Background: This study explores ‘how does teachers’ (im)partiality affect the knowledge/learning development process of the undergrad students. The researchers attempted to analyze the effect tone, mood, favoritism, demeanor and gender discrimination with reference to students’ perceptions and comfort levels. The researchers exploited the data gathered through interviews, observation sheets and grounded theory analysis thereby adopting a mixed method approach. Objectives: The objective of the research is to investigate the effect of the teachers’ (im) partiality on the knowledge/learning experiences and results of the undergrad students, while focusing on the teacher’s mood, tone, favoritism, demeanor, and gender discrimination. Sample: The researchers collected sample from the faculty teaching in a well-reputed university of Pakistan and the undergrad students of the second semester studying in the same university. The researchers ensured the representation across male and female genders. The sample generates insights of the effect of teachers’ (im)partiality on the learning experiences of the students. Methods: The researchers used the ‘Adapted Flanders Observation Sheets’ to gather data on mood, tone, gender discrimination, demeanor, and their influence on students’ perceptions and comfort levels. During data analysis, Grounded theory principles were followed for coding and categorization. Results: The findings reveal that negative attitude and harsh tone impede learning, whereas appreciation and admiration catalyze it. Gender discrimination and favoritism create divisions among students, hampering the learning of those ignored. Implications: Impartiality in teaching is crucial for a positive and productive learning environment. Teachers should be aware of their tone, mood, demeanor, and biases to ensure equal opportunities. This research contributes insights for educators and policymakers to enhance undergraduate education quality, emphasizing the importance of a supportive classroom environment.

The study aimed to address the lexemic cross-linguistic influence (CLI) mechanism and the role of proficiency in activating the source language of influence. The multilingual, Gujari-speaking English lexical learner participated in the study through the discourse completion tasks and self-assessment tests. The study identified evidence of lexemic influence[1] from already learned languages at form and concept levels while English lexical items were used. The study found that Urdu as L2 offered a facilitative role compared to Gujari and Pahari in influencing learning English vocabulary as Ln. The results indicate that L2 Urdu serves as the primary source of lexemic influence on English (Ln), which is shaped by the higher level of proficiency in the Urdu Language. Hence, the pattern of influence was from higher to higher and Urdu as an L2 also functions as a filter for other language features when acquiring L3 lexemes.

The current study aims to discover variations in complimenting and complimenting responses between Arabs (Syrians) and Non-Arabs (Pakistanis) who have different L1s and speak English as L2 during their interactions at their workplace in Syria. The data was collected using a DCT containing 04 hypothetical situations or scenarios. The situations in these DCTs are based on 04 themes: 1) appearance; 2) skill; 3) possession; and 4) character. For this purpose, the DCTs were adapted from Yuan (2002) and tailored according to the situation required in the current study. The data reveals that among Pakistani L2 speakers of English, 60% of the compliments are explicit and 37.5% are implicit. Moreover, interjections brought a slight change in the syntactic structure of compliments. Interjections co-occurred with syntactic formulas as 30% of the Syrian compliments and 24% of Pakistani compliments. The data collected regarding Syrians reveals that 82.5% of the compliments are explicit and 15% are implicit. Likewise, in compliment responses, Syrians and Pakistanis respond to compliments either using the Token of acceptance (Thanks), shifting credit, downgrading, reciprocating or using a combination of these semantic strategies. The current study will be instrumental in bringing Pakistanis’ way of complimenting, from an intercultural perspective to the fore in the world of pragmatic research.