Aim and Scope

In English as a Foreign Language (EFL) education, learners’ Willingness to Communicate (WTC) has become a central construct for understanding speaking performance and communicative engagement. Simultaneously, Artificial Intelligence (AI) technologies are transforming language learning through intelligent tutoring systems, speech recognition, and adaptive tools that potentially enhance WTC by reducing anxiety and enabling real-time interaction. Given the rapid emergence of both WTC and AI research in EFL speaking contexts, this study conducts a bibliometric analysis to map the evolution, trends, and influential contributions at the intersection of these domains. Using a dataset of 25 articles published between 2006 and 2025 in SJR-ranked journals and analyzed with VOS viewer and Google Colab, we examine publications’ growth trajectory, the most cited countries, key journals and articles, and the most frequently used keywords. Results reveal a sharp increase in publications from 2022 onward, with Hong Kong, New Zealand, Taiwan, and Iran as leading contributors. The journals System and Computer Assisted Language Learning account for the majority of publications and citations, while landmark papers in ReCALL and International Journal of Applied Linguistics anchor the field intellectually. Keyword co-occurrence analysis shows WTC as the core node connecting AI-related and affective terms such as “chatbot,” and “foreign language enjoyment”. Overall, the field is transitioning from isolated studies to a networked research agenda, highlighting opportunities for AI-enhanced speaking tasks, fostering communicative readiness. This study provides foundational mapping for researchers, educators, and policymakers, offering insight into future directions for integrating technological and pedagogical innovations to strengthen EFL speaking instruction. Keywords: Willingness to Communicate, Artificial Intelligence, EFL Bibliometric Analysis, Technology-Assisted Language Learning

Constructivism, as a learning theory, posits that learners actively construct knowledge rather than passively receive information. Through interaction with their environment and reflective engagement, individuals develop their own conceptual representations and integrate new knowledge into pre-existing cognitive frameworks (schemas). Grounded in this paradigm, the present study examines the effectiveness of the constructivist approach in teaching literature to enhance students' Sustainable Literary Competence (SLC) as articulated by Myren-Svelstad (2020). Sustainability, in this context, refers to the ability to meet present needs without compromising the ability of future generations to meet their own, encompassing environmental, social, and economic dimensions. It explores how critical reflection, active participation, and collaborative learning facilitate deeper engagement with literary texts. Furthermore, the study investigates the impact of constructivist pedagogy on students' analytical and interpretative skills, demonstrating that this approach fosters literary competence, meaningful discourse, and a profound comprehension of literature. Within a constructivist classroom, the teacher assumes a facilitative role, viewing knowledge as dynamic and evolving based on learners’ prior experiences, while students engage in collaborative knowledge construction. The study underscores the significance of both the teaching-learning process and its outcomes, emphasizing the integration of students' perspectives and observations in assessment practices. Additionally, the research highlights the need for an effectively structured curriculum and a balanced pedagogical framework that operationalizes constructivist principles in learner-centered classrooms. By advocating for a holistic instructional model, this study contributes to the discourse on sustainable literary competence, emphasizing its role in fostering enduring analytical and interpretative skills through teaching literature. Keywords: Sustainable Literary Competence, Constructivist Approach, Teaching Literature, Learner-Centered Education, Constructivism

Recently, the development of chatbots assisted by the artificial intelligence has opened up new dimensions in the field of education. Among such is the Chatgpt. It is taken as a Pharmeka – a poison and remedy at the same time. Some had taken it a serious threat to the creativity and human intelligence. While at the same time, generative artificial intelligence had revolutionized language learning process particularly of the English Language. The present study is aimed to gauge readiness and the institutional provisions & challenges to use artificial intelligence for academic purpose in the public sector universities of the South Punjab-Pakistan. For data collection the questionnaire was distributed among 200 hundred students of undergraduate and postgraduate students studying English language and literature at the following universities; University of Layyah, University of Jhang, University of Mianwali, Ghazi University D.G Khan, Islamia University Bahawalpur, Women University Multan, Bahauddin Zakariya University Multan. The population was selected on random sampling-based technique and the questionnaire was distributed online. Ten participants both male and female were interviewed at the University of Layyah as focused group. The findings of the study reveal that there is a high frequency of Chatgpt users in the academic domains. The students are using it for the academic purpose but without any professional experience and training. Hands on training to use artificial intelligence would make the language learning more personalized, interesting and effective for academic purpose. Keywords: Generative AI, AI In Education, Academic Challenges, EFL Classrooms, Language Learning

Pakistan is a linguistically rich country where various languages compete with each other, though English and Urdu largely rule the landscape. Although Urdu is the national language of the country but English serves as the official language in most departments, including the court, which naturally challenges the common man in terms of comprehension. The intricacies of legal language foster linguistic inequality, which, in a way, denies the common man access to justice. This is mainly because of the fact that the English language is rather different from the local language, as they have different developmental histories. Unprecedented importance given to English naturally affects the status and use of Urdu. As a result, this leads to language disparity, which hinders the accessibility to justice. The quantitative data for this study were collected using the probability sampling technique with the aim of finding out the influence of English and Urdu on legal communication and justice within Pakistan's judicial system. In order to explore the linguistic inequality engendered by the predominance of English in the legal sphere, Pierre Bourdieu’s theoretical framework was employed for this study. This was found that individuals express a preference for utilizing Urdu in the legal context, which is the result of their familiarity with Urdu. This means Urdu empowers them to articulate and convey their sentiments, ideas, and perceptions with efficacy. The study highlights the necessity to designate Urdu as the official language so that every citizen of the country can get easier access to justice. Keywords: Official Language, National Language, Linguistic Barriers, Legal Communication, Accessibility of Justice

The current study analyses the needs of language learners enrolled in the English for General Purpose (EGP) course at language centers in Quetta city. The study presents the obstacles faced by learners in achieving their goals in the language learning process and learners' suggestions for improvements in their curriculum. Data was collected through Questionnaires. In this study, 70 students (38 males and 32 females) participated from different language centers of Quetta city. The study’s findings reveal that students learn a language for higher education and a suitable job. They do not have complete command over the use of grammar, pronunciation, and listening skills. Along the way, they are interested in improving their English language skills, with a particular focus on writing skills. They desire more strategies to be adopted for a richer vocabulary in the classroom. It is proposed that to establish a successful curriculum for EGP, the goals and difficulties of EGP learners in the learning process should be considered. In this regard, a needs analysis should be conducted regularly for EGP learners. Keywords: Needs Analysis; English for General Purposes; ESP; Language Centers; curriculum

Comedians bring joy to audiences through their artistic performances. Muslims also laugh, and Muslim comedians, as immigrants or members of the diaspora in America and Western societies, are contributing to the entertainment industry, both artistically and professionally. Muslim women also play a vital role in uplifting the morale of their community. The present study aims to analyze Reem Edan’s stand-up performances using triangulation of intersectionality and Re-Orientalism as a framework. It is a qualitative study, and the collected and transcribed data consist of stand-up performances. These performances include jokes and/or funny stories explored in light of Crenshaw’s notion of intersectionality and Lau’s view of Re-Orientalism. The main aim of the study is to investigate how the Muslim women comedians succeed in constructing their identity within American society, where, as a minority, they have internalized Orientalist stereotypes. The findings reveal that the comedian, as a representative of second-generation Muslims in America, often encounters Orientalist and Islamophobic stereotypes. She draws on these experiences to create humour and make the audience laugh with stereotypes about Muslims internalized. The study is significant because it covers the struggles of a Muslim woman comedian to both entertain and challenge stereotypes about Muslims to construct identity. Furthermore, while shaping identity in American society under the influence of internalized stereotypes, the comedian re-Orientalizes Eastern culture and society to entertain the audience. Key Words: Identity, Intersectionality, Orientalist stereotypes, Muslim Woman Stand-up comedian, Reem Edan

The Palestine–Israel conflict is one of the longest and most difficult conflicts in modern history and the world has paid a considerable attention to it. Likewise, media has remained a constantly powerful tool in portraying the lengthy and complicated Palestine-Israel conflict. This study explores the way Pakistani and US leading newspapers namely: The Dawn and The Express Tribune and The Guardian visually portray the starvation crises of Palestinian people during July 2025. By employing the lens of visual semiotics (Kress and van Leeuwen, 2006) supported with Martin and White’s Appraisal Theory (2005), this study particularly focuses on compositional markers (information value, salience, and framing) and the emotional strategies of affect, judgment, appreciation. The results reveal that Pakistani newspapers highlights shared struggle with weak framing and disordered imagery of crowds with joint victimization and focuses on the aid distribution and symbolic struggle of people whereas The Guardian often uses personal misery through strong framed images and close-ups of individual undernourished children. The findings demonstrate how multi-modal and appraisal resources are deliberately used to conjure concern, trigger belief, and strengthen ideological positions. The study highlights the way print media is playing its role in shaping the ideology and triggering the emotions of the readers on Israel-Palestine conflict through visual portrayal of victim hood, endurance, and humanitarian disasters. Key words: Palestine–Israel conflict, Multimodal discourse analysis, Compositional markers, Appraisal theory, Starvation crisis

This paper investigates how Pakistani television advertisements employ linguistic strategies to target distinct social classes. Using Fairclough’s three‑dimensional model of Critical Discourse Analysis (textual, discursive, and social practice), a purposive sample of ads aimed at upper‑, middle‑, and lower‑class audiences was examined. Textual analysis revealed that luxury brands use sophisticated, aspirational language that foregrounds exclusivity and elite identity; middle‑class ads mix cultural familiarity with aspirational cues that emphasize value, quality, and upward mobility; and lower‑class ads rely on straightforward, pragmatic diction that highlights affordability and everyday functionality. Discursive practice shows how these linguistic choices engage audiences and reinforce prevailing cultural scripts, while the social‑practice dimension uncovers the ways in which advertisers reproduce and legitimize class hierarchies. The study demonstrates that advertising discourse in Pakistan is not neutral but actively constructs and normalizes class distinctions, thereby shaping consumer behavior and sustaining social stratification. After analysis of selected advertisements in Pakistan from different social media platforms, this research paper demonstrates the use of language to build social personas and resonate with the priorities and goals of each social class. The findings unveil that how language is used to build stratification among various social classes and affecting customers’ behaviors in Pakistan. Keywords Linguistic strategies, advertising, social classes, sociolinguistics, consumer behavior, marketing discourse, social stratification  

This research contests the Fall of Adam and Eve in Milton’s Paradise lost: Book 9, as a narrative of ecological domination, shifting the focus from theology to ecology. In so doing, it highlights the Fall of Adam and Eve as the point of departure, to trace the fragility of the ecosystem in relation to human domination. Moreover, the study aims to challenge the traditionally associated symbolism of the Fall by exposing the ideological basis of the anthropocene, establishing human mastery over nature, leading to ecological imbalance. The objective then, is to situate the Fall in the context of ecological crisis as a means to address the relevance of Paradise lost as an environmental concern. While existing scholarship establishes humans as stewards of the Earth, this paper exposes the research gap in redefining human–nature hierarchical relationship as anthropogenic. An in-depth analysis of selected passages from Paradise lost: Book 9, is based on engagement with Richard Grove’s concept of ecological imperialism. In addition to this, the research employs multiple other secondary sources to support the thesis. This study ascertains the Fall as the initial most fissure in ecological exploitation. Most significantly, the findings of this research can deepen understanding of canonical texts as a repository of environmental challenges encroaching upon the ecosystem. Keywords: Ecology, Paradise Lost, anthropocene, hierarchy, exploitation, environment

Metamodernism is described as a progressive shift in philosophy, art and culture which has evolved from postmodernism. It is a recent paradigm in critical and cultural theory. As a critical/cultural sensibility, metamodernism is considered to be both a new approach to literary composition and a method for analysing and researching literary works for academic study. The current article examines and assesses metamodernism as an efficient tool to gauge its fundamental characteristics in poetics and attempt to apply them to the interpretation of the poem Litany by Billy Collins, an American poet. Although the references are employed to the prominent standpoints of metamodernism, the primary model that will be employed for analysis of the poem is that of Timotheus Vermeulen and Van den Akker pioneered in their groundwork, Notes on Metamodernism (2010). The findings of the study reveal that the poem lacks the ideal balance of modernism, the fragmentation of postmodernism, and possesses the oscillatory motion of metamodernism which mediates between the former two stances, thus implanting the novice perception of “New Sincerity”. Keywords: Metamodernism, Postmodernism, Paradigm Shift, New Sincerity, Neo-romantic sensibility

Literary narratives memorializing historical milestones of a nation are always imbued with the passionate rhetoric that is cherished collectively and projected institutionally. Especially, in case of representational discourses about the revolutionary wars, the junctures epitomizing the ideals of resistance, the narratives turn more belligerent under the burden of the all-pervasive colonial memories and perpetually perturbing legacies. The kind of combative narration is one of the salient features of the literatures being produced in the former colonies across the globe. In this context, the article attempts to negotiate a fictional rendering of the anti-colonial élan scaffolding the American nation’s sense of pride and guiding its historical consciousness with reference to the Revolutionary War. Engaging postcolonial postulates about resistance and the modalities of a revolution in a colonial society, a critique of Jeff Shaara’s The Glorious Cause: A Novel of the American Revolution (2002) is developed. The analysis unpacks the rhetoric of resistance that is buttressing thematic structure of the novel. Various aspects of the novel, ranging from projection of the nationalist ideals to indictment of the colonizer, have been examined to elaborate the polemical configuration of the selected text. Through interpretation of these textual points, it is expounded how the American literary consciousness vociferously rationalizes the Revolutionary War as a national cause. Thus, it is evinced that the ideals of the early national history continue to inform the contemporary American literary discourses. Key words: American Revolution, Fiction, Ideology, Postcolonialism, Resistance