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Leadership in Managerial Knowledge Management: Continuous and Innovative Learning in Colombian Companies
Full text linkThis research article highlights managerial skills of leaders in organizational management, knowledge management, and innovation from the perspective of organizational culture in Colombian companies under the continuous formal and informal learning conceived within the entities. The research is quantitative; the design is cross-sectional and field-based; the scope is descriptive and correlational; and the instrument used is a structured survey, designed, validated, and applied between October 2024 and February 2025. The research results from the 1498 companies mainly showed that directors from the three different sectors of the economy, in the diverse economic activities of small and medium-sized Colombian companies, should promote the implementation of strategic and operational practices from management, as is done in large companies and organizations, mainly through the strengthening of theoretical-practical and social skills accompanied by technical skills, with social skills serving as the pillar of organizational strengthening and as the axis of interaction and synergy for managerial skills
Book Review: Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (1st ed.), Edited by Manuel Jiménez Raya, Borja Manzano Vázquez, Flávia Vieira (Routledge, 2024)
Full text linkOver the past few decades, the concept of autonomy has emerged as a focal topic in language education, closely tied to learner-centered approaches and the democratization of classroom practices. There is a growing need for teacher education programs that equip language teachers to engage with the complexities of autonomy-oriented pedagogies (see Benson, 2011, and Vázquez, 2018), as educators and researchers increasingly advocate for student agency and teacher self-direction. This need is further emphasized by recent systematic reviews that highlight the evolving landscape of language teacher education research, which has expanded significantly in scope and methodological sophistication over the past four decades (Khany & Valizadeh, 2023). Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency bridges the gap between theory and practice in this area by presenting diverse case studies that illustrate the interplay between professional learning, teacher identity, and agency
Professionalism and Workload on Performance: OCB as a Moderator
Full text linkThis study examines the influence of professionalism and workload on the performance of village secretariat staff in Sikka Regency, East Nusa Tenggara, Indonesia. It also explores the moderating role of organizational citizenship behaviour (OCB) in these relationships. Using a quantitative research approach, data were collected from 230 respondents through structured questionnaires. Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed for data analysis. The results show that professionalism has a significant positive effect on performance. Workload has a significant negative effect on performance. OCB also has a significant positive effect on performance. In addition, OCB positively moderates the effect of workload on performance, acting as a buffer against the negative impact of high job demands. Conversely, OCB negatively moderates the relationship between professionalism and performance, indicating a diminishing return when both variables are high. The findings support the Job Demands–Resources (JD-R) Theory and contribute to understanding performance dynamics in decentralized village governance. Practical implications include the need to improve staff professionalism, manage workload effectively, and foster a collaborative work environment that encourages OCB
Strategic Decision-Making in the Age of AI: A Conceptual Framework for Managers
Full text linkAs Artificial Intelligence (AI) continues to embed itself into the core of business operations, leaders face a growing challenge: making room for machine intelligence without sidelining human judgment, ethics, or long-term strategic thinking. This paper presents a five-pillar framework to help managers integrate AI responsibly and effectively into decision-making processes. The model draws on strategic management theory and is informed by real-world examples from various sectors, including healthcare, finance, logistics, and education. The framework highlights five key areas: data literacy, ethical governance, AI-enhanced intuition, transparency and explainability, and risk assessment. These pillars are not standalone concepts—they work together, offering a practical roadmap for moving beyond scattered or experimental AI efforts toward intentional, organization-wide transformation. Rather than treating AI as a replacement for human insight, the framework emphasizes complementarity, drawing on theories such as bounded rationality, sociotechnical systems, and the Technology Acceptance Model. Through applied examples, the paper demonstrates how companies are addressing real challenges, such as algorithmic bias and decision risk, while navigating the promise and pitfalls of AI. Ultimately, this framework contributes to ongoing conversations about digital transformation by offering a grounded, flexible approach that balances performance goals with ethical responsibility. It also outlines the capabilities leaders will need to ensure AI-enabled strategies are scalable, context-aware, and adaptable to future chang
Assessing the challenges with prepositions in phrasal prepositional verbs: Insights from Arab EFL learners
Full text linkThis study investigates the challenges Arab EFL learners encounter when using prepositions in phrasal prepositional verbs (PPVs). Data of the study were collected in two phases. First, 100 common PPVs were identified through eliciting them from 10 EFL teachers. The verbs that were most frequently mentioned were verified for common usage in daily discourse through the BNC. The 20 most frequent PPVs in this list were selected and used as a test administered to 40 English-major students at the Arab Open University, Kuwait to gauge their recognition and production of the correct prepositions. The findings reveal significant difficulties in both recognizing and producing the correct prepositions, influenced by factors such as frequency of PPV usage, lack of transparency in their meanings, lack of equivalent expressions in Arabic, and insufficient focus on such verbs in EFL curricula
Assessing motivation and challenges of L2 pronunciation improvement beyond the classroom
Full text linkPronunciation is crucial to successful communication and plays a significant role in high-stakes tests and job and education interviews. Therefore, the massive attention paid to pronunciation and pronunciation instruction, including specifically designed courses to improve L2 learners’ pronunciation, is evidence of its importance. Although learning pronunciation motivations and strategies have been extensively researched, mainly focusing on formal instructions and in the classroom, little has been explored beyond the classroom. Therefore, this study investigates the motivations, strategies, and challenges of learning pronunciation among 18 ESL learners in Australia. Data were collected through semi-structured interviews and analyzed thematically. The main findings reveal that professional (i.e., jobs) and social motivations are primary drives among learners to enhance their pronunciation. Regarding the strategies, the findings show that self-directed learning, such as watching movie series, listening to songs, repetitions, shadowing, and asking others to provide corrective feedback (CF), was among the most commonly used strategies. Furthermore, the learners reported a lack of immediate, accurate corrective feedback, and managing social insecurities, such as discrimination, were among the main challenges. This study offers several theoretical and pedagogical insights, such as the call for a more holistic approach and designing more user-friendly resources with the ability to use more authentic features when used by learners
Vocabulary Coverage and Size in EFL Critical Reading
Full text linkResearch on the relationship between vocabulary knowledge and reading has largely focused on literal comprehension of informational texts. The present study, however, investigates the vocabulary-reading relationship by specifically examining critical reading skills in an argumentative text.76 EFL university students majoring in Education and studying in English participated in this study. To assess vocabulary knowledge, two tests were administered: a vocabulary size test (VLT) and a lexical coverage test. The coverage test was prepared by generating word families from the text using Vocabprofiler computer program software. Students’ critical reading skills were assessed using a multiple-choice test format. The findings indicate that participants had a vocabulary size of 4,000 to 5,000 words. Both vocabulary size and text coverage correlated significantly with critical reading. However, this correlation does not apply for all the targeted critical reading skills. The study concludes that a minimum vocabulary size of 4,000 words would ensure approximately 97% of text coverage, leading to successful performance in critical reading. Below this threshold, participants’ performance declined. Both vocabulary measures correlated with critical reading skills that required some reliance on the vocabulary of the text. The study suggests some pedagogical implications
A Systematic Review of Corpus-Based Methodologies in Textbook Analyses and Evaluation
Full text linkThis systematic review explores the evolution and impact of corpus-based methodologies in textbook analysis within the field of language education between 2010 and 2024. Utilizing the PRISMA framework, 29 studies were identified and analyzed, highlighting the transition from basic frequency analyses to sophisticated examinations of lexical, semantic, and syntactic patterns. The findings indicate that advanced methodologies, particularly those employing specialized corpora and tools like AntConc and COCA, significantly contribute to improving the accuracy and relevance of textbook content. The review also reveals substantial regional variations, with countries like Malaysia, Iran, and South Korea leading in corpus-based research, driven by local educational needs and linguistic contexts. Logistic regression analysis further demonstrates that higher levels of methodological sophistication increase the likelihood of textbook revisions, underscoring the importance of rigorous research practices. The implications for pedagogy are profound, suggesting that integrating corpus-based findings can enhance the alignment of educational materials with authentic language use, thereby improving learner outcomes. This review offers insights for educators, curriculum developers, and researchers on how to effectively apply corpus-based methodologies to enhance language teaching materials and practices
Book Review: Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics: Autoethnographic Accounts, Yazan, B., Trinh, E., & Pentón Herrera, L. J. (2023), 266 pp., $ 156, Hardback, ISBN: 978- 1032306216, Routledge.
Full text linkDoctoral Students’ Identities and Emotional Well-Being in Applied Linguistics, edited by Bedrettin Yazan, Ethan Trinh, and Luis Javier Penton Herrera and published in 2023, serves as a groundbreaking exploration of the intricate experiences of doctoral students in the field of applied linguistics. This book focuses on a crossing point where emotional well-being and identity work of doctoral students meet and explore these student’ personal transformation narratives of being challenged by their doctoral journeys. The editors have selected a compilation of 12 autoethnographies that explore the often difficult and oppressive nature of the academic environments and their intersection with personal and professional identities. Moving beyond a traditional scholarly discourse, each chapter delves into the lived experiences of doctoral students focusing on the challenges, failures, and achievements they have gone through while earning a doctoral degree; their personal and professional identity development within immediate academic communities; and the prominent role of emotional well-being while navigating the frequently-tumultuous waters of doctoral study. The book’s overarching goal is to provide a thorough understanding of these challenges and propose ways to build more compassionate and inclusive educational setting for prospective doctoral students
Book Review: Handbook of Autoethnography (2nd ed.)(2022), Edited by Tony E. Adams, Stacy Holman Jones, Carolyn Ellis
Full text linkAutoethnographic research has been on the rise since the dawn of the new millennium, thanks to and in tandem with the increasing popularity of narrative self-study. This trend has led to the second edition of the Handbook of Autoethnography in 2022 by Adams, Holman-Jones and Ellis, who finetuned and updated 1st edition, which had been published in 2016. The five sections of the second edition offer a total of forty-three chapters contributed by more than fifty scholars from a radiant collection of disciplines