A pivotal skill that needs focus and concentration for efficient communication is speaking. It is taken as one of the toughest skill for learning of language. However, the issue to attain speaking proficiency becomes more problematic in Second language contexts. Specifically in English language speaking situations and ESL contexts, the learners are unable to communicate effectively and they are reluctant to speak due to various problems. Particularly in Pakistan English is regarded as official language for communication, yet only small percentage can communicate in English effectively. This investigation objects to explore the hindrances and problems faced by Pakistani ESL learners while speaking English. The population for this current investigation comes from Pakistan whereas the sample comes from four provincial capitals (Sindh, KPK, Punjab, Baluchistan) and one federal capital of Pakistan i.e. Islamabad. The sample size from the population was 100 (20 each from provincial and federal capital). Quantitative research design was used in which questionnaire was conducted from the people to explore various factors affecting the English speaking in Pakistani peoples. The results revealed that ESL learners in Pakistan do face a lot of psychological, linguistic, and social problems while speaking English. The results concluded that these factors create hindrances to achieve fluency in English language speaking. The outcomes of this study are significant to help concerned administrators, institutions, educators and teachers to eliminate these problems to attain efficiency in speaking English.

The experience of the pandemic has given a new flavor to online learning and teaching to the whole world. So, after the pandemic, the learners equally welcome classrooms which are the mixture of physical and online learning. This concept is called phygital classrooms. This term is gaining popularity recently. The current study emphasizes investigating the efficacy of phygital English language classrooms in Pakistan. The population of this study was Grade 12 learners of Pakistan. These learners were studying English as their compulsory subject. The sample size is 100 students. Following the empirical research method, two groups were formed. The experimental group used phygital classrooms as their independent variable whereas the control group used face-to-face learning (conventional mode) as their independent variable. The results of the English language (as the subject) are investigated as the dependent variable. Pre- and post-test assessment technique have been used. The results revealed no significant difference in the scores of pre-tests. On the other hand, the post-results show that there were significant differences in the performance of both groups. It clearly reflects that the experimental group performed much better than the control one. This exhibits the efficacy of phygital classrooms in the Pakistani context.