Linguistic landscape (LL) is a representation of language(s) visibility in public space. This study aims to draw a comprehensive profile of LL as adopted by private firms on billboards alongside the main streets of Kuwait, shedding light on the status of Kuwaiti vernacular, Standard Arabic (SA), and English in the country. The study utilises a quantitative approach through which billboards on the main streets of Kuwait were photographed, categorised based on the language of the script, then quantified to assess the popularity of the language. Billboards representing the main displayed language varieties were presented to a heterogeneous sample of respondents to assess their views across the two dimensions of status and solidarity through a digital questionnaire. The study also utilised a qualitative approach through informal interviews to gain the language specialists’ perspective on the issue. The results indicate that Kuwaiti vernacular has a growing positive attitude because of its perceived charisma and promotion of solidarity. When SA is mixed with English, or when English is transliterated into SA orthography, it tends to appeal to the public eye. Kuwaiti sociolinguists reflected a strong rejection of the trendy Kuwaiti vernacular over SA. Yet, English has not been viewed as a threat to SA.

Praising is considered to have a positive effect on learners’ motivations. Yet, what to praise and how to praise is an issue of controversy. The present study looks at the effect of praising ESL learners’ writing efforts in English as opposed to evaluating their writing abilities in order to test Dweck (2007) theory of praising intelligence or effort. The investigation is based on a set of language parameters used in conventional evaluation of ESL writing pieces.Forty adult English L2 learners at the women’s College of Basic Education, English Department, who were enrolled in writing classes comprised the study’s experimental and control groups. The study’s findings indicate that praising the effort increases the learners’ motivation and creates a relaxed teaching and learning environment.The present study highlights the importance of incorporating the praise of a student’s effort within the grading. Since grading plays a motivating factor on how well the learners’ work progresses, it follows that it should strategically place importance on the teacher’s feedback as well as clear instructions for improvement.

Research in the area of L2 phonological awareness continues to grow rapidly considering the importance of achieving proficient spoken English and ensuring being understood during communication, but most importantly on guaranteeing learners (worldwide) better professional opportunities. In Kuwait, conversing in English at a level at which the users can understand and be understood has become crucially important, regardless of the field in which the population studies or works. Within such intriguing context of phonological awareness in second language acquisition, the current study investigated the association of English phonemes production and perception by speakers of Kuwaiti Arabic and the main triggers of incorrect production. The present study looked specifically into the phonological errors made by Kuwaiti speakers of English when L1 has a parallel phoneme of only one of the two contrasting L2 phonemes in its L1 phoneme and/or orthography systems. The study was conducted on 244 Kuwaiti male and female participants between the ages of 18 and 30. The sample answered a 44 words questionnaire consisting of three English phonemes, namely, /p/, /v/ and /t∫/ and their counterparts /b/, /f/ and /∫/. The participants were asked to choose the correct sound they hear in word-initial and word-final positions. Findings of the study suggest that many Kuwaiti learners of English found it difficult to identify the English phonemes as a result of a deeper level of complications triggered by the occurrence of contrasting phonemes in both L1 and L2, hypercorrection, and interference of orthography. It is, hence, believed that perception is not the sole reason that causes Arabic learners of English to produce English sounds incorrectly.