In Pakistani TV talk shows like “Khabardar”, power issues are illuminated, and various hidden ideologies are deconstructed for the achievement of hidden goals; it is the most popular and fascinating way to convey the ideas, perceptions, and effects of the various political statements from the leaders’ perspectives in the current scenario and circumstances. Such types of practices are decorated more with sophisticated vocabulary, witty compliments, and discursive linguistics strategies by character portrayal, particularly as in the characters of “Khabardar,” Critical discourse analysis is a linguistic tool which is helpful to reveal the such type of manipulation as it is displayed in “Khabardar” and CDA also clarifies how and why the characters are being criticized. Actually, the characters in talk shows like “Khabardar” are intentionally revealing their ignorance of linguistic phenomena as well as convey real facts about social and political systems through witty remarks. Through CDA, the current study is centred on political and social scenarios for the illumination of hidden language games. This research is purely qualitative based on Fairclough's three-dimensional models and critically analyzes “Khabardar,” three episodes for sociopolitical elements and language games with the help of CDA.

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Despite the importance of English language proficiency in Pakistan, many learners struggle to develop a positive attitude towards English language learning. Thereby, this qualitative research study aims to analyze the factors causing ESL (English as a Second Language) college students' demotivation to learn English. The researcher conducted semi-structured interviews with sixteen students from different colleges in Karachi. The study found that difficult course content, non- interactive teaching styles, using English as the medium of instruction, and teachers' attitudes were the major sources of demotivation among the participants. This study emphasizes the importance of motivation in English language learning among ESL students. These findings have implications for ESL teachers in designing effective interactive language instructions that can help students improve their motivation to learn English.

This study is aimed at finding the impact of online games on teaching single and double preposition at primary level students to find potential evidence if the use of preposition gets improved in the students or not. The nature of the study was quantitative. Quasiexperimental research design was used for the study. This study involved only one experimental group. Pre-test Post-test were conducted to determine improvement of in learning of single and double prepositions after the intervention of online language games were introduced. Achievement test consisted of multiple-choice questions. Paired t-test was used to evaluate the significance of the difference in the outcome of experimental group. Result of this study suggested that online language games lay a significant impact on learning of double and single preposition by the primary level students. Results also further reflected that although both the genders showed improvement in their learning of single and double preposition after being taught via online language games but female students produced more significant results as compared to their male counterparts.