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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.

In this paper, the authors describe the step-by-step approach used to develop a trust-repair construct and a valid measurement scale for assessing employee perceptions of the most effective employee trust-repair practices.

The initial employee trust-repair scale (ETRS) was completed by 282 employees of a non-profit organization and validated by 101 employees of the administrative unit of the Finnish Army.

The 14-item seven-factor model was found to be reliable, valid and stable across the samples.

This study contributes to the current literature on trust repair by presenting the first validated measure for employee trust repair.

The findings provide a valuable instrument for practitioners to assess the state of employee trust-repair practices.

To the best of the authors’ knowledge, this is the first study in an organizational context demonstrating an operationally valid and comprehensive measure for employee trust-repair practices.

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.

Customers' participation in co-creation is a prerequisite for co-creation success. To identify customer co-creators, research has shown a recent interest in the role of personality traits as predictors of customers' engagement in co-creation. However, the empirical results regarding the direction and significance of these relationships have been inconclusive. This study builds on the five-factor theory (FFT) of personality to enhance one's understanding of the nomological network that determines the relationship between personality traits and customers' willingness to co-create (WCC).

Based on a large-scale empirical study on technology-based services (TBSs) in healthcare (n = 563), the authors empirically investigate the role of the five-factor model (FFM), innate innovativeness (INI) and enduring involvement (EI) in predicting customers' WCC using partial least squares structural equation modeling (PLS-SEM).

The authors’ empirical findings show that depending on the configurational setting of the personality traits tied to the FFM, INI and EI evolve as mediators in determining customers' WCC.

This study is the first to introduce the FFT of personality into co-creation research. The results of this paper shed light on the relationships between personality traits, characteristic adaptations and customers' WCC.

This literature review aims to synthesise the research on various sustainable product branding activities and their impact on consumer responses to sustainable products and brands.

This literature review is semi-systematic and can be classified as a domain-based review. The search strategy was systematic and well-defined.

The authors identified four themes: building brand equity, brand communication, product development and third-party labels and ratings, within the sustainable product branding activities that influence consumers' responses to sustainable products and brands. The study's findings revealed diverse, and not always favourable, types of behavioural and attitudinal responses from consumers. As for the positive consumer responses, the authors found positive attitudes towards brands, willingness to pay a premium price and positive word-of-mouth intentions. As for the negative consumer responses, the authors found perceived greenwashing, negative brand evaluations and resistance to sustainable products with unfamiliar third-party labels. Several future research propositions and implications for research and practice are discussed.

Despite the large number of studies that look at sustainable branding strategies, there is a gap in terms of synthesising the knowledge on consumer responses to sustainable product branding strategies. This paper intends to fill this gap.

Employee training and learning have transformed over the years. The movement from classroom training to the blended format represents the magnitude of this evolution. This has placed much attention on self-regulated learning. This study aimed to understand the individual and organizational mechanisms that sustain the formal learning process in organizations. It explored the goals the organizations and employees strive to achieve by investing in learning. Through this, the authors investigated how technology assistance makes learning more goal-oriented, despite the possibility of different goals for different stakeholders. They also examined how person-job fit can be achieved in employee training.

The study adopted a grounded theory-based inductive approach using a qualitative inquiry that used in-depth interviews of employees working in the Indian IT/ITES sector. This sector is knowledge-intensive and engages in constant skill development. A content analysis of the interview transcripts unraveled the most relevant themes from the participants' discussion.

Individual learners use dimensions of self-regulated learning to set and achieve goals such as better performance and career development. On the other hand, organizations use learning support mechanisms such as better access and flexibility to direct employee learning behavior to achieve organizational goals. Focusing on goal congruence leads to better achievement of results. Goal congruence also implies good person-organization fit.

This research established how aligning individual and organizational mechanisms can help achieve training goals that ultimately contribute to organizational performance. The study differentiated itself by investigating training goal setting and goal achievement at two levels – organizational and individual – using a qualitative approach. It also showed how goal congruence is vital in improving organizational performance and how technology-enabled training practices rely on self-regulated learning and help achieve goal congruence.

The growing complexity of consumer engagement (CE) due to the impact of Internet of things (IoT) has been attracting significant attention from both academics and industry practitioners especially in recent times. Hence, understanding this phenomenon remains very crucial to the body of knowledge. This study conducted a systematic review on IoT and CE with the aim of proposing future research opportunities using the TCCM model.

Extant literature studies were systematically examined by sourcing high ranking ABS journals from EBSCO, ScienceDirect and Emerald. A total of 58 articles were included in the final analysis of this research.

The analysis established the need to conduct more research on CE due to the impact of new technological implementation in retail. The results further suggest the need for extensive research across African countries and emerging markets to enable broader empirical generalizations of research outcomes. Using the TCCM framework, the authors indicated directions for future empirical research.

This study exposes the current trends in CE and IoT. The results and analysis are both compelling and verifiable, hence, establishing a firm base of reference for future research in related fields.

This paper aims to study how retailers moving from a multi- (in-store and online) to a single- (online) channel impacts consumers’ retailer and channel choices.

The authors conduct two scenario-based experimental studies to examine consumers’ in-store and online channel shopping preferences and behavioural intentions (i.e. channel and retailer choices) when their preferred focal retailer’s physical store closes.

The findings show that when a focal retailer removes its physical store location, consumers with a strong preference for shopping online have a greater likelihood of shopping online. Their loyalty towards the retailer explains this relationship but is conditional on low levels of reactance. When reactance is high, consumers with a strong preference for shopping online are more likely to switch to a competitor.

This research paper bridges the intersection between B2B and B2C literature to understand how retailers’ channel-related supply chain decisions affect downstream consumer shopping behaviour.

Web-based language learning (WBLL) materials have long been favored by English language instructors because they are plentiful, easily accessible, user-friendly and, most importantly, free. This research looks into the effects of learning the simple perfect tense translation in three different English translation classes that used three different teaching methods: traditional face-to-face, integrative and web-based learning. It also aims to investigate the impact of gender on every mode of instruction and to identify the most effective method for learning translation.

The study is quantitative, with a pretest/posttest quasi-experimental research design. A total of 93 third-year undergraduate students (51 female and 42 male students) participated in the pretest/posttest design. Each group was exposed to one mode of instruction for nine weeks. All groups sat for a pretest in the first week of the treatment. After the treatment, the participants were provided with a posttest, and the data obtained were analyzed using the SPSS computer software program.

The findings revealed a significant difference in both tests for all modes used. All three groups improved in their gain score, but the highest gain among these groups was the integrative method, followed by web-based learning. The result of the independent sample t-tests and ANOVA exhibited that there was no significant difference in the level of students between the two groups, both were sig. two-tailed (p = 0.342). Furthermore, it was discovered that gender did not affect students' performance in the posttest (Z = −1.564, p > 0.05) when each mode of instruction was applied. Finally, the integrative method was observed to be the most effective.

The findings can inspire translation course designers to plan necessary policies or syllabi regarding English translation courses and may serve as a platform for improving the curriculum for training and motivating the next generation of English as a Foreign Language (EFL) learners.

The findings of this study could be used to improve English instruction in countries where English is a second or foreign language. The actual gap in knowledge is that no other studies have compared all three groups in the past few years.

Customer participation (CP) in service recovery is one of the ways to co-create value with the service provider. Most existing studies assume that customers are willing to participate in service recovery, provided the firm offers them the opportunity. In this study, the authors propose the construct named customer intention to participate in service recovery (CIPSR), develop a scale for it and argue that it is not always implicit but rather is dependent on the consumer's perceived control.

A multi-method approach was used with a combination of qualitative interviews, literature review, unaided dimension identification, correspondence analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and structural equation modelling to develop the CIPSR scale. The authors used structural equation modelling to test the proposed effect of perceived control on CIPSR.

The study proposes a four-dimensional scale for CIPSR. The authors also found support for the effect of perceived control on CIPSR, with anxiety and failure controllability attribution as intermediate variables.

This study develops a comprehensive scale to measure CIPSR using a rigorous multi-method technique, as well as establishes its importance in the existing literature.