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This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical thinking skills effectively. Furthermore, it aims to explore English language teachers’ experience about the use of CALL-based activities in English language classrooms or labs.

This study followed a pre-post study design to examine whether the structure of an essay and computer-based activities helped to improve English language proficiency among non-native speakers. This design is adopted to investigate the effects of CALL activities on students’ English essays. This study used data from 198 students and after this, four English teachers were interviewed to know their opinions and observations about these CALL-based activities and students’ essay writings. Pre- and post-test data was analysed in percentages and further examined through a t-test. The findings of teachers’ interviews were further analysed through Nvivo software to develop an understanding of research questions through significant themes.

The pre-test results confirmed that students’ language proficiency is underdeveloped and informal. Students needed help constructing introductory paragraphs with the reader’s hook, background information, three-point thesis statement and transitional hook. Whereas, post-test results showed that students’ English language proficiency in essay writing was found improved with the use of technological tools and CALL-based activities. Furthermore, it was observed that structure and teacher feedback in essay writing are vital for English proficiency.

This study benefits English language teachers, administrators, language policymakers and syllabus designers at colleges and universities. The debate over how to improve English language proficiency and academic achievement presents diverse challenges across several countries. Non-native speakers, at an undergraduate level, can significantly improve academically and become proficient in English essay writing with the help of structural guidelines and the use of educational technology. This article demonstrates a two-way process to improve an objective definition of English language development, which is conceivable if the technology is adopted.

This study explores the effect of language on service satisfaction among Finland-Swedes, a national minority language group in Finland, in the context of early childhood education. Models of public service satisfaction hold standard process and outcome related factors, such as availability and quality, as drivers of the satisfaction. However, although research has shown significant variation in satisfaction between different groups of citizens (race, ethnicity, age etc.), research has largely overlooked group specific factors as explanations for the satisfaction.

A randomized survey experiment with a 2 × 2 × 2 factorial design analyzed the impacts of language, service accessibility, and quality on service satisfaction. The data was analyzed with ANOVA.

The results revealed that language significantly impacts Swedish speakers’ satisfaction, suggesting that for minority groups, language may override typical satisfaction determinants like quality and accessibility. Interestingly, special linguistic needs are relatively more pertinent in low-quality services than in higher-quality ones.

The study shows how group related factors of public service, in our case language, in an important factor explaining satisfaction with the service. The findings have implications for the literature on citizens’ satisfaction with public services with demographic and identity facets, especially in a typical Nordic welfare state.

As home users are increasingly responsible for securing their computing devices and home networks, there is a growing need to develop interventions to assist them in protecting their home networking devices, which are vulnerable to attack. To this end, this paper aims to examine the motivating factors that drive South African fibre users to protect their home networking devices.

Using the protection motivation theory as the primary framework, a measurement instrument comprising 53 questionnaire items was developed to measure 13 constructs. The study collected empirical data from a sample of 392 South African home fibre users and evaluated the research model using structural equation modelling.

The evaluation showed a good fit, with 12 out of 15 predicted hypotheses being accepted for the final research model, contributing to the understanding of the factors that motivate home users to protect their home networking devices.

To the best of the authors’ knowledge, this study is the first to model the factors that drive South African home fibre users to protect their home networking devices. Knowing these factors could help home internet service providers and security software vendors of home products to develop security interventions that could assist home fibre users to secure their home networking devices.