Speaking in a foreign language is considered to be a challenging aspect of language learning that demands competence and mastery in learning any foreign language. Vocabulary learning verifies to play an important role in oral communication. However, literature lacks the studies where both English as a foreign language (EFL) students and teachers' views are obtained to provide analyses of the situations in which learners are not showing desired results in speaking. The current study explores the problems of lack of vocabulary that Saudi EFL students face with special focus on their speaking proficiency. It aims to seek EFL teachers' opinions on the extent to which lack of vocabulary has influence on EFL students' performance in listening, and conversation classes, and in expressing their ideas and feelings, and especially in speaking skill. A questionnaire was used for the responses from the students and an interview for the teachers to reveal their perceptions about the vocabulary hindrance in speaking skills. 20 EFL instructors and teachers of Preparatory Year Program (PYP) section of a public university and 110 EFL students participated in this study. The analysis of the data showed that both teachers and learners indicated that lack of vocabulary is one of the major factors in students' inability to speaking English. In the current study, among many other suggestions it is proposed that the inclusion of mobile assisted language learning could be useful way of developing vocabulary for spoken proficiency of Saudi EFL learners.

<p>The aim of this paper is to investigate errors made by second and foreign language (L2) learners so as to understand the strategies and techniques used in the process of second and foreign language learning. Error analysis is a very important area of applied linguistics as well as of second and foreign language learning. It is also a systematic method to analyze learners' errors. Errors are not always bad, rather they are crucial parts and aspects in the process of learning a language. They may provide insights into the complicated processes of language development as well as a systematic way for identifying, describing and explaining students' errors. Errors may also help to better understand the process of second and foreign language acquisition. This study tries to investigate why <em>Pakistani ESL</em> and <em>Iranian EFL</em> learners fail to produce grammatically correct sentences in English, in spite of having English as a compulsory subject at all levels in their learning institutions and schools. What are the reasons for their poor English written performance? In the present study, the writing assignments of university students as well as intermediate English learners were analyzed for the purpose of error analysis. Results of the analysis suggest that students lack grammatical accuracy in their writing and are not sure of the grammatical rules that may apply in their writing in English. The study concludes that they are highly influenced by the rules of their first language (L1).</p>

Self-perceived communication competence (SPCC), communication apprehension (CA) and Willingness to communicate (WTC) are all well-researched constructs in language learning contexts. This research is an initiative to understand effects of SPCC and CA on WTC of Pakistani university students. Focusing on theoretical model in communication research by McCroskey and his colleagues, the current study draws upon quantitative data using three questionnaires from 88 language learners in a public sector Pakistani university and attempts to understand the role of SPCC and CA in enhancing the WTC of learners in multiple formal and informal contexts. Results suggest that acquaintance level with the participants and contexts of language use may be the important factors to effect WTC of learners for first/foreign language use. Findings of this research in formal context offer strong evidence that strong CA in one language can result in positive SPCC in the other language and becomes a reason to enhance WTC in that particular language. For informal context, there exists a positive relationship between SPCC and WTC in any particular language. If learners have a positive SPCC in one language, they demonstrate a strong WTC in the same language. Moreover, relationship of SPCC, CA and WTC depends a lot on degree of acquaintance that interlocutors share in formal context, however, there is lack of evidence in informal context to suggest any possible directions.

<p style="text-align: justify;">The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.</p>

In recent years, SLA and L2 learning motivation have received extensive attention of researchers and teachers across the globe but the issue remains underdeveloped and there are only some small-scale studies on this subject in Pakistan. Among different factors that affect L2 learning motivation, the current study focuses on exploring differences in L2 learning motivation by college type (private vs. public) and major subject of study (Arts vs. Sciences). Analyzing the questionnaire data from 547 first year college students, the study singles out different situation-specific factors that account for variation in ESL learning motivation. Results indicate that private college students have a higher motivation level and better achievements in ESL learning as compared to public college students. Public college students have strong instrumental motivation while private college students show preferences for an ideal L2 self. L2 motivation does not differ a great deal between students with different subjects of study but there is a big gap in the achievement of both groups. Arts majors’ motivation depends heavily on their attitude towards English while science majors are instrumentally motivated to learn English. We also discuss some possible reasons for the differences in motivation and implications of the study for ESL teachers and learners.