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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