This study investigates the relationship between classroom enjoyment and English as a second language, i.e., ESL students' attitudes towards learning English. The research aims to shed light on the extent of enjoyment experienced by ESL students in their learning environments and its impact on their attitudes towards learning English. A quantitative research design was employed, and data was collected through a questionnaire administered to ESL secondary school students in Multan. The findings of the study indicate that ESL students generally experience a moderate level of enjoyment in their ESL learning environments. This suggests that their learning environments are successful in fostering a sense of enjoyment. Furthermore, a significant relationship was found between classroom enjoyment and students' attitudes towards learning English, highlighting the importance of creating an enjoyable learning environment. The study emphasizes the role of learner-centered approaches, a supportive classroom environment, positive teacher-student relationships, and the integration of technology and authentic materials in promoting classroom enjoyment and positive learning attitudes among ESL students. These factors contribute to the creation of engaging and enjoyable learning experiences for ESL learners. The implications of this study are significant for educators and curriculum developers. By prioritizing classroom enjoyment and creating positive learning environments, educators can enhance students' attitudes towards learning English and promote their motivation and engagement. Incorporating learner-centered approaches, utilizing authentic materials, and fostering positive teacher-student relationships are effective strategies to cultivate enjoyment and positive learning attitudes among ESL students.

The purpose of this research is to explore the influence of Green HRM (GHRM) on environmental performance (EP). There has been a noticeable lack of focus on concurrently examining green ambidexterity (GA), GHRM, green behavior (GB), and their combined impact on EP in the lens of Human Capital theory. The purpose of this study is to investigate the interrelationship between GHRM and EP through serial mediation of GA and GB with a moderating role of responsible leadership (RL) in the relationship of GHRM and GA. A variance-based structural equation modeling (PLS-SEM) was applied to 570 sample of hotels. The results indicate that GHRM facilitates the development of green ambidexterity, and green behavior among employees in the way that they contribute to improving EP. The outcomes of this research offer valuable contributions to the existing literature on GHRM and GA, along with providing practical insights for managers in hotels.

The present study aims to examine the tie-up alliance in Mindfulness, Quality of Life, and Workplace Stress among Working Women. This study employed correlational research design. The study sample consisted of 180 working women with an age range of 18-60. Data was collected from Public and Private Organizations (Hospitals, Universities, Colleges and Schools). Purposive sampling technique was used to collect data from participants. Questionnaires were used to measure Mindfulness, Quality of Life, and Workplace Stress. Pearson product-moment correlation has assessed the correlation between variables, hierarchical multiple regression analysis used for prediction and for comparisons one-way ANOVA was used. Mediation analysis were done by using process macro techniques by Hayes. Obtained results showed that there is significant positive correlation between quality of life, mindfulness and workplace stress. Mindfulness mediated the relation of quality of life and workplace stress. Government school teacher experience more quality of life as compared to others. While government university professor experience more mindfulness. This research will serve the purpose of knowing the underlying mechanism of workplace stress experienced by women working in organizations and how it can be controlled.

This mixed -methods study delves into stress factors among first -year undergraduate students in universities across Punjab, Pakistan. Five hundred students underwent evaluation for stress levels and academic achievement, with 10 selected for further analysis. The Perceived Stress Scale (Cohen et al., 1983) and demographic sheets were utilized for data collection. Analysis revealed a significant negative correlation between perceived stress and academic achievement. While women exhibited higher stress levels but better academic performance, students from public sector universities reported greater stress and lower academic success. In-depth interviews identified key stressors including heavy academic workload, financial constraints, limited support systems, competitive academic environments, and language -related challenges, notably weak English-speaking skills. These findings underscore the urgent need for enhanced support services, increased financial aid accessibility, a balanced academic culture, and the implementation of language support programs in Southern Punjab's higher education institutions. Addressing these stressors is crucial for fostering the well-being and academic success of first -year students, emphasizing the importance of creating a supportive learning environment during this transitional phase. The study offers insights into the multifaceted nature of stress experienced by first -year students and highlights the imperative of addressing these stressors to promote a nurturing learning environment conducive to academic success. Future research should explore the effectiveness of interventions aimed at reducing stress among first -year students and investigate additional factors that may contribute to stress in this population.

This research study aims to explore the foreign language-related emotions experienced by advanced learners across the four skills (speaking, listening, reading, and writing). Study was conducted at Government College University Faisalabad, where 50 advanced learners of English as a foreign language participated. The data were collected through mixed-method approach, including questionnaires and interviews. The findings of this study indicate that advanced learners experience a wide range of emotions in foreign language learning, including positive and negative emotions. The most frequently experienced emotions were anxiety, motivation, and enjoyment. Moreover, the findings reveal that the emotions experienced by advanced learners varied across the four skills. For instance, anxiety was most commonly experienced in speaking and writing, while enjoyment was frequently experienced in listening and reading. The results of this study have implications for foreign language educators and suggest that it is essential to consider the emotional dimension of foreign language learning when designing pedagogical practices.

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.