Dr Nong Shim Ningbo University China Abstract This study explored the use of AI in a foreign language (FL) writing by foreign language majors at Faculty of languages and translation, King Khalid University. The role of translation, and specifically online translation tools (OLT). The present study tried to document students’ existing use free online translation (FOT) tools, and their views about these tools. The tools of the study involved video observations and questionnaires regarding FOT use. Twenty-one university students enrolled in a writing course.  Follow-up interviews were done with the students who were observed using FOT tools widely on the video recordings. Results indicated those students have a primarily positive attitude toward FOT tools. In addition, most of students said that they use such tools frequently. Results are discussed in the context of the continuing debate over whether and how translation technology should be used in FL classrooms. These findings show the importance of providing teachers and students with instruction on (FOL), as well as the need for additional research on the effects of AI on writing acquisition. Keywords Artificial Intelligence, Elementary School Students,Free Online Tools, Translation, Writing Skill The Development of Artificial Intelligence Artificial Intelligence (AI) had appeared a long way since the presence of AI research in the 1950s when Turing developed the well-known Turing Test to inspect whether machines could think. Early trends in AI research displayed a philosophical difference between Weak AI and Strong AI. The vision of AI as a building system that can think like humans was known as Strong AI. Interchangeably, allowing systems to work without figuring out the difficulties of human thinking was seen as Weak AI (Marr, 2018). Strong AI has been thought as a threatening perception, since it aims to reproduce human intelligence and take over control from humans. The definition of twenty-first-century of AI has been reformed as follows: AI is “a science and a number of computational technologies that are inspired by—but usually operate quite differently from—the ways people use their nervous systems and bodies to sense, learn, reason, and take action.” (Stone et al., 2016). We do not have enough knowledge about the complications of human cognition to approximate it via machines. That being said, as research has progressed, it has moved beyond the perspectives of Strong and Weak AI. A third objective of AI is to build models based on human cognitive without the end goal of reproducing difficult human thinking (Marr, 2018). One such new development related to this third objective is the “partnership on AI to benefit people and society.” This partnership was cofounded in 2016 by Amazon, IBM, Google, Facebook, and Microsoft to study how AI is being used, and to examine AI’s influence on people and society. (Hern, 2016). By creating an open platform for discussions, this partnership sets up a type of transparency for studying the big influence of AI. Stanford University showed a “100-year report on AI” in 2016. By providing historical documentation and future directions, this report released to examine eight factors related to AI, containing the factor of education. While AI provided great promise for language learning, the early work of AI lessened because of its limited ability to promote deep learning. Today, AI has permeated many aspects of everyday lives, from smart applications on our mobile devices to self-driving cars. (Stone et. al, 2016). For a long time translation and language learning developed together as the grammar translation model used to teach languages, mainly for reading and writing knowledge was applied to the teaching and learning of languages. The separation between grammar-translation models and theories of foreign language acquisition resulted to the development of communicative teaching methods to language learning and teaching during the last half of the 20th century. This does not mean translation has disappeared from the classroom, however. Wilkerson (2018) shows that even when the instructor aims to use the target language, English is frequently used to translate classroom dialogue. While the place of the native language in the classroom language is the subject of continuing debate–see, for example, Rell (2015)– ,mentioned that “the activities and teaching strategies outlined here are intended to encourage student reflection on the translation method and on the changes between languages and not to replace communicative learning and teaching in the target language”. While translation is inattentive from modern teaching methods, the training and profession of translation are alive. With globalization has come a bad need to translate texts ranging from employee handbooks to television programs. Also, advances in natural language processing and the increasing of the Internet have presented into the world of translation a new tool: Web-based machine translation (WBMT). The automatic online translators, including Google Translate, and FreeTranslation.com, were originally designed to give customers a basic translation of Web pages or short texts written in another language; and most center on the translation of English writings into other languages. Recently, however, WBMT has found a new user in the foreign language student. Williams (2016) The Role of Translation in Language Teaching and Learning  Laviosa (2014) declares the reintroduction of translation as an educational tool in the FL classrooms in academic settings. She believes that the re-emergence of translation in the FL classrooms is easily justified in light of the current changes in FL teaching and learning methods and Applied Linguistics. According to her, cultural variety in today’s globalized world and multicultural educational schemes has changed the relationship between culture— as a unified individual personality— and language learning. The use of L1 in FL learning environments is becoming more of a traditional method than two or three decades ago. Web-based Machine Translation (WBMT) in the English Language Classes: Problems and Solutions Language specialists are conscious of the deficiencies of all types of machine translation (MT), as expressed briefly in Barreiro and Ranchhod (2015): “the most clear failure of MT is that it is unable to render publication-ready text” (p. 3). Williams (2016) quotes various examples of incorrect English-French translations produced by WBMT, all associated with problems of

1This research is supported by the Research Grants Council Committee of the University Grants Council of HongKong ((1) General Research Fund (GRF) Project No. 844012 “Quadrasyllabic Idiomatic Expressions (QIEs) in Chineseand neighboring Languages: An Investigation into Linguistic and Cultural History” and (2) GRF Project No.148908 “AQuantitative and Qualitative Comparison of Word Formation in Modern Standard Chinese and Early Modern Chinese”).I am grateful for comments leading up to this paper from co-investigators in the two projects: Andy Chin, HintatCheung, and particularly Shin Kataoka who has drawn my attention to many of the examples in this paper.39On the other hand, when two related languages have dissimilar terms to express similar objects orevents, then the difference could well represent salient non-linguistic variations. For example, theword for government in Indonesia is Pemerintah and in Malay Kerajaan. In the latter case ofMalay, the word reflects the structure of government involving constitutional monarchy (asindicated by “Rajah”) whereas the case of Indonesian reflects an organization structure presidedover by a leader. The form Selamat means “hello” in Indonesia and Malaysia, originating fromSemitic languages: Arabic Salam “peace” e.g. Salaam Alaikum “peace be with you” and HebrewShalom (peace). But in the Philippine languages, it means “thank you”. This shift of meaning maynot be unreasonable if we consider the broader context of language contact interaction in which wefind the universal and customary conversation opening and closing moves, which are the same inIslamic societies (Salaam Alaikum), in stark contrast to English (with hello-hi and goodbyerespectively) and other languages. In the exchange of identical but multifunctional pragmaticexpressions during the opening and closing communicative moves among participants, a possiblesemantic switching taking place could be understandable.In Asia, two long standing major classical traditions have been recognized:(I) Sanskrit base [Indosphere2]Devanagari, on which the Sanskrit writing system is based, has influenced the writing systems ofIndosphere languages of the South Asian subcontinent, Burmese, Thai, Lao, Tibetan etc, but notIndonesia and Malaysia in which once dominant Hindu Kingdoms in the Indonesian archipelagohave given way to Islamic sultanates, with exceptions to be found in Bali, for example. In theselanguages, there has not been much evidence of the Indic past in non-materialistic terms, other thanloan words, while Jawi, the script derived from Arbic, still survives.(II) Sinitic base [Sinosphere]Its emblematic logographic writing system has greatly influenced the historical development ofSinosphere writing systems in Japan, Korea, Vietnam, and among other ethnic groups like the Nasietc, on which the associated classical traditions, including the Chinese classical language have hadsignificant impact. Thus their students to this day are often exposed to literary classics of Chineseorigin such as the Chronicles of Three Kingdoms (三國演義) and Water Margin or All Men andBrothers (水滸傳). This tradition bears interesting comparison with the lesser trend of students inThailand, Laos, and Cambodia (but not Indonesia or Malaysia) studying the Indic epic Ramayama.One distinctive feature of languages associated with Sinosphere is the importance given torelatively unique idiomatic expressions such as 不三不四 [not-3-not-4] “improper”, similar toEnglish “neither fish nor fowl” but with stronger negative connotations. For example, civil servantsin Japan, Korea and Vietnam, in order to gain promotion, have to take language examinations inwhich there are expectations on familiarity with such expressions. This is often seen as a difficultand arduous task because of the drastic typological linguistic differences between Japanese, Koreanand Vietnamese on the one hand, and Chinese on the other hand. Thus, considerable efforts have tobe made by the civil servant aspiring to promotion.It is interesting to note that whereas Korea and Japan, for example, have adopted the Chineselogographic writing system, and have even incorporated it into basically at one time or another 2 Matisoff (1990) proposed the terms Sinosphere and Indosphere to distinguish between two major and oftensuperimposed cultural traditions within Asia.40bimodal writing systems. On the other hand, related languages such as Mongolians and Manchusswitched to the Chinese language when they conquered all of China, rather than imposed their ownlanguage as the native language, with possible adaptation or adoption of the logographic script.There were some minor unsuccessful attempts such as that by the Kitan Kingdom (契丹) whichdeveloped a demotic script, and the use of Phags-Pa script of the Mongols, which though squarishin shape and written from right to left, was much more influenced by the writing system of theTibetans who have shared Lamaism as a common religion. 3This is because in puritanical times, churches would have been good examples of frugality and so there would nothave been much leftover for the resident mice there. The use of QIE in Chinese is pervasive in many domains of discourse and language use. Forexamples:(13) Greetings: 好久不見 [very-long-no-see] “long time no see”, 不見不散 [no-see-no-disperse] “wait until we meet”(14) Slogans: 安全第一 [safe-whole-number one] “safety is top priority”, 酒後勿駛[drink-after-don’t-drive] “don’t drive if you drink”(15) Movie names: 窈窕淑女 [slim-fit-gentle-lady] “My Fair Lady”, 浩劫重生[calamity-again-alive] “Cast Away”(16) Advertisement (Real Estate): 全海靚裝 [all-sea-beautiful-renovation] “fullseaview”, 樓皇氣派 [building-emperor-air-atmosphere] “imperial bearing”Chinese QIEs are relatively distinct linguistic structures, standing out from regular language,comparable to the use in English of Latin or Latinate expressions Lacuna/ lacunae; Caveat emptor.Specifically, some defining characteristics of QIEs may be summarized as follows:a) Four syllables or logographsb) Relatively fixed structure and patternsc) Figurative meaning and semantic opacityThe quadrasyllabic structure draws on a basic disyllabic propensity in Chinese, reflecting, forexample, a common reduplicative tendency in addressing close relatives:媽 ma à 媽媽 ma-ma “mother”爸 ba à 爸爸 ba-ba “father”姐 jie à 姐姐 jie-jie “sister”The quadrasyllabic propensity is further evidenced by contractions from pentasyllabic expressions,for examples: (17) 傻人有傻福 à 傻有傻福[Silly-person-has-silly-blessing] à [silly-has-silly-blessing]“Innocence is blessing”(18) 新瓶裝舊酒 à 新瓶舊酒[New-bottle-contains-old-wine] à [new-bottle-old-wine]“New wine in old bottle” 4Zhu-ge-liang 諸葛亮 and Kong-ming 孔明 are names of the same minister whose wisdom is legendary from theChronicles of the Three Kingdoms. In everyday language, quadrasyllabic, pentasyllabic expressions or expressions ofother length may be found but the more frequent use of the former, especially in more formal discourse, would signifyerudition.43QIEs involve discoursal opacity, which entails metalinguistic ability to differentiate between literaland metaphorical usage, which in turn can draw on logical deduction and can project positive ornegative polar sentiments as rhetorical devices. For instance, the QIE 孤男寡女 [lonely-mansingle-woman] “unmarried couple” has negative

Researcher:  Sreepanja Singson, Doctor of Psychology (Counseling Psychology) The program is certified and accredited by European International University, (EIU-Paris) Affiliate researcher    Supervisor: Bordin Phayaphrom, Manipal GlobalNxt University, Advanced Executive Management School, email: alex@advex.ac.th    Supervisor: Wuttichai Chongkumnungsil, Nakhon Ratchasima Rajabhat University, Advanced Executive Management School, email: wuttichai@campus.advex.ac.th  ABSTRACT Introduction: It deeply colors Thai culture and societal life, and especially the beliefs surrounding amulets (powerful religious objects) and monks, whose services serve as coping mechanisms against the uncertainties and pressures of life. But there is scant research on the psychology behind these beliefs. The study seeks to understand believers’ and others’ orientation toward individual and social well-being and values on which attitudes are based in the socio-cultural context of Thai society. Methodology In-Depth Interviews: Conduct in-depth interviews with twenty-four participants using semi-structured questions to gather rich insights into their experiences and perspectives. Sample Size Expansion: Expand the sample by adding one-handed participants through purposive sampling to ensure a broader range of perspectives. Data Analysis: Apply qualitative analysis methods, including Interpretative Phenomenological Analysis (IPA) and Insight7, to gain a more profound understanding of participants’ experiences and viewpoints.   Results: From a psychological perspective, the study found that cognitive processes, such as the human need for affirmation, contribute to beliefs in the efficacy of amulets. Additionally, it revealed negotiations between long-standing religious familiarity and new societal demands, where reliance on amulets and monks serves as a means of coping with contemporary life burdens and challenges. Discussion: This study highlights the relationship between religious beliefs and practices, social harmony, individual health, and cultural identity in Thailand. The findings have broad implications for understanding religious behavior and belief systems across Southeast Asia. The study reveals complex connections between psychology, religion, and social norms in Thai society.  Keywords: Thai Amulets, Monks, Religious Beliefs, Psychology, Buddhism, Social Harmony, Cultural Identity  Introduction      This paper investigates the intricate psychological mechanisms of two main pillars of Thai Buddhist Phenomena: belief in sacred amulets and trust of monks to protect in furtherance of spiritual realms. Using rich qualitative data, the paper shows that the practices support major psychological functions of anxiety reduction, meaning making and collective identification in Thai society as powerful psychological anchors. The results show that amulets act as tangible protective resources in times of uncertainty and monks represent resources for guidance beyond the formal boundaries of religiosity. Results from 24 in-depth interviews and surveys with 100 participants (93% of respondents report believing in sacred objects) showed the practices remain remarkably entrenched despite modernization. The study subverts simple readings of these practices as ‘just superstition’ showing that they involve intricate psychological mechanisms that function to cope with everyday difficulties inherent around uncertainty in Thai especially contexts. Western Reflections on Buddhism in Contemporary Thai Buddhism is very much embedded in the culture and mentality as well as social institutions of Thai. Foundational to Thai Buddhist practices are two interrelated practices: sacred amulets (Phra Kruang) and the monastic authority. The two not only function as religious souvenirs, but the subtle psychology behind them is designed to help you resiliently fulfill end of uncertainty and confrontations that life throws at you[1]. While the cultural significance is well established, little research has contributed insights regarding how these practices continue to exist in modern Thai society. In Thai culture, amulet (Phra kruang) is very typical…the Phra Kruang or amulets are considered indispensable in every aspect of life. Alluding to their antiquity and heritage from old Amaravati era, these sacred belived protective items have been a syncretic mixture between indigenous animist traditions, in particular the religious elements derived from Theravada Buddhist practices. Historically amulets have originated as ceremonial items from the Sukhothai and Ayutthaya periods to commodities in modern times. Their ubiquity today testifies to their multi-modal function, both in the temple world as religious objects and as psychiatric resources for coping with ambiguity and stress. Thai society also depends on a variety of monk-based functions, who play multi-faceted roles in society as community leaders. For instance, they often act as community leaders in rural areas (where services provided by the state are scarce) to mediate conflicts, fight for humanitarian causes and educate capacitate people. Temples are community centers providing essential social welfare services with spaces where religious practice meet social support. Such melding of the spiritual and practical functions likely explains why monks are still so influential in Thai society despite increasing modernization. Research Problem and Gaps       While previous research on Buddhist practices in Thailand has mainly examined historical, sociopolitical and cultural aspects of these practices, psychological roots have not been sufficiently explored. This void is particularly poignant since we have elaborate psychological theories, attachment styles, dissonance reduction through to meaning making processes that could potentially shed light on why people put such psychological credence into amulets and ordaining (anti)behavior. The existing accounts have multiple limitations. First, research is very descriptive documenting the religious practices without any analysis of their psychological functions. Second studies that look at the psychological issue often reference Western paradigms which do not represent the cultural and spiritual specificity of Thailand. Third, little consideration has been given to modernization, globalization, and technological changes that may affect these practices. Fourth, the commercialization of amulets is a fertile ground for discussions that they are being commodified — i.e. unraveling from sacred to economic goods. Second, comparative viewpoints among other Theravada Buddhist countries that conduct similar practices are still limited.  Research Questions and Objectives       Through this study we aim to overcome these limitations by investigating the psychological processes that underpin belief in amulets and belief in monks within Thai culture. The research aims to answer the four main questions: 1. What cognitive and psychological factors lead to belief in amulets as protective and lucky objects? 2. What perspectives exist among those who do not believe in amulets or have no faith in monks? 3. What is the role of monks in providing counseling and spiritual support? 4. How do amulets and monks function within broader social structures and cultural systems? It is important to note that these questions help

Abstract A role of digital media for any learning theory is comprehensive and critical, it should integrate all the learning elements without missing anyone of them. Hence, this paper is an attempt to critically analyze a controlled language class based on the Comprehensive Instructional Model of Language Learning (CIMLL). The method of analysis is descriptive and instructional. Descriptive in the sense that it is observational, qualitative, and quantitative. Instructional in the sense that it is evaluative because it is based on the four evaluative factors, namely quantity, quality, manner, and relation. It is an evaluation, which is not taken as a judgement for the teachers’ work because the new comprehensive model helps them to build on their evaluation in order to improve on their practices without changing their teaching strategies. The comprehensive character of learning should be explicitly presented in every practice to prevent any ambiguity in terms of instructions or the clarity of the teaching materials.     Keywords: Digital Media and Mass communication, Comprehensive Instructional Model of Language Learning, the learning components, the evaluative dimensions, the comprehensive character, instructional, practice. 1. Introduction The comprehensive aspect of any language learning model in any teaching context is the cornerstone of its success or failure. In this paper, our focus will be on a controlled language class that we tried to analyze in the light of the Comprehensive Instructional Model of Language Learning (CIMLL). We started our analysis with the description of the process of the lesson in terms of the teacher’s performance, behaviour, instructions, the use of the board, the use of the mother tongue, reactions, and to what extent she was able to integrate the three learning components in every step of the lesson, namely the input, the competency building, and the communicative acts. In terms of evaluation, the teacher adopts the CIMLL’s matrix, which is based on the four qualitative dimensions, quantity, quality, manner, and relation. The informants of the experiment are a group of twelve Moroccan public school students with different backgrounds where English is studied as a foreign language. However, in terms of the use of the three learning components and the evaluation of their comprehensive characters in this reading comprehension lesson, we can state that the teacher was able to introduce her students to an input in the form of some flash cards to display and a text to read, which was not enough in terms of variety and richness. The students were not introduced to any audio or video to listen to or a paragraph or a small text or a dialogue to read before being introduced to the main text. The teacher did not succeed to solve the problem of the flash cards in terms of pronunciation through the absence of any native speaker or voiceover. In what concerns the evaluation of the comprehensive character of the students’ competency building, all the indicators demonstrate to what extent the material used was not enough either for not being appropriately exploited or due to the teacher’s humbleness in terms of the delivery of instructions or in terms of variety and richness. Thus, we could notice that the building of the students’ competency was almost inexistent. On the other hand, the absence of any concrete interaction or collaboration among students indicates that their comprehensive character in terms of the meaningful communicative acts was almost null.   In the present analysis, we can state that the evaluation of the controlled language class was done on the fact that the quality of the learning process depends on how comprehensive and cooperative it is on the basis of the three learning components in accordance with the four evaluative dimensions or Paul Grice’s (1975) four maxims. The teacher’s role is to pave the way for all the students to be fully engaged in every single activity by providing adequate material and using appropriate teaching and learning context and by demonstrating how cooperation takes place.     2. Literature review Different scholars in different contexts have raised the concept of comprehensiveness in the domain of teaching and learning by conducting various studies in such a way as to explore the natural aspect of language acquisition. In terms of acquisition, we have to take into consideration language as a human faculty from various perspectives. In order to be ‘linguistically literate’ whatsoever the modality is, we should be “able to produce interesting and varied linguistic output that is attuned to different addressees and communicative contexts” (Ravid and Tolchinsky, 2002, p. 420). Hence, the learners’ linguistic performance or output is considered as one of the crucial learning components in the process of learning and one of the most frequent modalities in terms of language use in different natural contexts (Chafe, 1994). This kind of process should also take place in a comprehensive way and in anxiety-free and varied linguistic circumstances where the learners become aware of their own linguistic abilities and in complete control of them.  Hutchby & Wooffitt (1998) stated that in the conversational processes, or what is called the meaningful communicative acts or the continuous dialogic or conversational context for learning a language (Boughoulid, 2022a), the learners’ intentions are completely focused on the content of the interaction as well as the role each one reincarnates in it in such a way as to realize their linguistic objectives. According to Ravid and Tolchinsky (2002), “language production in different circumstances is shaped in each modality under constraints and principles of human information processing such as speed, clarity, economy, and expressiveness” (p. 426). In fact, such principles should not be taken for granted because they represent the cornerstone that defines the success or failure of any language learning model in any teaching and learning context where the domain is human and the organism is language (Chomsky, 1975). However, in terms of the concept of comprehensiveness and its implementation in any linguistic skill in general and in relation to the comprehensive theory of comprehension in particular, McNamara & Magliano (2009) demonstrated that “a comprehensive model should be able

Abstract In the present digital business scenario, companies are focusing on Omni Channel Retail phenomenon to offer a seamless experience to their customers for achieving competitive advantages at the market space. Due to the involvement of digital technologies like Artificial Intelligence and multi-channel business models, businesses had been adopting Omni Channel Retail business models as a part of digital transformation strategy to offer convenience and enrich services to customers during their journey with respective service providers. This paper is an attempt to provide an insight to Omni Channel Retailers to delight their customers using the generated acumen. A Systematic Literature Review methodology had been adopted for analyzing the extracted articles selected from Web of Science database for final review and analysis. 42 articles published in 14 reputed journals were selected for VOSviewer and Web of Science analytics and future research avenues were proposed to assist academics and practitioners. Keywords: Customer experience, E- Marketing, Retailing, Systematic Literature Review, 1. Introduction Omni-channel retail is not just an integration of channels but it further provides a platform for customer engagement and new ways of interaction. Retailers can easily share customer service related information across the channels (Beck & Rygl, 2015).The advancement of technology and digitalization is liable for interchangeable and seamless customer experience through Omni-channel retail. Therefore, the lines between the various channels specifically in retailing has become blur and this trend is not limited to big businesses only (Brynjolfsson et al., 2013; Trenz, 2015). Due to availability of various channels customers expects consistent and customized services which lead to enhanced brand experience (Picot-Coupey et al., 2016). Increasing usage of internet and social media has completely transformed consumer behaviour such as show rooming and web-rooming (Mosquera et al., 2017). Omni-channel management is the integrated management of all the accessible channels and customer touch-points envisioned to enhance the customer involvement and enactment through channels (Verhoef et al., 2015).In the High tech business environment concept of retailing is continuously developing with the help of emerging communication channels and new customer touch points which further enhance customer experience. The ever demanding customers’ keeps on pressing the brands to offer better shopping experience which in turn is posing challenge to the established brand retailers. Therefore, it can be predicted that Omni channel management is going to be challenging task for the brands in times to come. Explosion of mobile technologies topped with micro communication through social media channels has rewritten the customer expectations. Showrooming, web-rooming etc. are latest behavioral changes emerged as a result of constant close customer communication. In a nutshell, in an Omni-Channel setting, customers are getting the chance to associate with various online and offline channels across their customer journey (Ostrom et al., 2015). The limitations in the existing studies are not lacking of information but the proper analysis of the study is missing from customer relationship and service point of view. There is a need to explore the existing theories and concepts to understand the importance of Omni-channel retail in customer relationship and services context as the “Omni-channel retail” concept is relatively a new research area and hence, very limited research works have been done so far. As per review of existing studies, no review paper has been investigated Omni-channel retail and customer experience with VOSviewer software and Web of Science analytics. The present study is an attempt to bridge the gap to the existing body of knowledge on the studies related to customer experience in Omni Channel Retailing. In this paper, we seek to answer the specified Research Questions (RQ) as stated: RQ1. What is the state of research and general publication trends on Omni Channel Retail in customer experience related studies? RQ2. What are the foundational literature on Omni Channel Retail in customer experience related studies? RQ3. What are future research themes on Omni Channel Retail in customer experience related studies? For addressing the above stated RQ, the research objectives were: i) To offer research insight through extraction and review of articles using Systematic Literature Review approach. ii) To midpoint on research and general publication trends, foundational literature and future research avenue on Omni Channel Retailing studies. A Systematic Literature Review methodology was used by the researcher using three-fold approach to address the stated research questions. Firstly, a descriptive analysis related to latest developments in the field of Omni-channel Retail was conducted based on the number of papers distribution by year, journal sources, citations and country. Articles were selected from Web of Science database using keywords such as “Retail”, “Omni Channel retail”, “Customer Experience in Omni channel Retail”. The paper presents a detailed discussion of prevailing theories and already existing literature. Further the further prospects for Omni Channel retail in the modern retail environment is conferred upon. The paper concluded and stressed the importance of strong omni channel retail strategies for the brands to succeed. Literature review shows that there is a very little consensus on the management of Omni channel retail. This inspired the researcher to present at clear picture of what omni channel management stands and its present position in modern retailing. The paper proposes to contribute to the body on knowledge in following ways. Firstly it removes the clutter created around Omni channel retail by providing clarity among the concepts of multi-channel, omni channel and cross channels. Secondly it gives an overall picture of customer shopping experience related to omni channel marketing. Thirdly it opens opportunity for future research in field of omni channel retail strategies. Fourthly it offers in-depth discussion on the theories related to the topic and realistic implications. The phenomenon is extensively explored for any probable question on omni channel retail. These unveiling of facts will help retailers in the field to develop better understanding on the subject and demand of time to engage more effectively in the process to deliver better customer experience.      2. Methodology In this second section of the research study, we have explained the methodology adopted and implemented to search, select and analyze articles as per the research theme. The selected

ABSTRACT This study is a review of current research into the field of emotional intelligence as it pertains to business. The research implemented the quantitative methodology throughout implementing surveys over a defined number of respondents for data collection and the data had been treated using the SPSS statistical tool. The overall aim of the study was to study the effect of emotional intelligence on both job satisfaction and organizational commitment. Findings indicate a strong positive correlation between emotional intelligence and both employee organizational commitment and employee job satisfaction. The relationship between individual success and organizational success was established only conditionally. Further study is recommended to establish this relationship in other fields of business. Keywords: Education, Educational Intelligence, Leadership, Self-relationship, Higher education, self-awareness, Organizational Commitment General background of the study The potential tangible benefits of EI for the business world are vast.  They include more innovation and creativity in the workplace, as well as better physical and mental health (and thus reduced sick days and healthcare costs), healthier and more satisfactory workplace relationships, boosts in efficiency and in productivity.  For the individual, this means being both more successful and more satisfied.  Benefits for the organization include improved morale and higher levels of employee engagement.  Further benefits include having happier employees that work harder, that have a personal stake in what they do, and that facilitate world class performance.  In essence, it is possible that EI, when extended throughout a company, can act as a factor which aligns individual satisfaction and success with success and profits for the company according to Yoke (2018). Problem Statement and Research gap  Company policies will affect all workers and societies who are supposed to represent by businesses as a consequence of their impact on global culture. A human-centered strategy is increasingly relevant every day, as technologies and businesses growing at an ever faster pace. A new direction, an emotional compass is required in these days of change, which will help lead and channel our acts for the benefit of our own citizens and others around according to Yan (2016). Emotional awareness is a specific attribute that this anchor should support. Emotional intelligence will theoretically build a greater framework for honesty and fairness in industry and organizational strategy. The traditional corporate view, though, relies on gains, even at the disadvantage of integrity and human rights. Therefore, until companies and businesses have adequate reasons to integrate EI into a scheme, it must be demonstrated measurable economic and bottom line benefits. The importance of the employee is always known in industry only as to what the organization may sell. It will drive companies to profit to the detriment of the well-being of their workers. Throughout the sense of the enterprise-wide EI, though, the person will profit equally with the business, both in terms of his staff and the consumers he represents. Research have demonstrated the advantages of IT for many fields of industry, but only implicitly have the correlation between person achievement and performance according to Washington (2017). Research Objectives  This study seeks to clarify the effect of Emotional intelligence on individual’s well-being and success and the success of the company, as well as to show the central value of EI in aligning the two factors. Emotional intelligence is the most important quality of any company. Individuals and team members will concentrate on accountability reduction, cooperation and operation, communication and challenge avoidance. EI emphasizes the intent and outcomes that improve the confidence of employees. Results were collected via questionnaires of different departments to evaluate the effect of emotional intelligence on employees and leader’s success. Current Understanding of the Problem of Emotional Intelligence The metrics may be testing a combination of other factors, but the results of the assessment have been valuable predictors of several real-world variables.  Just as the effects of high emotional intelligence have been correlated strongly with factors such as productivity, engagement, stress management, social ease, and motivation, just to name a few.   To clarify this, those researchers who found the predictive influence of emotional intelligence negligible first had to factor out both personality and intelligence.  Whereas emotional intelligence assessments are single tests that can offer the functional intersection of these qualities. Perhaps the theoretical construct behind emotional intelligence does not describe an individual entity or a pure ability distinct from other factors.  But what it does measure has been found useful in empirical, practical conditions.  This is one of the reasons for the current divide between corporate emotional intelligence and academic, emotional intelligence according to Thornton (2015).   From the academic perspective, unless there is a certain and accepted theoretical construct backing an idea, it can have no value.  But there is a certain degree of pragmatism inherent in the perspectives and agendas of organizations.  If it works, use it.  This is why the use of emotional intelligence in the business context has been exponentially increasing over the previous two decades.  Both businesses and individuals have seen results according to Van Wingerden (2017). From the academic perspective, a great deal more research must be done before emotional intelligence can be fully understood, whether as an individual entity, or a collection of abilities, a blend of intelligence and personality traits, or some mixture of all these and more.   However, our understanding of these approaches and qualities can be of benefit now and is being used currently.  Therefore, to understand this effect better, one of the aims of this study is to explore the manners in which EI has been effective in improving the success of individuals and organizations, as well as how it has had no effect Emotional Intelligence and Organizational Commitment Emotions are significant in the life of employees and impact  employees commitment and behavior in the workplace, which affect our psychological impressions of wellbeing (Adams, 2017). He said that emotional intelligence involves self-awareness skills, self-motivation, emotional control, relationship management, empathy, and other skills. Primary result function was corporate engagement and job satisfaction. A survey conducted by Bordia (2017) over 200 employees to study the relationship between

This study investigates the perspectives of 28 Chinese heritage language(CHL) learners enrolled in a first-year heritage-track Chinese course at aprivate U.S. university. Using grounded theory methodology, the analysisidentifies four major areas of insight: learners’ diverse, identity-driven goals;critical evaluations of instructional materials; preferred features for an idealCHL textbook; and thematic interests in classroom topics. Findings revealthat CHL learners seek to reconnect with their heritage, strengthen overalllanguage proficiency — including speaking — and acquire formal languageskills to support academic and professional aspirations. While theyappreciate the structure of the widely used L2-oriented textbook IntegratedChinese, they find its content to be too basic or misaligned with their needs.In contrast, supplementary materials are seen as more relevant but often toodifficult without sufficient scaffolding. Learners envision an ideal textbookthat includes advanced vocabulary and idiomatic expressions, culturallyrich content, and formal language, supported by a scaffolded and userfriendly design. They are most engaged by topics reflecting real-lifeexperiences, traditional and modern Chinese culture, and themes thataffirm their bicultural identities. The voices of these learners underscore theneed for recalibrated pedagogical materials responsive to their hybrididentities and linguistic profiles. The study highlights the importance oflearner-centered design in CHL curriculum development.Keywords: heritage language education, Chinese heritage languagelearners, material development, instructional materials, student perceptions

This article offers a critical reexamination of the Mandarin qīngshēng (轻声), conventionally termed the “neutral tone” (T0). We contend that T0 should not be understood as a tonal absence but as a relationally defined presence with clear phonological and discursive functions. Drawing on an illustrative corpus of high-frequency lexical items and functional morphemes from Standard Mandarin—notably modal particles and suffixes such as māma, yīfu, ma, ne, and ba—the study employs pinyin with tone diacritics and, where relevant, IPA notation. Methodologically, the article integrates a critical review of phonetic and phonological literature with discourse-based analysis. It highlights four defining properties of T0: consistent durational reduction relative to full tones (1–4); a lack of independent melodic contour; pitch anchoring to the preceding tone; and a preferential occurrence in high-frequency grammatical items. Inspired by French Discourse Analysis (following Michel Pêcheux) and the dialogic theory of the Bakhtin Circle, we interrogate the ideological foundations of the “neutral” label, arguing that no linguistic phenomenon exists without value or historicity. Consequently, we propose the term “median tone” to more accurately reflect its prosodic and discursive role. We outline operational criteria for its identification: relative duration, tonal dependency, functional context, and pragmatic effect. By doing so, we demonstrate how this reconceptualization clarifies key discourse functions such as attenuation, modality, interrogativity, and the management of intersubjectivity. Finally, the article explores broader theoretical implications for phonology, discourse analysis, and dialogism, arguing that renaming conceptually laden categories can reduce descriptive ambiguity, enhance pedagogical clarity, and unveil the ideological work embedded within ostensibly technical classifications.

https://doi.org/10.65281/660554 Author:First author:Liu Ru , Ph.D.graduate, School of Marxism, Qufu Normal University, the research direction of youth ideological and political,Rizhao 273165,Shandong,China.Email:LR2027@qfnu.edu.cn Second author: Huimin Zhang, Female, Master Candidate, School of Marxism, Changchun University of Chinese Medicine, Changchun, Jilin 130000 China *Corresponding author:Jingjie Pang，associate professor，School of Marxism，Anhui Medical University, Master degree in Ideological and Political Education, specializes in ideological and political education and medical humanities. Email：pangjingjie@ahmu.edu.cn Acknowledgments: Research Funds: 1. “Institutionalization of Free Targeted Medical Education in Rural Areas: An Empirical Study on the Four-Dimensional Synergy Model for Ideological and Belief Education” (Project ID: 2023AH050533), a 2023 Key Scientific Research Project in Anhui Province’s Higher Education Sector (Philosophy and Social Sciences); 2. “Empowering Rural Free Targeted Medical Students’ Labor Education with New Quality Productivity: A ‘Four Beauties’ Practice Education Model” (Project ID: 2024jyxm0796), a 2024 Key Teaching and Research Project under Anhui Province’s Quality Engineering Initiative. ABSTRACT Bilibili’s bullet-screen comments (弹幕) show the viewpoint of young Chinese users about ideology. In this paper, a total of 15847danmu from the popular video-sharing siteBilibili over the time of 2022 – 2024 is analyzed from the viewpoint of DuBois’s Stance Triangle(2007) and Appraisal theory(Martin & White, 2005). We found out there are 4 main strategies, when it comes to what kind of words young people use: the same emotions, which we also call affective alignment; how they talk about their feelings as young people; showing you are in a group, with “you all” or by speaking to each other; and sarcasm and irony. In the data, affective expression rather than explicitly ideological statements predominates as the patriotism content, and an ironic, humorous stance-taking is more commonly used for social commentary. These are indicative of a type of ideological speech act which is both playfully and seriously engaged with, through the real-time, ephemeral nature of danmu. We are saying that the way you take the stand is following some bigger changes on how younger people say something on the internet. Keywords: stance-taking; danmu; youth discourse; Bilibili; appraisal; pragmatics 1. INTRODUCTION Anyone who’s seen videos on Bilibili knows how it works: text rolling past the screen and people reacting in the moment (or at least feeling as though they are reacting in the moment) to the same parts. This bullet-screen comment system, called danmu is now central to how young Chinese viewers watch and engage with videos. with more than 336 million monthly active users and close to 86% of them under 35 years old (Bilibili 2024), the bilibili platform turns into a meeting point for youth culture, new forms of speech and ideology. What we are interested in here are the stances that users take in these brief comments. The audience who type out ‘破防了'(defense broken)after seeing a documentary on the veterans or ‘YYDS’after seeing an Olympic event is not simply leaving a comment, but also positioning themselves and evaluating, as well as aligning or disaligning with the others. This is stance-taking in Du Bois’s (2007) sense, a public act of evaluation, positioning, and calibration with respect to others. However, the study of stance-taking in Chinese digital contexts is still patchy. The most work has been on Weibo or WeChat, platforms with other affordances and users (Herring, Stein, and Virtanen 2013 for CMC pragmatics more generally). And Danmu is quite different: comments are fleeting, over the top of what’s visible, and create this strange sensation of being in the same place, even if it has been days or years. How people will show what their thoughts are about certain things. In terms of the current study of stance-taking of Bilibili danmu is mainly concentrated on how young users cope with ideological land. We have asked the three questions: •What strategies are used by the users when taking positions on ideological matters in danmu? •How do these differ across content type (patriotic, social commentary, cultural). • How much do youth specific linguistic resources play a part in this process? Let us note from the outset what this study is unable to achieve. We can’t know what a person actually believes or intends—only the public performances of those beliefs and intentions that they give in discourse. And we cannot claim representativeness to all Chinese youth, the users of Bilibili tend to be young, well-educated, and from cities. We can offer a close-up of language use in a corpus of 15,847 comments using the theories of stance and appraisal. 2. BACKGROUND AND PREVIOUS RESEARCH 2.1 Stance in Interaction There is a long history of discussing stance in linguistics, but Du Bois’s (2007) is especially productive. He argues that stances are constituted of three things going on at the same time: an evaluation (of some object, along some value dimension), a positioning (of oneself as a kind of social actor), and an alignment (with other people). Three of them make his so called “stance triangle” That is what captures some that a more simple view of attitudes, opinions and so do not. Positions are dialogical by definition. When a Bilibili user posts “这格局太大了”(“this vision is too big”), he or she does not only appreciate the video content, but also claim the identity of a person who can recognize and value such qualities, and they are implicitly aligned with (or invite other viewers to align with) people who share such appreciation. Martin and White’s (2005) appraisal theory can be used to complement the means by which stance is encoded linguistically. Their framework distinguishes three systems: the affective one (attitude), the judgmental one (judgment), and the appreciative one (appreciation), on the one hand, and how speakers engage dialogically (engagement) in the other. And finally, they also talk about graduation, which is about how evaluative meanings get scaled up and down. It has been used with different genres, but not so much on CMC in Chinese. 2.2 Pragmatic Identity in Discourse Chen Xinren (2014, 2018)’s works on pragmatic identity could serve as another valuable perspective. Identities for Chen are not attributes but are the resources speakers create and use to interact.

This study investigates conceptual metaphors in traditional Chinese legal terminology, revealing their cognitive foundations in correlative logic and cultural significations embedded in cosmological and ethical frameworks. Analyzing classical texts, legal codes, and judicial records, it identifies three primary metaphor categories: artifact metaphors project tools’ material properties onto law to construct depersonalized, objective authority; natural order metaphors frame law as emergent resonance with cosmic forces like hydraulic constancy or seasonal cycles; and kinship metaphors embed Confucian relational ethics into governance. These metaphors operate via correlative logic, a cognitive pattern connecting domains through analogical resonance rather than categorical identity. The research exposes a tripartite meaning structure (nature-value-function) that resists Western “legal instrumentalism”: metaphors anchor law in non-volitional ontology, derive ethics from material physics, and manifest function only when constrained by cosmic-moral principles. This addresses, rather than definitively resolves, the “sovereign’s paradox” by binding rulers to cosmological inevitability, not volitional command. The study highlights modern relevance in power-constraining mechanisms like self-executing law, advocating epistemic pluralism in global jurisprudence.