Teachers in Pakistan are having a tough time using English as a Medium of Instruction (EMI) to teach in ESL classrooms and psychological influence that handicapped them in potential learning outcome. Given these issues, this study explores the reasons of their perceived challenges. Using a qualitative approach, in-depth interviews were conducted with teachers to gain insights into the difficulties they face. First, the Linguistic barriers, such as English as second language (ESL) learners don't know English well enough. It's hard for them to understand & take part in class. Teachers have to make things simpler & change how they teach. Second, Pedagogical adjustments, where teachers use more pictures & hands-on stuff. This means more work for them. They're trying to teach both the subject & English at the same time. Lastly lack of institutional support signifies that teachers don't get enough training or the right tools to teach in English. To fix this issues, it is needed to help students get better at English performance. In addition, teachers should be given special training. Finally, it should be made sure that teachers have the right stuff to teach in English. These support mechanisms are crucial for improving the effectiveness of EMI in Pakistani classrooms. The study concludes that without addressing these challenges and eradicating psychological barriers the success of EMI in Pakistan will remain limited, as teachers continue to face the dual burden of teaching both content and language without sufficient institutional backing. Recommendations for future research include exploring student-centered approaches to EMI and investigating the role of professional development in enhancing teacher preparedness.

The purpose of this qualitative study is to investigate the influence that explicit syntax teaching has on the creation of complex sentences in English as a Second Language (ESL) writing, particularly in the setting of Pakistan. To achieve the aims, two instruments were applied i.e. semi-structured interviews beside the analysis of students' written compositions. Results demonstrate a considerable improvement in the participants' knowledge of syntactic structures as well as their application of these structures after receiving targeted training. The transformational impact of explicit syntax instruction is shown by the fact that written compositions exhibit varying degrees of syntactic complexity which are consistent with those of the previous study, which was conducted to highlight the beneficial association between training in syntax and improved writing skills. In addition to this, the research sheds light on the cultural integration of syntax, demonstrating a singular combination of linguistic abilities and cultural identity among students of English as a second language in Pakistan. The implications for ESL education include the possibility of using technology task-based methodologies and a culturally relevant framework. These findings contribute to the larger conversation about language education and provide useful insights for improving syntax instruction to cater to the varied requirements of ESL students in Pakistan.

This qualitative study relates to the textual coherence in the Prologue of The Holy Woman by Qaisra Shahraz and the Epilogue of Unmarriageable by Soniah Kamal, in relation to linguistic features that provide cultural implications in the relevant texts. As this research shows through the deconstruction of the narrative strategies and thematic contents of sections, imagery, dialogue and the subject-verb-object construction all contribute to the stylisation of cultural ethnicity and social decencies. The Prologue of The Holy Woman enforces and questions the rigid gender roles and religious expectations in a Muslim family; the conclusion of Unmarriageable questions the rigid culture of marriage and identity of Pakistani women. Thus, the present paper, adopting an inductive thematic analysis, features literature stressing connections between linguistic cohesiveness and cultural matrices as well as providing readers with an understanding of the everyday realities of South Asian women. Results highlight the connection between language, cultural, and social issues and point to the possibilities for a critical view of gender, marriage, and freedom in literature. The study helps in establishing the diminished link between language and culture in postcolonial tradition and provide the scholars with ways in which these authors engages in using the language tools to broker the cultural relevancy today from the culture of the past.

Pragmatic hedges play a significant and widespread role in moderating the directness and tone of conversation in the process daily language use and interpersonal communication. These linguistic tools are used to soften statements, introduce uncertainty, or provide a buffer in potentially confrontational situations. Hedges, therefore, possess a distinctive pragmatic value by reducing the force of information in sentences, weakening their assertiveness, and subtly shifting the topic of conversation. This paper adopts the Politeness Principle, as proposed by Geoffrey Leech, as its theoretical framework to explore the pragmatic functions of hedges in language. The analysis is focused on the use of hedges in the prologue of the Holy woman and epilogue of Unmarriageable, employing a qualitative research methodology. Through this lens, the study investigates how hedges are employed by characters to navigate social interactions and manage communication effectively. The findings reveal seven main functions of hedges i.e. softening the situation, giving emotional expression, implying confidence and subjective judgment, rhetorical question, cultural framing, and respect of autonomy. These politeness strategies help to maintain a harmonious and respectful communication environment, play a role in saving face and protecting one's self-image, contribute to politeness by rendering expressions more euphemistic and less direct and finally, enhance the appropriateness and acceptability of words in specific social contexts. These functions underscore the crucial role of hedges in ensuring that narrative communication remains tactful, sensitive, and effective in various interpersonal settings.