing and validating scale. This study presents results of a pilot survey of the five motivational factor scale, aimed to measure English language teachers' motivation to pursue professionalization with the help of HEC trainings. Study adapted and revised original Hildebrandt and Eom model of motivation for professionalization scale (MPS) aimed to measure five motivational dimensions such as improved teaching, financial gain, internal validation, external validation, and collaboration for professionalization. The revised scale contained 43 items whose reliability and validity were established. Self-administrative questionnaires were distributed among English language teachers of public sector institutions across Sindh for data collection to establish reliability and validity. Cronbach's alpha, corrected item total-correlation and confirmatory factor analysis tests were carried out to validate the scale. The customization and validation process along with results of the study have been discussed in detail in the methods and results section of the paper. The paper concludes by stating the findings of the research. [Note: The volume number (10) shown in the header of the PDF is incorrect. The correct volume number is 16.]

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.

Objective: The objective of the present study was to explore themes related to sexual violence against khwaja sira in Mingora, Swat, Khyber Pakhtunkhwa, Pakistan. Method: We conducted 45 in-depth interviews with khwaja sira in Mingora, Swat on their lived experiences with sexual violence. Interviews were digitally audio recorded in Pashto, then translated into English for coding, interpretation, and thematic content analysis of the transcripts. Results: We identified the following themes regarding sexual violence against khwaja sira: (1) childhood experiences of sexual violence are highly prevalent, (2) adult experiences with rape increase in violence, and (3) social norms harm or ignore khwaja sira. For the first theme, we identified the following subthemes: (a) experiencing sexual abuse at school, (b) the bathroom as a site for sexual violence, and (c) youth experiences in sex work. For the second theme, we identified the following subthemes: (a) kidnapping, robbery, and physical violence and (b) negative perceptions of sex workers. And finally, for the third theme, we identified the following subthemes: (a) experiencing repeated gang rape, (b) cutting hair as punishment, and (c) police complicity with violence. Conclusions: Study findings highlighted an important unmet need regarding sexual violence against khwaja sira in Swat, Pakistan. Many participants experienced intersectional stigma as their experiences with sexual violence were also connected to negative community perceptions about their identities as sex workers and third gender people. Social interventions and policies should more fully address these issues to help ensure the safety of khwaja sira communities. [ABSTRACT FROM AUTHOR]