Advances in Social Behaviour Research
(ASBR) is an international
peer reviewed journal which publishes only original articles from a
wide variety of methodological and disciplinary perspectives
concerning education, psychology and communication issues. The journal aims
to improve the human condition by providing a public forum for
discussion and debate communication, education and psychology
issues. The journal publishes articles that are
research-oriented and welcomes empirical and theoretical articles concerning
micro, meso, and macro phenomena. Manuscripts that are suitable for
publication in the ASBR cover domains on various perspectives of
education, psychology, communication, and their impact on
individuals, businesses and society.
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Social and Emotional Learning (SEL) entails acquiring and applying fundamental knowledge and skills to comprehend and manage emotions, establish positive goals, demonstrate empathy, nurture relationships, and make responsible decisions. Recent advancements in SEL research propose different SEL approaches, drawing insights from social justice, anti-bias education, cultural responsiveness, and sustaining pedagogies. Varied SEL initiatives aim for impartial learning experiences, contributing to the growth of each student. In China, the commitment to equitable education stands as a crucial national policy. This paper consolidates global research on how SEL addresses educational equity, scrutinizes culturally responsive and transformative SEL to give the definition of equitable SEL, and offers recommendations for introducing equitable SEL in China. Integrating SEL into schools, families, communities, and society can cultivate comprehensive student development, fostering inclusivity and harmony in societal structures. Lastly, this paper advocates for increased scholarly focus on SEL development in China, encouraging more research and practical initiatives.
The integration of Artificial Intelligence (AI) and technology in English Language Learning (ELL) is revolutionizing education. This research explores the impact of AI and technology on English language learners at Quest University, Nawabshah. Through a quantitative approach and an online questionnaire, the Researcher delves into students' perceptions and experiences. Technology, encompassing computers, smartphones, tablets, and AI-powered chat bots, plays a pivotal role. The majority of students find technology-enhanced learning engaging and enjoyable, making it easier to practice English outside the classroom. AI-powered tools receive acclaim for increasing motivation, proficiency, and preference over traditional methods. However, the enjoyment of AI chat bots remains diverse.
This paper will talk about the sociolinguistic variations in Urdu Language. It takes account with the interviews that conduct from the various senior citizens of Urdu speakers in Pakistan, each interview base on 4 questions to find out Urdu language variations for this paper. The questions on the value of the Urdu language in today’s world, what changes took place in the Urdu language over the period from lexical and dialectical point of view. The interviews were conducted as semi-structured with the use of different modern and simple tools. The study of this paper will be very helpful for the young generation of Pakistan because all the past studies did not solely talk about the sociolinguistics in Urdu language. It guides them to bring their native or national language with original accents and vocabulary which shows their actual culture and purity of Urdu language.
This research article investigates classroom management in the context of English as a Foreign Language (EFL) instruction at QUEST Nawabshah, Pakistan. It explores classroom dynamics, teacher-student interactions, and the unique challenges within this educational environment. Using qualitative methods, including observations and focus-group interviews, the study identifies current classroom management practices and their impact on learners' motivation, engagement, and achievement. The participants in this qualitative research study include 20 English as Foreign Language (EFL) students. These students were purposefully chosen to reflect a variety of backgrounds, language proficiency levels, and experiences in EFL classes. The findings reveal teaching flaws, such as unclear instructions and limited interaction, along with learner issues like passivity and a fear of making mistakes. The article concludes by discussing practical implications and recommendations for enhancing EFL classroom management, benefiting both educators and students.