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Being a multifaceted nation, India is characterized by linguistic diversity, regional identities, and a vibrant tradition of political satire. The present study explores the emergence, evolution, and cultural and political implications of comedy that operates within local language and cultural contexts. It aims to analyse Indian vernacular stand-up comedy, and how it is used to highlight the native cultural absurdities and a tool of political resilience. The study underscores how growing standardisation has prompted Indian stand-up comics to opt for the vernacular modes. These vernacular voices establish a counter-hegemonic tradition by creating a more liberating landscape against institutional hierarchies of cultural and linguistic representation. By applying Foucault’s conceptual framework of power, discourse, and governmentality, this analysis unravels the intricate dynamics between power, control, discourse, and the subversive potential of humour. The study reveals that vernacular stand-up comedy as a creative expression of resilience advances critical discussion on language, culture, and identity.

Artificial intelligence (AI) and Intelligent Computer-Assisted Language Assessment (ICALA) are transforming the educational landscape by radically changing how lessons are taught and students are evaluated. As the masterminds behind the curriculum, it is critical to consider the emotional and mental health of teachers who applied ICALA as part of their language instruction. To this end, this study’s primary objective was to examine the connections between ICALA, teacher immunity, reflective teaching, job satisfaction, and l2-teacher grit. To achieve this goal, 221 English as a foreign language (EFL) university teachers from Afghanistan participated in the current research. The research outcomes identified and quantified the influences of teacher immunity and reflective teaching on job satisfaction and L2 teacher grit by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). According to the results, TI and RT are vital in implementing AI into language assessment by maintaining an uninterrupted JS and L2TG. The study’s ramifications are further elaborated upon.

The primary objective of the article is to analyse the impact of digital practices on day-to-day business operations of MSMEs in Karnataka by using structural equation model (SEM). Micro, small and medium-sized enterprises (MSMEs) are considered as a crucial component in the development of the economy. They contribute in employment, industrial output, GDP, and exports of the country. Karnataka is one of the fastest growing IT hubs in the country and home to the world's fourth largest technology cluster. Karnataka is known as India's Knowledge Capital and one of the country's leading industrial states. Despite its apparent success, this sector faces a number of challenges. In today's digital era, new digital technologies have opened up numerous opportunities to transform the businesses. The use of digital technology is one of the measures that helps to face the competition and also to grow the business operations. In above context, this study is focused on exploring the impact of digital practices on communication, inventory management system, administration and maintenance activities, customer relations and marketing and advertisement activities of MSMEs. This study used 900 MSMEs in Karnataka by using structural questionnaire method. The investigation and analysis of data indicates that there is a positive impact of digital practices on day-to-day business operations of MSMEs. The study recommended that the government should encourage young entrepreneurs to become digitally literate that helps to improve business operations. Key words: Business Operations, Digital Practices, Impact, Karnataka, MSMEs, Structural Equation Model.

The study aims to analyze 12th-grade students' writing errors related to inflectional morphemes. In addition, the research measures efficacy of the Rotation Model (RM) and the Grammar Translation Method (GTM) in minimizing writing errors among learners of English. Comparative studies are rare to find the effectiveness of two teaching models in the context of error analysis. Eighty-two samples were taken into consideration for randomize sampling. The present research is divided into two groups; the experimental group, consisting of 41 participants, provided with instruction via RM, and the control group, also comprising 41 individuals, being taught through GTM. Pre and post-test treatment data were collected and analyzed with the help of SPSS 22. The results revealed common errors with inflectional morphemes among both groups. Additionally, the mean values for each type of error were significantly minimized due to the post-instruction of RM compared to the GTM. The study's findings largely devoted to pedagogical improvement among ESL learners' writing. The findings are reviewed concerning future research directions and instructional strategies.

Examining the qualitative and quantitative applications of self-regulated learning and self-reflective writing strategies by ESL and EFL students was the main objective of the study. To do an extensive analysis of the students' writing processes, the study collected written drafts from the students, conducted in-person interviews with the students, and used questionnaires to analyze the students' writing process experiences. Personal interviews with students also provided a qualitative element by providing more in-depth understanding of the unique experiences, difficulties, and driving forces behind their writing habits. Additionally, the gathering and examination of written drafts provided an invaluable source of information for comprehending the real-world implementation of self-regulated learning techniques within the framework of authentic writing assignments. Finally, a questionnaire survey was carried out in order to demonstrate statistically the differences in students' writing practices. In SPSS V25, a number of t-tests were computed to contrast and compare the qualitative and quantitative data. The goal of this multi-method approach was to give ESL and EFL students a comprehensive grasp of how they apply reflective practices and self-regulated learning to their writing projects. Variations based on the learners' target language group (EFL / ESL), gender (male / female), and level (undergrad / postgrad) were investigated in the data analysis.

Despite students commencing English language learning from a young age, many continue to display low proficiency scores in English during higher education. In today's digital era, traditional instructional methods appear increasingly obsolete and warrant enhancement or substitution with innovative technology-enhanced instructions (TEIs), which have demonstrated the potential to enrich educational environments by introducing novel teaching and learning opportunities. This study seeks to examine the efficacy of Web-Based Learning (WBL), Blended-Based Learning (BBL), and Online-Based Learning (OBL) for low-proficient EFL/ESL learners. The study engaged 187 freshmen, selected through purposive sampling, and adopted a quasi-experimental method, forming four distinct groups: three experimental and one control. The experimental groups were exposed to WBL, BBL, and OBL, respectively, while the control group received a traditional teaching approach (TTA). Assessment of participants' core linguistic skills-listening, reading, vocabulary, and grammar was conducted using the British Council English score test, both as a pre-test and a post-test. RM-ANOVA was utilized to analyse data. The analysis revealed significant improvements in all core skills from pre-test to post-tests across all groups. Notably, the groups participating in WBL and BBL performed better than those in OBL and TTA in overall core skills assessments. These outcomes were interpreted within the frameworks of technology integration, interactive learning dimensions, and traditional educational perspectives, providing critical insights for stakeholders contemplating the incorporation of more TEIs in EFL contexts under development.

AI-powered language instructions are being incorporated across educational institutions globally. Open AI's ChatGPT is being utilized for addressing multiple challenges and issues inadequately tackled by conventional methods of instruction. As today’s tech-savvy young FL learners respond more actively to AI-powered instructions, this study aims to understand their expectations, EFL instructors’ perspectives, and anxieties about ChatGPT’s incorporation in EFL classrooms. A questionnaire with self-designed and carefully reproduced earlier research items was sent to randomly selected students and instructors using simple random selection. While descriptive statistics was utilized for quantitative data, thematic analysis was employed for qualitative responses.  It was revealed that Saudi EFL learners were excited and positive about ChatGPT's incorporation into EFL classrooms. While the findings of the quantitative data of the language instructors supported and corroborated the perspectives of EFL students, the analysis of qualitative data revealed that they had serious reservations regarding the adverse impact of ChatGPT on students' creative and analytical skills. It was also revealed that they had anxieties about the detrimental impacts of using this tool without being guided or monitored, including disinformation, and incorrect data that could lead to detrimental methods of instruction. The study offers significant educational implications and teaching potential, which could assist language instructors and policymakers in fulfilling the requirements of young learners as well as overcoming ethical and academic challenges.

The study assessed Saudi EFL students' perspectives on ChatGPT's incorporation into EFL classrooms for language acquisition and instruction, challenges and barriers, and pedagogical prospects. 212 respondents were randomly selected from different stages of the undergraduate programs at the College of Business Administration and College of Science & Humanities, Prince Sattam bin Abdulaziz University, KSA. A questionnaire with self-designed and partially incorporated items from existing studies was utilised to collect the data from the respondents. The data was analyzed quantitatively using descriptive statistics.  It was found that Saudi EFL learners held an immensely favorable perspective on the efficacy of ChatGPT incorporation into EFL classrooms. It was also found that ChatGPT-powered classrooms posed certain challenges such as erroneous results, plagiarism and reproduction, professional integrity, listening and speaking, failure to think critically, and incapability to understand cultural and psychological contexts embedded in idioms and language expressions. However, it was also found that ChatGPT, despite its limitations, offers significant educational implications as it can satisfy learners' specific needs better than conventional language learning and teaching methods.

The application of blended learning is increasingly becoming an essential aspect of the pedagogical approaches for English language instruction at all stages of learning, from elementary school to university. As only a few research studies have explored blended learning's efficacy in enhancing English skills, this current study seeks to investigate the efficacy of various blended learning inputs in enhancing the English language proficiency of business students. The study adopted an experimental design with five intact classes as experimental and control groups. 197 participants from intact classes were selected through purposive sampling from the College of Business Administration, Prince Sattam Bin Abdulaziz University, Saudi Arabia. Participants from five intact classes were exposed to different blended instructional inputs: the rotation instructional input, flex instructional input, self-blend instructional input, and enriched-virtual blended instructional input, with a fifth class using the communicative language teaching approach as a control. Data were collected through standardized TOEFL pre-and post-tests. Results of the study demonstrated significant improvements in English proficiency across all groups, with the rotation model proving most effective. These findings offer valuable insights for curriculum designers, training program developers, and other stakeholders in various disciplines.

Open AI's ChatGPT is getting a wider currency in educational institutions across the globe. It is immensely popular among learners and instructors due to its immense potential to generate different texts, answer questions, offer instant feedback, and be tailored to an individual's specific needs using advanced AI technology. However, the perspectives of EFL instructors on the efficacy of ChatGPT remain largely unexplored. Therefore, this study seeks to assess the potential of ChatGPT as an empowering tool and the perceived pedagogical prospects and educational opportunities in the specific context of Saudi Arabia. A questionnaire with self-designed items and partial adoption of modified items was sent to EFL instructors working in different universities in Saudi Arabia. While thematic analysis was used to analyze qualitative data, descriptive statistics was used to analyze quantitative data. The findings revealed that EFL instructors viewed ChatGPT as a potent resource for pedagogical opportunities and for delivering outstanding language instruction to their students. The study also found that ChatGPT contributed to instructors’ professional development and fostered collaborative learning and innovative teaching practices. Respondents also believed technology-powered instruction undermined traditional learning resources and hampered analytical and creative skills. The findings also revealed that technologically driven education was quite unlikely to replace human instructors though it caused stress and anxiety among language learners. The study holds immense pedagogical implications and offers educational opportunities. The findings will help language instructors and policymakers reinvent themselves and integrate digital technologies to empower language learners.