A pivotal skill that needs focus and concentration for efficient communication is speaking. It is taken as one of the toughest skill for learning of language. However, the issue to attain speaking proficiency becomes more problematic in Second language contexts. Specifically in English language speaking situations and ESL contexts, the learners are unable to communicate effectively and they are reluctant to speak due to various problems. Particularly in Pakistan English is regarded as official language for communication, yet only small percentage can communicate in English effectively. This investigation objects to explore the hindrances and problems faced by Pakistani ESL learners while speaking English. The population for this current investigation comes from Pakistan whereas the sample comes from four provincial capitals (Sindh, KPK, Punjab, Baluchistan) and one federal capital of Pakistan i.e. Islamabad. The sample size from the population was 100 (20 each from provincial and federal capital). Quantitative research design was used in which questionnaire was conducted from the people to explore various factors affecting the English speaking in Pakistani peoples. The results revealed that ESL learners in Pakistan do face a lot of psychological, linguistic, and social problems while speaking English. The results concluded that these factors create hindrances to achieve fluency in English language speaking. The outcomes of this study are significant to help concerned administrators, institutions, educators and teachers to eliminate these problems to attain efficiency in speaking English.

This study investigates the influence of artificial intelligence (AI) on the development of students’ communicative proficiency in STEAM higher education. The rapid technological advancements has given emergence to the AI-based applications. The integration of AI into STEAM education highlights the potential of interdisciplinary learning environments that connect STEAM knowledge with communication and creativity. Artificial Intelligence- supported tools are found to be effective and promising for language teaching and learning. The study aimed to examine the effects of AI interventions on students’ communicative proficiency and to identify factors contributing to their effectiveness. Employing a mixed-methods approach, the research combined quantitative and qualitative data to explore both outcomes and implementation challenges. Findings highlight the potential benefits of AI in enhancing communicative proficiency while also identifying limitations related to teacher familiarity, technical readiness, and resource availability. The study contributes to the literature on AI integration in education, offering insights for educators, curriculum developers, and policymakers on optimizing AI-based tools to foster language learning. The results further inform future directions for AI adoption in secondary education STEAM education, providing recommendations to maximize its impact on students’ language development.

The experience of the pandemic has given a new flavor to online learning and teaching to the whole world. So, after the pandemic, the learners equally welcome classrooms which are the mixture of physical and online learning. This concept is called phygital classrooms. This term is gaining popularity recently. The current study emphasizes investigating the efficacy of phygital English language classrooms in Pakistan. The population of this study was Grade 12 learners of Pakistan. These learners were studying English as their compulsory subject. The sample size is 100 students. Following the empirical research method, two groups were formed. The experimental group used phygital classrooms as their independent variable whereas the control group used face-to-face learning (conventional mode) as their independent variable. The results of the English language (as the subject) are investigated as the dependent variable. Pre- and post-test assessment technique have been used. The results revealed no significant difference in the scores of pre-tests. On the other hand, the post-results show that there were significant differences in the performance of both groups. It clearly reflects that the experimental group performed much better than the control one. This exhibits the efficacy of phygital classrooms in the Pakistani context.