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Objective: The purpose of this study is to conduct a relatively comprehensive literature review with leader voice-taking behavior as the core dimension in order to construct a logical quantitative research framework for studying organizational innovation in the hospitality industry.   Theoretical Framework: The framework can be used to guide the optimization of management processes in Chinese hospitality industry, especially in response to corporate innovation problems caused by leaders who do not pay attention to the voices of their front-line employees (FLEs).   Method: This study used a theoretical integration of a conventional review of literature textual research, drawing on persuasion theory, social information processing theory, and affective event theory to explain a model of leader voice-taking behavior.   Results and Discussion: The findings of this paper more systematically integrates the logical relationships between the dimensions related to leader voice-taking behavior, including message factors (promotive voice, prohibitive voice, issue importance, voice directness), source factors (employee’s voice efficacy, value congruence, employee loyalty, employee expertise) and context factors (diversity, LMX) as predictable antecedents of leader voice-taking behavior. On the other hand, FOCC and affective factors (positive emotions, relational energy) are potentially mediating the relationship between leader discourse behavior and service innovation in FLEs.   Research Implications: This study provides theoretical support for leadership-employee related behavioral theories, emphasizes the role of voice-taking behavior in corporate innovation, and is instructive for quantitative analysis of Chinese hospitality industry related to this type of research.   Originality/Value: This study contributes to the literature review by leader voice-taking behavior. This is academically capable of guiding other related research and has a strong academic value.

We used a data set with n = 1,603 learners of foreign languages (FL) to develop and validate the short form of the Foreign Language Enjoyment Scale (S-FLES). The data was split into 2 groups, and we used the first sample to develop the short-form measure. A 3-factor hierarchical model of foreign language enjoyment (FLE) was uncovered, with FLE as a higher-order factor and with teacher appreciation, personal enjoyment, and social enjoyment as 3 lower-order factors. We selected 3 items for each of the 3 lower-order factors of the S-FLES. The proposed 9-item S-FLES was validated in the second sample, and the fit statistics for the factor structure indicated close fit. Further evidence was found to support the internal consistency, convergent validity, and discriminant validity of the S-FLES. The S-FLES provides a valid and reliable short-form measure of FLE, which can easily be included in any battery of assessments examining individual differences in FL learning.

This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice.

This study focuses on the integration of ICT at Centre International de Recherche et d’Etude des Langues – Village du Bénin (CIREL-VB), in the context of a global upheaval caused by recurrent, unpredictable and inextricable pandemics, the most recent of which is COVID-19 inevitably imposing a change in pedagogical paradigms of FLE/FLS. The objective is to describe the perception of teachers and learners in terms of benefits and challenges, the effects of training and to examine the various constraints related to it. It also aims to improve the center’s training. In order to better capture the quintessence of the results obtained, we opted for a mixture of prospective and descriptive approaches on the one hand, and qualitative and quantitative methods on the other. The qualitative tools used were the pre-survey, the survey itself, and direct observation, while the quantitative method consisted of a questionnaire survey. The results show that despite the strengths of CIREL-VB, it still faces challenges. The main one is the integration of ICT in its pedagogical system, in order to meet the legitimate of the public. To achieve this, suggestions have been made to the General Management, the Board of Directors and all the ministerial departments in charge of the life of the aforesaid center.

Compared to the past, now, through the use of modern technologies, teaching has changed a lot; yet we consider that the job of a teacher involves the same physical, emotional, moral and material sacrifices, and the role of the teacher has remained unchanged, even if the teacher had to constantly adapt to the new requirements, by approaching new teaching strategies and methods. Therefore, for the smooth running of the teaching-learning-evaluation activities and the achievement of the proposed objectives, in our case the acquisition of the Romanian language as a foreign language (RLFL), the teacher will always be the one responsible. He/ she is the only one in a position to be responsible for the activities he/she undertakes in the class in order to lead the students to success; in other words the teacher is responsible for the management of the class and must be aware, at all times, that the success of the students depends on his/her work and involvement in the latter’s academic journey. In this article we will try to highlight (1) the role and responsibility of the teacher, in general, and of the teacher of Romanian as a foreign language, in particular; (2) what, how, to whom and how much a RLFL teacher has to teach, so that in the end, his/ her students can express themselves in Romanian, fluently and without too many mistakes, at the minimum B1 level of linguistic competence; (3) how and if the teacher succeeds in facilitating the integration into the Romanian socio-cultural environment of the foreign student who came to Romania to study for a bachelor’s degree, master’s degree, doctorate or residency; (4) how relevant is for the RLFL teacher the way in which the psychopedagogical implications of each of the analyzed axioms are illustrated; (5) how the positive and negative aspects of the chosen teaching methods are noticed in one situation or another; (6) what behavior the RLFL teacher must have in the class and how he/she manages to defuse the possible conflicts that may arise at the group level, considering the ethnic, cultural and age heterogeneity of the student class; (7) what types of support he/she needs to provide to his students so that the targeted goals are achieved.

This study explores translanguaging practices in a K‐5 Mandarin Foreign Language in Elementary School (FLES) program in the United States. Using an ethnographic case study approach, it examined how a Mandarin teacher enacted translanguaging practices in two fourth‐grade Mandarin classrooms and explored the affordances these practices provided for her multilingual students. The analysis of classroom video‐recordings and artifacts revealed that by leveraging students' home languages (e.g., Spanish), multimodal and semiotic resources, and peer collaboration, the teacher created opportunities for students to express their understanding in various ways, challenged monolingual ideologies, and empowered multilingual identities. The study highlights how teachers can enact translanguaging by making intentional pedagogical choices that harness available resources in the classroom. It also challenges the assumption that exclusive target‐language use is the most effective route to proficiency, advocating instead for pedagogical approaches that recognize and build upon students' multilingual identities as assets in world language learning.

PurposeThis study examines the contextual variables that can curb the negative effects of role conflict on job satisfaction and enhance the positive effect of job satisfaction on creativity and service performance. More specifically, adopting the job demands-resources theory, the authors explore the interactive effect of frontline employee (FLE) self-monitoring and FLE-manager trust on the relationship between role conflict and job satisfaction. Extending this line of inquiry, the authors adopt social identity theory and analyze the moderating effect of FLE-manager identification on the relationship between job satisfaction and creativity and between job satisfaction and service performance.Design/methodology/approachDyadic data utilizing 122 responses from FLEs and their managers were obtained from FLEs working with a major financial services firm in India. Structural equation modeling and PLS were used to assess the hypothesized relationships.FindingsThe negative relationship between role conflict and job satisfaction is reduced at higher levels of FLE self-monitoring and FLE-manager trust. Furthermore, FLE manager identification accentuates the effect of job satisfaction on creativity and service performance.Practical implicationsOrganizations should invest in developing FLEs' personal and job-related resources to reduce the deleterious effects of role conflicts on FLEs' job outcomes. Specifically, managers should hire FLEs who are high in self-monitoring while enhancing FLE-manager trust and FLE-manager identification.Originality/valueRole conflict is inevitable in a service job and can have serious negative downstream consequences. Hence, the study explores the important contextual factors that can help an organization develop policies to reduce the negative effects of role conflict.

This research explores the factors driving frontline employees' (FLEs') organizational citizenship behavior (OCB) when faced with customer incivility, focusing on the role of employee efficacy and the moderating effect of perceived organizational support. The study uses a two-part methodology. First, it uses an experimental design to examine how customer incivility impacts OCB through selfefficacy, moderated by organizational support. Second, it utilizes a survey of 455 airline passengers to investigate the impact of OCB on customer behavioral intentions. Findings reveal that customer incivility negatively affects employee efficacy, but perceived organizational support mitigates this impact, enhancing employees' ability to maintain efficacy under challenging circumstances. Higher employee efficacy fosters OCB, significantly influencing customers' intentions to reuse airline services and share positive word-of-mouth. The study highlights the importance of robust support systems to empower employees to manage difficult customer interactions and promote proactive workplace behaviors. By integrating experimental and survey approaches, this research provides novel insights into the interplay between customer incivility, employee efficacy, organizational support, and customer behavior, contributing to identity control theory (ICT). It underscores the value of organizational strategies in supporting employees, enhancing service quality, and fostering customer loyalty in the airline industry.

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA. (Verlag).

PurposeTechnological innovations are rapidly transforming service frontlines, resulting in increasingly complex service touchpoints. These touchpoints place greater demands on frontline employees (FLEs) to deliver a positive customer experience. Despite the considerable extant body of knowledge on FLE competencies, the literature on frameworks for managing the complexity of contemporary frontlines from the FLE’s perspective is sparse. This paper aims to fill this critical gap by developing a framework that enables FLEs to deliver positive moments of truth (MOTs) while ensuring the well-being of all actors involved.Design/methodology/approachThis paper uses a conceptual approach rooted in the organizational mindfulness and individual mindfulness literature as the theoretical lens. This is complemented by a comprehensive review of the FLE skills literature supported by marketplace examples to illustrate the optimal use of the said skills.FindingsThis paper proposes a conceptual framework of mindfulness orientation which delineates how FLE competencies underpinned by a set of key skills can deliver positive MOTs and actor well-being.Research limitations/implicationsThe research is conceptual in nature and does not contain validation through empirical data.Practical implicationsThis comprehensive skill set provides a clear roadmap for firms in both recruitment and developing training for their FLEs, thus contributing to practice.Originality/valueFirstly, we present a conceptual framework of mindfulness, combining organizational mindfulness and individual mindfulness that will enable employees to help facilitate the creation of positive MOTs. Secondly, we develop a comprehensive set of employee skills that underpin the mindfulness orientation framework.