This study provided discursive strategies which Nigerian newspapers employed to convey information about ASUU-FGN impasse to the news consumers. The discursive strategies succeeded in allotting discourse representations to ASUU and FGN in both positive and negative representations. The data for the study were collected from five Nigerian newspapers: Leadership, Punch, The Guardian, The Nation and Vanguard. The researcher selected one hundred published articles about ASUU-FGN impasse in the month of June, 2024 when the industrial disharmony between the two parties was hot. The researcher purposively sampled one hundred and thirteen data from ten randomly selected articles out of the one hundred published articles for the analysis. The researcher used Van Dijk's (2006) Socio-Cognitive Model of Critical Discourse Analysis (CDA) for qualitative and quantitative analysis of the data. The study revealed that ASUU and FGN were represented with discursive strategies with their percentage: victimisation (23%), abuse (16%), populism (13%), euphemism (12%), counterfeit (10%), consensus (9%), dramatisation (7%), metaphor (6%), disclaimer (3%), and comparison (1%). ASUU was represented as threatener (The Nation, Punch, Vanguard). sufferer (The Nation, Punch) advocate (Leadership, Punch), slammer (Vanguard), troublesome (The Nation), striker (Punch), observer (Leadership, Punch), teacher of unemployable graduates (Punch), greed (The Nation), warner (Leadership), peacemaker (The Guardian), informer (The Guardian), protester (Vanguard), the oppressed (Punch), slacker (Punch), liar (Punch). FGN was represented as renegade (Punch, The Nation), filibuster (The Guardian), oppressor (The Guardian), abandoner (Leadership), breacher (Leadership), proliferator (Vanguard), and dictator (Punch). The study concluded that naming calling arises where conflicts exists. The study therefore recommended that the two parties should imbibe ideas of honouring agreement to allow name calling cease and peace reign.

Saudi learners, like non-native learners in other non-English-speaking nations, face numerous difficulties and hurdles in their acquisition of the English language. This study aims to elucidate the difficulties and challenges Saudi EFL learners encounter in acquiring English. It also delineates the diverse learning strategies Saudi EFL learners utilize to address such issues and challenges. The study employs open-ended and unstructured interviews to gather qualitative data from selected Saudi EFL learners. The participants convey their experiences and perspectives regarding the obstacles and challenges encountered in language acquisition. The study's findings indicated that Saudi EFL learners face numerous challenges in terms of listening, reading, speaking, writing, grammar, pronunciation, vocabulary, cultural and environmental factors, and interference from their native language. This study aims to provide significant insights for course designers, teacher trainers, policymakers, and aspiring EFL teachers in Saudi Arabia, while also enhancing the awareness of the broader TEFL/TESOL community regarding the issues discussed within its contents.