Authorial presence is the prominent feature of personal metadiscourse. The most significant representation of the writer's visibility can be represented by using personal pronouns. It helps to establish a direct link between the writer and reader through text. Conversely, writer's persona in research theses has not received much attention, especially in the field of English and Psychology in Pakistani context. Viewing academic discourse as an interaction, this paper investigates the use of writers' visibility markers in Pakistani research theses of English and Psychology. Drawing on Karahan's (2012) classification, the frequency and discourse functions of personal pronouns were explored. The results of this investigation exhibit significant variation in the exploitation of self-mentioning pronouns across two disciplines.

Decorous exploitation of reporting verbs is a fundamental component of academic writing. It facilitates in constructing authors’ assertions as well as situating those assertions with the previously published literature in the field (Bloch, 2010). This study has been carried out to examine the phenomena of reporting verbs in the research articles of Education and English written by Pakistani and native speakers of English. A corpus-based approach has been adopted in this study. The corpus of the study comprises of 152 research articles, authored by native and Pakistani researchers in the fields of Education and English. The findings of the study exhibited dissimilarities in the ways the authors accredit the other sources in their work and demonstrate the reported statements in Pakistani and native corpora. This study will assist the research scholars to enhance their awareness regarding an appropriate selection of reporting verbs in their academic writings.

Communication is supposed to be important to convey the message to the audience. The communication skills of teachers occupied a major role in effective students’ learning. If a teacher is anxious about speaking, his instructions may not be effective and also may affect the students’ learning. The researchers were intended to measure the language anxiety of the teachers who teach in 10th class while utilizing the survey method. The sample for the study included the teachers from Federal Government Educational Institutions (cants/ Garrisons) – FGEI’s (C/G). The data regarding the teachers’ language anxiety was collected by Teachers’ Language Anxiety Scale adapted by the researcher from (Horwitz, Horwitz, & Cope, 1986). The scale consists of 30 items with a Likert’s Rating scale ranging from strongly agree to strongly disagree. In order to measure the teachers’ performance, the cumulative GPA of their English subject that they have taught in recent anum was taken. This GPA was the outcome of their English teaching taken from Federal Board Intermediate & Secondary Education annual exam. The results showed that there exists a negative, moderate as well as significant correlation between teachers’ anxiety and their performance. It is recommended that the FDCI’s should organize workshops on a regular basis for the teachers that focus on the practice of English speaking proficiency. There should be seminars propagating about the strategies to cope with language anxiety.