During the prevention of the spread of the virus the COVID-19 pandemic, change took place suddenly of learning. Distance learning is a good substitute when physical or face-to-face  programmes or courses are no longer feasible. The purpose of this study was to reveal the implementation of distance learning which was carried out suddenly as a result of Covid-19 which was assessed by the learning process, learning facilities and infrastructure, as well as the psychological aspects of FKIP students towards distance learning. Data were collected through a survey using the google form application and respondents were N = 750. Data analysis used a descriptive statistical approach. The instrument is a questionnaire electronic, anonymous, and self-administered using three to five answer options. the results of the research students prefer face-to-face learning rather than distance learning. Students find it difficult during distance learning and worry about achieving learning outcomes. In conclusion, distance learning is a worthy substitute when classroom education is deferred during the COVID-19 pandemic period. It is also significant to recognize that, distance learning cannot substitute the requirement for on-site or on campus and face-to-face learning, but can supplement existing general classroom-based learning models. Distance learning has an impact on changes in individual learning readiness and the preparation of institutional facilities to blanded learning   Keywords: COVID-19; distance learning; implementation; and impact.

There are numerous factors, which reasonably affect teachers’ instructions. One of these factors is being aware of the learners’ learning styles. Shea’s work (1983) contributed that there is a strong correlation between learning styles and reading comprehensions. The present study investigated the correlation between Perceptual learning styles and scanning information in text scores. To achieve this, researcher randomly selected 382 undergraduates (male and female) engineering students of the Public sector Engineering University. Learning style survey questionnaire by Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (2001) was employed to examine the Perceptual learning style patterns and learning styles with respect to gender. In addition to this, reading test was conducted based on scanning skill. Pearson product-moment correlation test was applied to examine the correlation between the variables. It was found that a correlation exists between learning styles of engineering students and scanning information in the text. In addition to this, gender does play role in learning style preferences. This result would create awareness among all instructors or teachers the importance of learners’ unique learning style preferences that consequently affect teaching methodologies in all educational settings.

Language, discourse and communication reveal social and cultural inclinations of human civilization (Van Dijk, 1997). Language behavior is exhibited through communication which is extracted from three main categories of language; “ideational, interpersonal and textual” (Halliday, 1978, 1985). Hedges are interpersonal metadiscourse markers (Hs), lexical devices that authors employ to arrange their discourse and communicate their standpoint about the substance for the reader. Cultural and linguistic background of the author may affect the employment of hedges in the discourse. The present study investigated the interpersonal metadiscourse marker-hedges- in the Culture section of European English Newspaper (CEEN) and Pakistani English Newspaper articles (CPEN) based on Hyland’s classification (2004). The quantitative corpora-based study contained 32 articles from culture section of Pakistani English newspaper: Dawn News (DN) and 32 articles from culture section of European English Newspaper: BBC. The articles from each newspaper were extracted from online resources. Two corpora have equal representation of words, 40000 each. Data analysis was done using SPSS 22 to see the frequency of hedges used in the data. Moreover, an independent sample t-test was applied. It was found that there is a meaningful difference between the European and Pakistani English newspapers’ usage of hedges. This research would help not only ELT practitioners to teach how hedges change the genre of discourse, but would also shed light on cultural discourse. It would depict how the same hedges are used in two different cultural discourses revealing distinct culture and identity.

The objective of the study is to understand language teachers’ perceptions regarding incorporating a corpus-based approach, i.e., corpus-based teaching methodology in English Language Teaching (ELT) classroom contexts. The design of the study is qualitative. The sample is taken from 19 English language teachers who are currently enrolled as students of Master of Applied Linguistics at NED University, Karachi, Pakistan. The instrument of the study is an open-ended questionnaire and also a focus groups based on semi-structured interviews. A thematic analysis of the interviews is conducted, as a result of which different themes emerged that conform to the benefits of incorporating corpus-based materials and activities in ELT classrooms. The findings show that use of a corpus-based teaching methodology in ELT classrooms is accepted as a new strategy for teaching different aspects and skills of English language such as vocabulary, grammar, reading, and writing. The pedagogical implications are found to be significant for curriculum designers, ELT teachers, and administrators at educational institutes where they want to enhance their students' interest and motivation levels. Material designers, corpus-based tools researchers, and teachers are suggested to collaborate for designing effective corpus-based materials for teaching as it increases the reliability of the teaching material.

Teachers’ instruction receives immense impact from multiple factors and among them awareness of learning styles’ preferences is significant. Shea (1983) found a strong relationship between styles of learning and reading comprehension. This study attempted to explore correlation between reflective and impulsive styles of learning and scanning information in text scores. 382 undergraduates engineering students (male and female) were selected from a Public sector Engineering University. Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi’s (2001) questionnaire was used to explore the patterns of learning styles along with its relevance with the role of gender. A reading test was also conducted along with the questionnaire based on scanning skills. Pearson product-moment correlation test was applied to ascertain the correlation between the variables. The findings will be useful for teachers to determine preferences of learning style of students which will impact educational policies and techniques in general.

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The syllabus of English in Pakistan has been revised at some point of times, but the problems persist and impede the students' learning performance, but the problems persist and impede the students' learning performance, but the problems persist and impede students' learning performance, but the problems impede the students' learning performance. The syllabus designers have developed it without considering the needs of the students and the instructors' abilities. The researcher has focused on evaluating the imperfection in syllabus designing that hampers learner to learn and instructors to teach. The objectives of this study are understanding, evaluation, and development of syllabus in English language skills. This study has been conducted at the primary school level to understand the learners' problems at an initial level. The selected material for analysis is the textbook of English taught at grade 1 in public schools of Pakistan. The analysis of the contents of the textbook syllabus would enable the researchers to develop a hypothesis to remove all the flaws from the syllabus of English textbooks. The questions of syllabus designing at the initial level, the contents of the syllabus, and to develop a functional-based syllabus have been addressed in this research.

The purpose of this corpus-based study is to compare the use of hedges and associated linguistic constituents in the linguistic research articles authored by Pakistani English Writers (PEWs) and native English writers (NEWs). NEWs hedge more than their PEWs peers, as per the outcomes of the two corpora (20 linguistics research articles by PEWs and 20 linguistics research articles by NEWs). Nevertheless, the statistics revealed that both corpora employed hedging types that were quite similar. To minimize the legitimacy of their assertions and arguments, both factions relied primarily on lexical and hedging strategies, and both groups avoided utilizing hedges such as adverbs of frequency. Likewise, neither group used epistemic nor possibility hedging much. Nonetheless, the use of linguistic elements of hedging by PEWs and NEWs authors differ considerably. PEWs are more committed to their opinions being more appealing and persuasive, owing to the clear impact of first language and culture.