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This study examines the role of social media platforms, such as Instagram and WhatsApp, in shaping English language use among English Language Learners (ELLs) in Kuwait. Ninety-two undergraduate students from the Public Authority for Applied Education and Training participated, providing survey data on social media usage patterns and real language samples, analysed through descriptive statistics and thematic methods. Semistructured interviews with educators and students offered deeper insights into the perceived impact of these platforms on language development. Findings reveal frequent use of new vocabulary, abbreviations, and emojis, reflecting social media's direct influence on informal communication styles and lexical innovation. The study highlights the multifaceted dimensions of this impact from linguistic and social perspectives, portraying social media as a dynamic platform for linguistic socialisation in line with theories that view language as an adaptive system responding to societal changes. However, despite the noticeable benefits of social media in fostering regular English practice, the widespread prevalence of informal linguistic patterns raises significant concerns regarding its potential impact on formal language skills and grammatical accuracy. In light of these findings, the study highlights the gap between informal and academic communication standards, emphasising the importance of integrating social media into directed educational contexts. Such integration aims to achieve an effective balance between informal linguistic innovations and observing formal language norms. Additionally, the study recommends adopting a more conscious pedagogical approach to enable students to maximize the benefits of social media while safeguarding the quality of their academic performance.

The present work offers insights into lexical aspects of this emerging variety to systematically look into neologisms in Kuwaiti English (KE) using corpus linguistics methods and techniques. Such research results in a deeper understanding of lexical development, productivity, and creativity in the variety under scrutiny, as well as how reciprocal lexical influences develop within a variety (Anesa 3). The study focuses on a written corpus of 337,102 words to see whether or not written English-language texts in Kuwait can provide sufficient data worthy of further exploration. The current project in broad strokes focuses on (i) local neologisms and (ii) L2 neologisms. To flesh out the latter, namely suffixation, compounding, and borrowing, a predetermined list, wildcards, and corpus query language (CQL) were used. For the former, keyness analysis was used, and it was found that this technique provided more insight into indigenous words than suffixation, compounding, predetermined lists, wildcards, and CQL, all of which did not reveal sufficient evidence of neologisms in KE. Overall, keyness analysis was the most successful method in uncovering neologisms in the corpus. As the data indicate, the most productive features of KE seem to be those that are related to culture or religion. It could identify words that were not detected by the other methods. Moreover, more research should be done on more types of neologisms, such as blends, in order to obtain a better understanding of the use of English in Kuwait. According to the study, neologisms are used because they are practical, culturally influenced, and socially acceptable. Additionally, KE neologisms are mainly the result of semantic change, such as semantic restriction. Research on neologisms, especially geared towards understanding cultural or religious concepts incorporated within a variety, seems to be best examined using keyness analysis as it highlights such terms and concepts effectively.

Objectives: This study identifies the factors affecting developing English language skills among Kuwaiti college students. The findings enhance the literature on education in Muslim countries, creating a theoretical basis for improving the pedagogical process and educational quality in Kuwait while enhancing the English proficiency levels among Kuwaitis. This creates the potential for effectively integrating the country into the global arena. Method: The students' English proficiency is identified using the Cambridge Assessment English methodology. A survey is administered to identify the factors influencing students' English language proficiency and a pedagogical experiment is conducted. Results: The results revealed motivational, cultural, religious, gender-based, educational process quality, and cognitive dissonance factors. Conclusion: Integrating English with STEM disciplines and using innovative educational technologies are recommended for positively promote English proficiency.

The status of English in Kuwait occurs in Kachru's Model third circle (Expanding Circle). In this circle, English is used as a foreign language. However, English in Kuwait is not only a subject taught in schools, but also widely used in business communication, social events, and media. The study tends to achieve a twofold aim: 1) to excavate participants' perceptions of their course and course instructor and 2) to flesh out Kuwaiti linguistic features. The data come from the Appraisal Approach proposed by Lipovsky and Mahboob which enables participants to freely narrate and write what they think. The participants are students from the College of Engineering and Petroleum at Kuwait University. The narratives collected are all evaluations that express the students' perceptions of English for Specific Purposes (ESP) instructor and course. The research provides insights for students into the way English is used in the so-called nonnative contexts. The significance of the use of this approach lies behind the fact that most such studies use purely figures and numbers which only reflect a passive assessment. The appraisal approach provides richer and deeper insights for researchers since it analyses written discourses of the students. The data suggest that Judgement was the most salient attitude projected by the participants. Further, it was found that the use of narratives to elicit practices and features about language usage in nonnative contexts does not seem to be sufficient to carry out such an analysis.