Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.

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This paper discusses how English came into contact with Urdu language. Moreover, it outlines factors involved in borrowing from English to Urdu. It substantiates the influence of English on Urdu and demonstrates the conscious and unconscious shift of vocabulary items from one language to another during the interaction between speakers speaking different languages under any circumstances. The present study also unravels how people came across English in the Sub-continent. Pre-partition and post partition attitude of the people of the subcontinent towards English and the influence of English on Urdu are also bespoken.

The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.

Present study examines pedagogically the effect of blended learning activities to augment listening and speaking at tertiary level. Teachers provided content online that allowed measuring the students' engagement, satisfaction, teacher's role, and content and examination. Using the tools online on Blackboard®, discussion on forums and listening activities, the teacher provided the blended learning activities. The three-step strategy (3SS) framework was adopted for language learning.It provided students strategies that generated, supported and manipulated the blended learning activities for learning in the face to face sessions. The study investigates how blended learning activities motivate the engagement of students, their satisfaction, the role of the teacher, content and assessment from the students' point of view. The study uses a population of 38 students from two sections of a listening and speaking class (control G1 n = 20 and blended G2 n = 18), a placement test, examination results and responses from a questionnaire as instruments for examining the effect of blended learning activities on the students' engagement, satisfaction, teacher's role, content and examination. The results using descriptive statistics demonstrate positive effects of using blended learning activities in supporting the improvement of students' learning on listening and speaking at elementary level.e. In brief, using the evidence from the study reveals that exposing foundation year students to blended learning activities have positive effects on students' engagement, satisfaction, teacher's role, content and examination when learning English. The paper situated itself in the discussion of providing enriched language learning content online for supporting and measuring learning through the objective measurement of the content from the opinion of the students.