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The purpose of this paper is to bridge the gap between the existing theoretical and empirical studies by examining the asymmetric return–volume relationship. Indeed, the authors aim to shed light on the return–volume linkages for French-listed small and medium-sized enterprises (SMEs) compared to blue chips across different market regimes.

This study includes both large capitalizations included in the CAC 40 index and listed SMEs included in the Euronext Growth All Share index. The Markov-switching (MS) approach is applied to understand the asymmetric relationship between trading volume and stock returns. The study investigates also the causal impact between stock returns and trading volume using regime-dependent Granger causality tests.

Asymmetric contemporaneous and lagged relationships between stock returns and trading volume are found for both large capitalizations and listed SMEs. However, the causality investigation reveals some differences between large capitalizations and SMEs. Indeed, causal relationships depend on market conditions and the size of the market.

This paper explains the asymmetric return–volume relationship for both large capitalizations and listed SMEs by incorporating several psychological biases, such as the disposition effect, investor overconfidence and self-attribution bias. Future research needs to deepen the analysis especially for SMEs as most of the literature focuses on large capitalizations.

This empirical study has fundamental implications for portfolio management. The findings provide a deeper understanding of how trading activity impact current returns and vice versa. The authors’ results constitute an important input to build and control trading strategies.

This paper fills the literature gap on the asymmetric return–volume relationship across different regimes. To the best of the authors’ knowledge, the present study is the first empirical attempt to test the asymmetric return–volume relationship for listed SMEs by using an accurate MS framework.

This study aims to address the existing knowledge gap by investigating teachers’ adoption of ChatGPT for educational purposes. The study specifically focuses on identifying the factors that motivate and inhibit teachers in adoption of ChatGPT in higher education institutions (HEIs).

This research has used interpretative phenomenological analysis – a qualitative approach. Through in-depth interviews among the teachers, data was collected to identify the motivating and inhibiting factors that impacted teachers’ willingness to adopt ChatGPT. The data was collected from 48 teachers working across HEIs of Uttarakhand region in India.

The analysis revealed seven themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purposes. These include time factor, tool for competitive edge, learning enhancement tool for students, research facilitator, benefits in educational settings, troubleshooter and easy to use. On the other hand, inhibiting factors comprise five themes, which include technical difficulties, limited features for educational and research purposes, tool for handicapping innovation and creativity, lack of personal touch and ethical considerations.

The findings will be valuable for HEIs in establishing policies that promote the appropriate and effective use of ChatGPT. Moreover, the study provides recommendations to ChatGPT solution providers for improving ChatGPT services for effective adoption of ChatGPT among teachers and implementation at HEIs. Further, it contributes to the body of literature by filling a knowledge gap about teacher adoption of ChatGPT in the HEIs. Through qualitative research, the study has pinpointed specific motivating and inhibiting factors that affect teacher adoption of ChatGPT.

Unlike previous studies that primarily explored the potential advantages and drawbacks of ChatGPT in education, this research study delves deeper into the topic. It makes a substantial contribution to our understanding of ChatGPT adoption among teachers by identifying distinct factors that either motivate or inhibit teachers from adopting ChatGPT for job related purposes. The study provides novel insights that were previously mislaid, thereby introducing a fresh perspective to the existing literature

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

This research paper aimed to investigate the affordances of using virtual reality (VR) in teaching culture among in-service teachers of teaching Persian to speakers of other languages (TPSOL) in Iran.

This qualitative case study, conducted at two Iranian universities, used purposeful sampling to select 34 eligible in-service Persian teachers from a pool of 73. Data collection used an open-ended questionnaire and interviews.

Before the TPSOL in-service training workshop, teachers expressed their reservations regarding the use of VR to teach culture in TPSOL courses. The emerged themes were “skepticism toward effectiveness,” “practicality concerns,” “limited awareness of VR applications,” “technological apprehension” and “prevalence of traditional teaching paradigms.” During the post-workshop interview, it was discovered that the teachers’ perceptions of VR in teaching culture had undergone a positive shift. The workshop generated emergent themes that reflected positive perceptions and affordances for using VR to teach culture in TPSOL, including “enhanced cultural immersion,” “increased student engagement,” “simulation of authentic cultural experiences,” and “facilitation of interactive learning environments.”

One primary limitation is the lack of prior experience with VR for teaching practices in real-world classrooms among the participants. While the study aimed to explore the potential of VR in enhancing pedagogical approaches, the absence of participants with prior exposure to VR in educational contexts may impact the generalizability of the findings to a broader population. Additionally, the study faced practical constraints, such as the unavailability of sufficient facilities in the workshop. As a result, the instructor had to project the VR cont7ent on a monitor, potentially diverging from the immersive nature of true VR experiences. These limitations offer opportunities for future research to refine methodologies and gain a more comprehensive understanding of the implications of integrating VR into teaching practices.

Extensive research has been conducted on the effectiveness of VR in language education. However, there is a significant gap in research on TPSOL, which is considered a less commonly taught language. This study aims to address this gap by exploring the use of VR in the TPSOL through the lenses of in-service teachers. As part of a larger investigation, this qualitative inquiry focuses on the perceptions of in-service teachers about VR, with a particular emphasis on the cultural understanding of the Persian language.