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This study attempts to evaluate the effect of the corpus-based inductive teaching approach with multiple academic corpora (PICA, CAEC and Oxford Corpus of Academic English) and conventional deductive teaching approach (i.e., multiple-choice items, filling the gap, matching and underlining) on learning academic collocations by Iranian advanced EFL learners (students learning English as a foreign language).

This is a quasi-experimental, quantitative and qualitative study.

The result showed the experimental group outperformed significantly compared with the control group. The experimental group also shared their perception of the advantages and disadvantages of the corpus-assisted language teaching approach.

Despite growing progress in language pedagogy, methodologies and language curriculum design, there are still many teachers who experience poor performance in their students' vocabulary, whether in comprehension or production. In Iran, for example, even though mandatory English education begins at the age of 13, which is junior and senior high school, students still have serious problems in language production and comprehension when they reach university levels.

Children with developmental disabilities (e.g. learning disability and autism) often struggle with handwriting skills. This study aims to implement an adapted handwriting programme for children with developmental disabilities to improve their handwriting skills.

Six children with developmental disabilities aged 9–15 years received an adapted Handwriting Without Tears® (HWT) programme in small groups over eight weeks. The programme was delivered by typical teaching staff (i.e. paraprofessionals) at a special education school following a brief training session and with ongoing supervision. A range of measures assessed the children’s handwriting and related skills. Social validity interviews were conducted with school staff following the intervention to evaluate the programme’s acceptability.

Typical teaching staff implemented the handwriting programme with 92.3% average fidelity and delivered a minimum of three sessions per week. Social validity interviews demonstrated the acceptability of the intervention to school staff. After eight weeks of intervention, all children improved their handwriting on various assessments. Improvements were only partially maintained at follow-up.

This study supports the feasibility of using an adapted HWT programme to teach handwriting to children with developmental disabilities in special education settings. Typical teaching staff can be trained to support the delivery of the programme to children in small groups.

This paper aims to serve as a commentary on the paper titled “Implementation of an Adapted Handwriting Without Tears® Programme for Children with Developmental Disabilities in a Special Education Setting.”

It provides an overview of educational strategies that can be used in school settings to support professionals in acquiring skills relevant to their practice and promoting the acquisition of new abilities for their students.

It explores three critical aspects of education: measuring academic progress, using evidence-based methods and enhancing educator training.

This work represents the personal perspective of a professional working in the service delivery field for children with developmental disabilities in schools and rehabilitative centres.

Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies that value linguistic diversity, provide academic and social–emotional support and embrace life experiences that are often vastly different from those of the teachers and typical students. The goal of this study was to examine the effects of an instructional model designed to address specific academic and social–emotional competencies of linguistically and culturally diverse students on the writing of eight and nine-year-old students (n = 10) enrolled in an afterschool programme serving students from refugee families. The model of explicit writing instruction implemented in the study included culturally responsive literature, mindfulness practices, and differentiation in teaching genre-specific text structure and academic vocabulary. Pre- and post-test personal essays were scored for holistic quality of writing and use of academic vocabulary. The findings indicate that explicit and differentiated instruction in both writing organisation and vocabulary use was effective in increasing the holistic quality of students' personal writing and their ability to integrate academic vocabulary appropriately and meaningfully in independent writing. Implications for culturally responsive instruction for refugee students are discussed.

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

Customer service conversations are becoming increasingly digital and automated, leaving service encounters impersonal. The purpose of this paper is to identify how customer service agents and conversational artificial intelligence (AI) applications can provide a personal touch and improve the customer experience in customer service. The authors offer a conceptual framework delineating how text-based customer service communication should be designed to increase relational personalization.

This paper presents a systematic literature review on conversation styles of conversational AI and integrates the extant research to inform the development of the proposed conceptual framework. Using social information processing theory as a theoretical lens, the authors extend the concept of relational personalization for text-based customer service communication.

The conceptual framework identifies conversation styles, whose degree of expression needs to be personalized to provide a personal touch and improve the customer experience in service. The personalization of these conversation styles depends on available psychological and individual customer knowledge, contextual factors such as the interaction and service type, as well as the freedom of communication the conversational AI or customer service agent has.

The article is the first to conduct a systematic literature review on conversation styles of conversational AI in customer service and to conceptualize critical elements of text-based customer service communication required to provide a personal touch with conversational AI. Furthermore, the authors provide managerial implications to advance customer service conversations with three types of conversational AI applications used in collaboration with customer service agents, namely conversational analytics, conversational coaching and chatbots.

This editorial for the 6th World Conference on Production and Operations Management (P&OM) 2022 Special Issue delves into the transformative role of advanced artificial intelligence (AI)-driven chatbots in reshaping operations, supply chain management and logistics (OSCM). It aligns with the conference’s theme of exploring the intersection between P&OM and strategy during the Technological Revolution.

Utilizing a conceptual approach, this paper introduces the “ERI Framework,” a tool designed to evaluate the impact of AI-driven chatbots in three critical operational dimensions: efficiency (E), responsiveness (R) and intelligence (I). This framework is grounded in disruptive debottlenecking theory and real-world applications, offering a novel structure for analysis.

The conceptual analysis suggests immediate benefits of chatbots in enhancing decision-making and resource allocation, thereby alleviating operational bottlenecks. However, it sees challenges such as workforce adaptation and potential impacts on creativity and sustainability.

The paper suggests that while chatbots present opportunities for optimizing operational processes, organizations must thoughtfully address the emerging challenges to maintain productivity and foster innovation. Strategic implementation and employee training are highlighted as key factors for successful integration.

Bridging the gap between the burgeoning proliferation of chatbots and their practical implications in OSCM, this paper offers a first perspective on the role of AI chatbots in modern business environments. By providing insights into both the benefits and challenges of chatbot integration, it offers a preliminary view essential for academics and practitioners in the digital age.

We develop and test an innovative approach to teaching financial statement analysis (FSA) and assessing student learning outcomes based on making complex stock investment decisions compared to professional analysts. We train students to apply FSA and emphasize interdisciplinary factors and high integrative complexity. Our innovative FSA teaching approach, which we apply in an MBA financial reporting course, involves the instructor lecturing on FSA as a tool for integrative and complex decision making, students researching and applying FSA to public companies, and presenting the rationale for individual and group stock investment decisions. The instructor gives high-quality and timely feedback on the students’ application of FSA with a focus on investment judgments involving critical thinking, problem-solving, and teamwork skills. Our detailed efficacy analysis shows that our FSA teaching approach is effective. Students who perceive a public company to have credible management, effective competitive strategy, and an acceptable level of financial flexibility make comparable individual and group stock investment decisions as professional analysts.

The production of news through artificial intelligence (AI) is a reality in many countries, including the United States, where two leading companies in this area are based. The purpose of this explanatory bibliographic research is to discuss who or what should bear the ethical responsibility for automated writing in a newsroom, considering that codes of ethics address only the conduct of people. This chapter compares the Code of Ethics of the National Federation of Brazilian Journalists with the code used in the United States and highlights examples of news released with incorrect information, produced by algorithms, and published by US news organizations. Facing the current informational scenario, the ethical responsibility of the automated news must be attributed to the media, represented in the figure of the editor. Such a conclusion is motivated by the fact that neither the algorithm nor the person who developed it takes part in the decision-making process of publishing an article or not.

The purpose of this paper was to investigate the relationships among the intellectual ability of artificial intelligence (AI), cognitive emotional processes and the positive and negative reactions of human members. The authors also examined the moderating role of AI status in teams.

The authors designed an experiment and recruited 120 subjects who were randomly distributed into one of three groups classified by the upper, middle and lower organization levels of AI in the team. The findings in this study were derived from subjects’ self-reports and their performance in the experiment.

Regardless of the position held by AI, human members believed that its intelligence level is positively correlated with dependence behavior. However, when the AI and human members are at the same level, the higher the intelligence of AI, the more likely it is that its direct interaction with team members will lead to conflicts.

This paper only focuses on human–AI harmony in transactional work in hybrid teams in enterprises. As AI applications permeate, it should be considered whether the findings can be extended to a broader range of AI usage scenarios.

These results are helpful for understanding how to improve team performance in light of the fact that team members have introduced AI into their enterprises in large quantities.

This study contributes to the literature on how the intelligence level of AI affects the positive and negative behaviors of human members in hybrid teams. The study also innovatively introduces “status” into hybrid organizations.