This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

Since the internet network's establishment, the World Wide Web is considered as the most important tool used by billions of people across the world. It allows people to share the media, read, write, publish and interact with others via the internet. Since its advent, the World Wide Web has evolved from a read-only medium technological network to the collaborative one where learners are interlinked in various ways. Through its various stages of evolution, English language learning was transformed from simple to an interactive, collaborative, and learner-centered environment. This paper will present the conceptual review of the literature, in chronological order, on how English language learning has evolved over the past years, particularly from web 1.0 to web 3.0. It also aims to present the analysis of the evolution of the World Wide Web (www) technologies from a learner perspective; therefore, it will elucidate various web-based tools, technologies, trends, and applications used by learners in their education.

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Pilonidal sinus is defined as an infected tract in the skin, commonly containing a tuft of hair. The most common locations are buttocks, axillae, groin, etc., but it can also develop at rare locations. We present a case of a 24-year-old, hirsute male with recurrent infected discharging sinus on the anterior chest wall, at a tertiary care hospital in Karachi. The patient had earlier undergone incision and drainage multiple times before he finally came to us. On evaluation and exploration a sinus tract containing a tuft of hair was excised from the anterior chest wall. A pilonidal sinus can develop in any area containing hair under friction. Hence, it should be included under the differential diagnosis of any long-standing sinus over a hairy area. Keywords: chest wall sinus, anterior chest wall, Continuous....

This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term 'mainstream' refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.Key words: first language; applied linguistics; Vygotsky; sociocultural theory; second/foreign language instruction Introduction Scholars in the field of applied linguistics hold that contexts play a major role in learning a language. While explaining Vygotsky's theory of "scientific" and "spontaneous" concepts, Lantolf and Thorne (2006, p. 294), for instance, stated that learning an FL is dissimilar to learning an L1 in certain respects. He elaborated that unlike an L1, which is learned practically and freely in a natural upbringing, an FL is learned in a controlled and a time-specific classroom environment. Lantolf and Thorne (ibid.) suggested that teacher and the textbooks are, therefore, largely the major sources of FL learning. In addition, a learner is more intentional and goal-directed in FL learning than s/he is in one's L1 learning.One finds the similar differentiation between the instructional contexts of second language (L2) and FL as has been explained between learning an L1 and an