Search results

Pakistan had never been a place of serious and nuanced debate and contestation of politics of postcolonial critique, that is, the continuity of economic, political, and cultural dependency of newly independent countries (NICs) on ex-colonizers as pointed out by neocolonialism, dependency theory, and postcolonial theory, respectively. Instead, Pakistan is presented by extant liberal academic literature as a “failed nation” and a state dominated by the military and plagued by religious extremism. As opposed to this, through the literary and activists writings of Aziz-ul-Haq, this chapter will try to illustrate how cultural contestation of the nation-building project postindependence from British rule was a lot more complex and interesting in Pakistan. This was so because the nation-building project of Pakistan was, on the one hand, an amalgamation of Indo-Persian, Arab, Indian, and Western colonial and civilizational influences and, on the other hand, entailed suppression of resilient local and national cultures of its constituent nationalities developed over centuries. This was later expressed in ethno-nationalist politics. However, when it came to the politics of the marginalized in the late 1960s, there were important political, theoretical, and literary insights which caused a change in the direction of political practice in Pakistan, which paralleled the politics expressed by writers like Fanon and early Subaltern Studies influenced by the Naxal Movement in India. The contestation and confusion arising from this dialectic also entered Pakistan's literary and cultural sphere. This chapter not only tries to give a different postcolonial critique of the failure of nation-building project in Pakistan but, though at a preliminary level, is an attempt to separate the original postcolonial theory in its radical tradition from contemporary postmodern/poststructuralist postcolonial theory marked with pessimism and resignation.

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

The study responds to the common concerns of authors, reviewers, and editors on writing and publishing high-quality literature review (LR) studies. First, we evolved the background and decision elements on the five parameters of a quality LR paper: Planning, Operationalizing, Writing, Embedding, and Reflecting (POWER), from the editorials and guiding literature. Statistical procedure and refinement of 256 responses from writers, reviewers, and editors revealed 37 decision elements. Finally, a multicriteria-decision-making approach was applied to the detailed responses from the lead editors of ABDC, Scopus, ABS, and WoS journals, and 31 decision elements were found strong enough to represent these five parameters on the quality of LR studies. All five parameters are found important to be considered. However, a high priority is suggested for embedding (the results coming out of the review) and operationalizing (the process of conducting the review), whereas reflection, writing, and planning of LR papers still remain important. The purpose of the POWER framework is to overcome the challenges and decision dilemmas faced by writers and decision-makers. The POWER framework acts as a guiding tool to conduct LR studies in general and business management scholars in specific ways. In addition, this study provides a checklist (Table 6) and template (Appendix A1) of a quality LR study to its stakeholders.

This study aims to investigate the impact of ResearchGate (RG) scores on the scientific indicators of Qur’anic productions in Scopus.

This research is fundamental in method, created in a descriptive method and a scientometric approach. The statistical society includes 4,105 records produced by writers in the field of Qur’an during the time period of 2011–2020 indexed in the Scopus database. In this study, Pearson correlation coefficient test is used with aid of Excel and SPSS software.

Countries such as Malaysia, the USA and Indonesia, respectively, hold the highest number of scientific productions in the field of Qur’an. Iran holds the fourth place with a 544 record difference in comparison to Malaysia (866 documents). There is a positive and meaningful relation between measures of RG, readers, followers, citations and the H-index score regarding writers with received citations and the H-index score of scientific productions in the field of Qur’an in Scopus. However, no relation can be observed between the mentioned measures and indicators of the number of documents with cowriting.

Because of some authors not using the same name in their articles, it was not possible to access their profile in RG. For this reason, the information of these authors was not accessible in RG.

The activity of researchers in social networks will receive feedback from readers. This will result in more citations. Contrary to expectations, the research results showed that Iran does not have a good position in publishing Qur’anic works. Therefore, researchers should publish their findings in international journals.

Iranian writers should try to publish their scientific productions in international publications and also widely spread their content and research results across social networks to increase feedback and gain the attention of readers. This process leads to receiving reader feedback and publication of the Islamic teachings.

The relationship between the number of citations of Qur’anic works in Scopus and altmetric indicators in RG has not been investigated in previous researches. Therefore, this research is innovative in this field.

At times, a traditional minority group that opposes a change in the patriarchal structure is violent toward women who wish to adopt modern lifestyles. This study aims to examine online comments regarding a shooting at a café in an Arab-Bedouin city in Israel, where women were employed as servers. The event was framed in Israeli media as an act of backlash by young men, who call themselves “The Modesty Guard.”

In this qualitative study, the authors collected 916 online comments that were published on five main online news sites. A thematic and rhetorical analysis of online comments was conducted.

The findings uncovered five main themes: the expression of support for Bedouin women; ideas for dealing with the Modesty Guard; blaming Bedouin tradition for the shooting; comparison of the violent behavior to a parallel phenomenon among Charedim; and criticism of the lack of treatment by Israeli security forces. The responses reflected a supportive stance toward Arab-Bedouin women, who were open to progress. Conflict discourse, however, expressed alienation and increased social-national schism between the Jewish majority and Arab-Bedouin minority groups in Israel.

This study sheds light on the backlash phenomenon in Negev Bedouin society. Moreover, it exposes the lack of significant supportive actions and a lack of understanding of the deep processes unfolding in this traditional society.

This study aims to integrate reviewers’ and readers’ discrepant perspectives on extremely negative reviews. Specifically, this study examines the relationship between negative emotion intensity levels and reviews helpfulness on two platforms: integrated websites and social networking sites (SNS) to emphasize the role of platform types on customers’ purchase decisions.

This research adopts a mixed-method approach of business intelligence approach and quasi-experimental design. Study 1 performed text mining and Welch’s t-test to compare reviewers’ negative emotion intensity levels on two platforms. Study 2 adopted a 2*2 factorial quasi-experimental design to examine how intense negative emotions impact the perceived reviews helpfulness on two platforms. A 3*2 factorial design in Study 3 also tested social tie strength’s moderating effect between the intensity of negative emotions and review helpfulness.

The current study reveals that integrated website reviewers tend to express more extreme negative emotions than SNS reviewers. SNS and integrated website readers deem reviews that embed severe negative emotions as less helpful. The moderating role of social tie strength between extremely negative emotions on review helpfulness was insignificant in the study.

This study enriches the online review literature by comparing writers’ and readers’ perspectives on online reviews with extremely negative emotions across two online platform types: integrated websites and SNS. From the writers’ perspective, this study highlights anonymity and the presence of an audience as essential factors that reviewers consider in selecting an online review platform to express themselves. This research also sheds light on how readers’ perspectives on extremely negative reviews conflict with the presumptions of writers of extremely negative reviews on integrated websites by demonstrating that content embedding extremely negative emotions is less helpful regardless of platform type.

This research provides online negative review management strategies to platform and hotel managers. The findings suggest hotel and review platform managers should consider adopting review alignment or monitoring systems based on negative emotions intensity levels since readers on both platforms perceive reviews embedding extremely negative emotions as less helpful. Additionally, hotel managers can progress promotions to guests who share online reviews on SNS since SNS reviewers are more likely to attenuate their extremely negative emotions when writing reviews.

This research innovatively provides a comprehensive overview of negative reviews’ production and consumption process from reviewers’ and readers’ perspectives. This research also provides practitioners insight into the nature of two different platform types and the management of negative reviews on these platforms.

This study investigates the origins and elaboration of the managerial “unitary” frame of reference associated with Alan Fox, focusing on unionised firms: the industrial relations context, intellectual roots, elaboration, adaptation by other writers, and international applicability.

Tracing the above requirements through contemporaneous sources.

Fox’s designation of the unitary frame needs to be understood in its 1960s’ context, particularly the promotion of “productivity bargaining”, and its furthering through management training and education. Fox’s specific contribution is identified. Subsequent UK writers have underplayed the importance of the legal dimension of managerial authority, especially relevant in the US context, while other extra-economic factors bolster the managerial unitary frame in authoritarian societies such as China.

The use of Fox's neglected 1960s’ writings; tracking how Fox developed the unitary frame concept and how it was funnelled into the narrow parameters of non-unionism by subsequent writers; identifying its applicability beyond the UK (with the USA as a historical example and China as a contemporary one).

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.

Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.

The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.

Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.

The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative aritficial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)’s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for Atlanta Journal-Constitution about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public’s concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listerv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars.

As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence.

Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human.

This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.