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The phenomenon of social withdrawal, known as the hikikomori-like idiom of distress (HLID), has been reported in many countries. This study aimed to explore profiles of Omanis who have HLID.

A cross-sectional online survey of 673 out of 1,529 Omanis identified with HLID using the Hikikomori Questionnaire (HQ-25) score of 42+.

Two profile groups were determined through cluster analysis according to socio-demographic and HQ-25 outcomes. Subjects in cluster 1 (n = 168, 24.9%) are significantly younger (p < 0.001) and more educated (p = 0.019), spend more time online (p < 0.001) and are living alone (p < 0.001) than subjects in cluster 2 (n = 505, 75.1%). More subjects in cluster 1 had a past mental illness (p = 0.037) but less previous childhood physical/emotional abuse (p = 0.029) than subjects in cluster 2. In contrast, subjects in cluster 2 had a low lack of socialization (p < 0.001), less active isolation (p < 0.001) and total HQ-25 scores (p < 0.001) than cluster 1. Subjects in Cluster 1 have more serious social withdrawal issues than those in Cluster 2, especially on a lack of socialization and isolation.

One limitation that might influence the results of this online study was that information was collected via self-report, and a cross-sectional design limits its results because it cannot assess causal inference. This study has contributed valuably to exploring different profile groups of HDLD, especially in the Arabian Gulf. The authors’ findings facilitate the development by creating innovative interventions strategically tackling different hikikomori groups.

While social withdrawal characterized by HLID has been reported proliferating in different parts of the world, little research has been forthcoming from Arabian Gulf countries. These findings suggest that there are two orthogonal clusters of HLID among Omanis. This study provides a foundation for further research on HLID, which has recently been reported in different parts of the world.

In this chapter, we contribute to ongoing discussions surrounding decolonising research and teaching in higher education by considering the place of language and linguistic diversity within this decolonising turn. The question we explore is how academic researchers and lecturers can recognise and respect that a move to decolonise will involve engaging with epistemologies expressed in different languages and expressed from diverse worldviews. We take inspiration from the work of linguistic citizenship researchers who make explicit the links between knowledge systems, languages and issues of equality/inequality. In linguistic citizenship, research connections are made between the everyday practice of translanguaging, moving between different linguistic repertoires by multilingual speakers, and transknowledging or the fluid movement between differing systems of knowing. To explore the potential of using the concepts of translanguaging and transknowledging as tools in the task of decolonising higher education research and practice, we discuss in depth two published research studies for critical reflection.

Language plays a complex role in coaching, facilitating communication, comprehension and meaning construction. Yet, the implications of coaching in a non-native language are uncertain and under-researched. This study explores the role of non-native language (NNL) in dyadic workplace coaching practice. Specifically, it explores how working in a NNL influences the coaching experience from the coach’s perspective.

A qualitative approach was chosen to explore the way coaches view coaching in a NNL. Twenty-three semi-structured interviews were conducted with coaches experienced in coaching in NNL. Reflexive thematic analysis (RTA) was applied for data analysis.

NNL coaching presents a paradoxical mix of negative and positive tensions for the coach and coachee in communication, relationship and insight. NNL coaching is nuanced and may be accommodated using coaching competencies to mitigate the potential for misunderstanding and relationship rupture. It offers alternative perspectives to existing worldviews, eliciting deeper insights. Coaches’ confidence in coaching in a NNL varies from a challenging struggle that perceptually hinders performance, through ambivalence, to a sense of greater resourcefulness.

The study contributes to the stream of literature on language in international business, sociolinguistic research and how meaning is constructed in a coaching process. First, the work develops a distinction between coaching in a native language (NL) and a NNL. Second, study results indicate that the context of NNL creates challenges as well as opportunities in a dyadic coaching process, particularly regarding aspects of the coach–coachee relationship and insight elicitation via alternative perspectives. Moreover, several practical implications of the study for the coaching practice are discussed.

The present paper aims at defining and analyzing the techniques, strategies, and challenges in translating the euphemism of two English interpretations of the Holy Quran. The first is the translation of Abdullah Yusuf Ali (14 April 1872–10 December 1953), whereas the second is the translation of Arthur John Arberry (12 May 1905–2 October 1969).

The study adopts a qualitative approach that is introduced through a theoretical framework thatdiscusses and elaborates on the term “euphemism”. After that, the study uses analytical approaches in order to define and analyze the techniques and strategies in translating the euphemism of two English interpretations of the Holy Quran.

The results elaborate on the techniques used by the two translators to translate the euphemisms of two English interpretations of the Holy Quran.

The reason for selecting these two translations is to find the different techniques and approaches of both Eastern and Western translators. The main analysis of the study is based on Newmark’s perceptions about the techniques and strategies of translation.

The study aims to examine the conceptualization of online abuse (OA) and identifies theories, countries of research, top-cited articles, methodologies, antecedents, mediators, outcomes and moderators of OA and future research opportunities. Two research questions are addressed. How have the past studies on OA progressed regarding theories, context, characteristics and methodology? What future research opportunities can be done in this area?

This study systematically reviews, synthesizes and integrates OA literature using the well-recommended preferred reporting items for systematic reviews and meta-analyses (PRISMA) rules. The literature on OA was synthesized based on the Theory–Context–Characteristics–Methodologies (TCCM) framework given by Paul and Rosado-Serrano.

Through an examination of TCCM used in OA research, the review presents an all-inclusive and up-to-date overview of the research in this arena and sets a future research agenda to spur scholarly research. This systematic literature review has analyzed top-quality sample papers, published in the past decade. As a result, it contributes to a better understanding of this relationship by analyzing the different types of use and the value added to the shopping experience.

This study provides groundwork for researchers and promotes a deeper understanding of OA.

Cyberbullying is a globally pervasive problem and not novel in academia. Previous studies mainly focussed on the features, consequences and technological management of cyberbullying. However, most of the studies took cyberbullying examples in the West, and some issues still need to be addressed in the Chinese context. Thus, this study investigates how participants use cyberbullying words and why they use them in that particular way in China.

This study uses content analysis to summarise the typical features of cyberbullying words, revealing a positive relationship between cyberbullying words and sentimental expressions. This paper also uses the questionnaire (N = 705) to explore the prevalence of cyberbullying among Chinese Internet users and to compare the gender differences in the cognition of cyberbullying words and involvement in cyberbullying, in line with the social cognitive theory.

This study stated that people prefer repetitively using offensive words to achieve cyberbullying goals. Interestingly, this study does not find obvious gender differences in cyberbullying roles and cyberbullying language use. However, it explained the relationship between cognition and the use of cyberbullying words from a gender perspective.

Theoretically, this study expands cyberbullying studies into a new cultural environment, pointing to a novel term, “imbalanced relation,” for exploring cyberbullying behaviours. This study highlights the significance of technology and education in detecting and preventing cyberbullying, suggesting that educators and social media platforms can directly predict and prevent cyberbullying through textual perspectives and individuals' cognition of cyberbullying.

This study aims to examine cyberbullying linguistic and emotional features and individual differences in cyberbullying behaviour in a high-context culture like China. Its values include comparing the differences between cyberbullying in China and cyberbullying in the West from the linguistic and cultural directions and reconsidering the “power imbalance” feature of cyberbullying.