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 article investigates the profound role of English linguistics in shaping economic growth as well as cultural evolution in a world that is highly globalized. With the language ascending toward its status as a global lingua franca, it has greatly influenced international trade, labor mobility, and digital communication, thereby enhancing international economic integration. The economic benefits of knowing English include more competitive information technology and business process outsourcing industries in countries with higher proficiency levels, such as India and the Philippines. Also, there is the cultural dimension of advancing globalization that questions the internationalization of English, linguistic imperialism, and cultural homogenization. On the other hand, while several scholars have contended that the spread of English erodes linguistic diversity, others point out that English is also adaptive: local cultures combine English with native languages to create hybrid forms, including the renowned "Hinglish" and "Singlish."

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.

A significant issue facing humanity now is the ecological disaster as a result of the transformation of natural processes into splintered, unchanging mechanisms designed for individual accumulation. Therefore, we can say that the issue of nature is an issue to the capital.  The significant developments in ecosocialist theory cast light upon the ongoing prominence of Marx's metabolic as well as materialist approach to understanding the colloquial swap concerning nature and humans which additionally include the ecological rifts and their creation inside ecosystems. This paper explores the influence of Marx's views on ecological crisis due to capitalism in the literary works of British, American, and Indian poets. The findings of the study indicate Marx's influence on these writers. Besides, this influence of Marx on the literary circle also reflects Marx's ideas as universal and relevant to all fields of all ages.

The transition from active to passive voice structure is an integral syntactic behaviour in organic languages. The present study explores the syntactic structure of active/passive sentences in English and Urdu, addressing argument structure, case assignment, and the execution of functional projections like VoiceP using Chomsky's Minimalist program(1995) as the theoretical framework. The findings suggest that English passives display the explicit promotion of the internal argument, which is the object-to-subject slot, suppression of the external argument, and the agent(subject) to an adjunct place, generated under the Voice head Phrase. In comparison, Urdu passives contain no overt subject demotion, rather maintaining the designated accusative objects in positions identical to the ones in active sentences. The absence of a by-phrase and the lack of an inert pro subject show that Urdu passives do not represent true passives; rather, they are classified as "active impersonals"(Blevins, 2003), which highlights the implications of their split-ergative orientation.

The research is a quantitative study that investigates the effectiveness of translanguaging on proficiency in English language by the undergraduate students who speak Saraiki language in Pakistan. The study employed a cross-sectional survey design to sample 198 participants to provide self-reported measures of translanguaging frequency using a well-validated scale and conduct a series of measures of English proficiency. The results indicated a small but statistically significant and positive relationship between both variables, translanguaging frequency and proficiency in English. Demographical factors such as gender and urban-rural residency showed no significant moderating effect, suggesting that translanguaging benefits are consistent across learner groups. The study further presents the pedagogical significance of the incorporation of translanguaging in the teaching of English to students with multilingual backgrounds, which preaches that, the teaching process should make use of all the linguistic paradigms to assist the students in learning the second language.

This paper looks at how the language policy and planning (LPP) is affected by the globalization, with references on national and regional language policies and education. The study examines three policy situations through a conceptual, comparative, qualitative case study, which includes English-media expansion, official multilingualism and decentralized regional autonomy. The data was collected by reviewing policy documents, policy elites interviews, interviews with school administrators, interviews with teachers, classroom observations, and student/parent focus groups. The results indicate that such global tendencies as the Englishization, the increase of mobility, and digital language use influence policy discourse. Nonetheless, implementation is influenced by such challenges as lack of teacher training, resources to regional languages and mismatched assessment. Such informal multilingual practices as code-switching sprouted in classrooms. The research proposes a combination of planning, teacher training, and resource allocation in order to support equitable LPP and linguistic justice in the environment of globalization-related reforms.

This study investigates the role of English as a gatekeeper language and the phenomenon of code switching in elite schools in District Karak Pakistan. Through the qualitative methods, such as classroom observation, semi-structured interview with teachers and students, as well as analysis of documents, the research examines the functional role of the English language as a tool of academic and social distinction. The study shows that English proficiency is directly connected to academic success and the ability to earn a living in the future with English being the gateway for opportunities for success. Code-switching, the behavior of mixing different languages (Russian and English or Urdu language or regional languages). The results highlight the cross-cutting of language, socio-economic status and educational inequality and hint at the necessity of zeroing in inclusive language policies in elite schools so as to guarantee equitable access to academic success.

The North African region is one of the most climate change vulnerable areas in the world; as a result of the global climate change, it has been suffering from severe environmental, economic and social challenges. The regional prominence of these extreme climate change related problems worsening the security situation of the region before impinging on it – most notably water scarcity, desertification, decline in agricultural output, and food insecurity – is the area of focus of this research. This research explores a challenging context to respond to at the national and regional scale, hereby focusing on the policy level, such as the Agenda 2063 of the African Union, Africa Climate Initiatives of the UNEP and the Climate and Health Strategic Framework 2025 of the Africa CDC.