مطالب

This research delves into the complex relationship between dynamic managerial capabilities (DMCs) and innovation performance, examining the moderating effects of activity type, export level, and firm size. Employing rigorous ANOVA methodologies, the study elucidates the nuanced and conditional impacts of managerial actions on innovation outcomes. A significant aspect of this investigation is the classification of managers based on their specific DMC components, a novel contribution to the field that enhances our understanding of how different managerial competencies shape innovation. The results indicate substantial interactions between DMCs and the outlined contextual factors. Notably, Type 1 managers, distinguished by their superior managerial human capital, expansive social networks, and propensity for intuitive decision-making, demonstrate a robust positive effect on innovation across varied activities. In contrast, Type 9 managers, who possess limited managerial human capital yet maintain extensive social networks, display performance variability contingent on operational contexts. In export-centric firms, both Type 1 and Type 5 managers emerge as key drivers of innovation, adeptly maneuvering the complexities of international markets through their strategic acumen and flexibility. Moreover, the effectiveness of DMCs is significantly modulated by firm size, with micro and small enterprises deriving optimal benefits from a multifaceted managerial skill set, whereas larger corporations exhibit a greater reliance on established systemic processes. This research lays the groundwork for subsequent inquiries into the strategic deployment of DMCs in diverse organizational scenarios and offers critical insights for enhancing innovation-led development.

In spite of numerous studies on the effect of AIAT on foreign language learning, few have examined its impact on university students’ academic writing proficiency over an extended period. This study, therefore, investigated the effect of Google Translate (GT) on the writing proficiency of English as a Foreign Language (EFL) university students. It examined fluency, lexical density, accuracy, and syntactic complexity across four versions of students’ writings: the pretest, writing with the aid of GT, the posttest, and a retention test conducted two to four months after the treatment. The findings indicated that syntactic complexity, accuracy, and fluency improved when students used GT for writing; however, these measures showed a significant decline in the posttest and retention test without GT. This decrease was more pronounced in lexical density and less so in syntactic complexity. Despite this decline, all factors assessed in the retention test still showed improvement compared to the pretest, indicating the positive effect of GT on students’ foreign language writing performance.

This study investigated the discourse features of requestive speech acts in 10 textbooks from the Top Notch and Summit series to assess their potential for developing learners' pragmatic competence. Requests were analyzed in terms of directness strategies, head acts, and supportive discourse moves, drawing on the frameworks of Blum-Kulka et al. (1989) and Farch and Kasper (1989). The findings revealed a bias towards direct request strategies in both series, likely influenced by their utilitarian discourse structure. While Top Notch provided a wider range of directness levels, Summit, designed for advanced learners, offered limited exposure to diverse request strategies. Internal supportive moves, particularly the use of questions, were more prevalent than external moves in both series. These findings suggest that while the series contribute to language learning, they may not fully equip learners with the pragmatic competence necessary for effective intercultural communication. Further research is needed to explore the impact of explicit instruction and implicit learning on the acquisition of request strategies.