Computer-Mediated Communication (CMC) have brought about a new medium for information sharing and communication and weblogs are becoming more and more popular in the virtual sphere. The process of code- switching can be traced in this fast evolving medium of communication. This paper aims at investigating the existence of code-switching patterns by examining the categories and frequency of Urdu code-switches in Pakistani English weblogs authored by Pakistani bloggers. The quantitative and qualitative approaches were used in this study. The blog entries of 10 Pakistani bloggers were analyzed by using the descriptive research paradigm. The findings illustrated that the linguistic choices of Pakistani bloggers as bilingual internet users are living in between two worlds, two cultures, and two languages which they employ in this mode of communication to fully express themselves. The findings showed the linguistic features that are particular to the context of CMC. The study concluded that the presence of code-switching in CMC have to be considered and treated as a unique and different entity from spoken form or written form of code-switching to capture its fundamental attributes.

This study examines error analysis in written English paragraphs by secondary school-level English learners. It focuses on 20 participants from Government Girls High School Sambrial, Sialkot, shedding light on their challenges. These learners from the English group navigate a linguistic landscape where English is not their primary mode of communication. Using Chanquoy's (2001) framework, the study categorizes errors in the learners' written paragraphs. It reveals challenges in spelling,capitalization, prepositions, verbs, and sentence structure, with the most common error being improper usage of English articles. The study offers tangible suggestions and recommendations to empower EFL instructors in addressing the hurdles faced by English language learners. It aims to unlock their potential for confident expression in English. This research invites the scholarly community to delve
into language acquisition and error analysis. Addressing challenges faced by secondary school English learners, it aims to enhance education, empowering the new generation to thrive in an interconnected world.

The differences between Urdu and English pose many challenges for learners in Pakistan. One of them is the functioning of ‘Urdu case clitics as postpositions in comparison with English prepositions’. ‘Case Theory’ by Chomsky and Lasnik in 1977 has been implemented to qualitatively analyze whether Urdu accusative, dative and instrumental case clitics can function as Urdu postpositions in comparison with English prepositions. The study's major findings demonstrate that Urdu accusative case clitic ‘KO’ as well as Urdu dative case clitic ‘KO’ do not have structural compatibility with the English preposition ‘to’, hence, cannot be determined as Urdu postpositions. However, instrumental ‘se’ case clitics are harmonious to English prepositions to be called Urdu postpositions, for their placement in a sentence in relation to the noun they are modifying. The study also concludes the recommendation of further research to analyze the semantic properties of Urdu case clitics in comparison with English prepositions.

Blackboard is an Internet teaching management platform that allows a virtual learning environment via the Internet. It is the most popular system used by universities and educational institutions worldwide. However, this study is more concerned with foreign language (EFL) students' perceptions of the use of Blackboard in their courses. For this reason, we focused on 100 EFL students as respondents to the online questionnaire who attended the Language Department-College of Science and Humanities at Rumaah-Majmmah University in this research. Whereas, findings from both the survey data were analyzed by using (the SPSS Program) with the Lickert scale method showed participants had positive perceptions of the use of Blackboard technology for educational purposes. The results of students' perceptions proved the usefulness of Blackboard technology in the field of education. Hence, the suggestions of this study could be shared with other educational institutions in the kingdom.

This study explores how non-native English-speaking students and teachers accommodate each other linguistically in EMI classrooms. The research explores the features of these strategies, including language simplification, visual aids, code-switching, and non-verbal cues, in terms of their frequency and types to identify how they impact communication/learning.Structured questionnaires were used to collect data from 200 students and 50 teachers. The study found that both students and teachers used simplification in language and visual aids to show what was being discussed.These are also well-documented, underscoring their importance in multilingual classrooms.The Pearson correlation analysis in Table 2 suggests significant positive correlations between the use of simplification and non-verbal cues language proficiency scores, which reveals that more proficient learners can employ these strategies better.This article highlights the importance of linguistic accommodation in EMI. It offers suggestions for targeted intervention programs as well as professional development to improve successful educational outcomes through English medium instruction.

This study investigates subject-verb agreement errors in academic writing by BS English students, aiming to enhance their writing proficiency. Despite learning grammatical rules like subject-verb agreement, students frequently struggle to apply these rules correctly. Using a mixed-method approach, data was collected both quantitatively and qualitatively. The findings revealed four types of errors: subject-verb agreement of person (SV1), number (SV2), subject (SV3), and coordinated subject (SV4). No errors were observed for notional agreement and proximity (SV5). Errors in SV1, representing a person's simple subject-verb agreement, were the most frequent. The dominant source of these errors was identified as intralingual factors. The study concludes by offering practical solutions to help students and educators address these challenges effectively, contributing to improved academic writing skills for BS English learners.