2026-05-25T14:41:17Z https://s3racademia.com/index.php/s3ra/oai

oai:ojs2.s3racademia.com:article/1 2025-03-07T09:54:01Z s3ra:ART

oai:ojs2.s3racademia.com:article/2 2025-03-07T09:53:46Z s3ra:ART

oai:ojs2.s3racademia.com:article/3 2025-03-07T09:53:33Z s3ra:ART

oai:ojs2.s3racademia.com:article/4 2025-03-07T09:53:19Z s3ra:ART

oai:ojs2.s3racademia.com:article/5 2025-03-07T09:53:11Z s3ra:ART

oai:ojs2.s3racademia.com:article/6 2025-03-07T09:59:04Z s3ra:ART

Impact of Home Environment and School Climate on Academic Performance of the Children of Sex Workers in Alternative Care: A Case Study Topno, Priya Sarkar, Dr. Parimal Home environment school climate academic performance children of sex workers alternative care case study The children of sex workers (CoSWs) stand at considerable risk of myriad challenges that affect their lives in multifarious ways. The weight of the stigmata of their descent invariably cripples their social standing depriving them of the opportunities ordinarily available to children otherwise. The home environment which plays a pivotal role in any child’s development and upbringing is at a huge stake for the CoSWs due to its uncongeniality towards the basic needs and requirements of a growing child. The hostility and apathy towards the CoSWs get more stringent as they step into the outer world. They are denied their basic rights and receiving education for them is a far-fetched dream. The school climate, which ideally and generally is curated in a fashion, to facilitate the all-round development of a child often transpires to be unfavorable towards the CoSWs. To combat the adverse situations of the CoSWs, the alternative care settings are a respite providing a home away from home fulfilling the crucial necessities of life. This paper presents a case study of the role of an alternative care setup for the CoSWs and the impact of the home environment and school climate on their academic performance.  It is a longitudinal study where children between the age group of 6 to 16 years have been studied over a period of three years. The findings of the study show that a favourable and congenial environment, be it at the home front or school is important to boost the academic performance of these underprivileged children. K3R Education and Welfare Trust 2024-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/6 10.70682/s3r.2024.01 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 1-12 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/6/6 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/7 2025-03-07T10:05:15Z s3ra:ART

Understanding the Dynamics of Motivation: Key Influencers on English Language Acquisition in EFL/ESL Contexts Sharma, Vipin K Motivation Language proficiency Learning styles Technology Language acquisition Teaching methodology Motivation has been the most critical factor affecting students’ academic performance. Could we explore any therapy so far to reduce the influencing factors affecting motivation? The article tried to explore and analyze various factors that affect students’ motivation to acquire English in Pakistan. In this study, the variables, based on the varied articles, having an influence on the student motivation have been investigated. The researcher has critically gauged more than twenty-five pieces of research foreign papers and five research dealing with students motivation in context to Pakistan and found that unproductive teaching methodologies to students learning styles, ineffective classroom environment, students behavior, students’ unwillingness to participate in activities, biased feedback, and high expectations are the major contributing factors that affect students’ motivation in the English language teaching and learning. The students can learn better if they adapt to the teacher’s teaching style, learn intelligently and comprehend cohesively. These factors, if taken care of timely, may augment students' motivational level; consequently, invite and engage them in the language acquisition process resulting in attaining good language skills which are paramount in the 21st-century. K3R Education and Welfare Trust 2024-12-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/7 10.70682/s3r.2024.02 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 13-24 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/7/7 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/8 2025-03-07T10:08:41Z s3ra:ART

Career for Women: A Case Study Mishra, Savita Career Re-Entry Re-Skilling and Up-Skilling Professional Development Mentorship and Sponsorship Gender Bias and Discrimination A woman with a voice is, by definition, a strong woman. But the search to find that voice can be remarkably difficult."-Melinda Gates. This quoteexplores the challenges and opportunities associated with career re-entry for women, focusing on the barriers they face and the strategies that can facilitate their successful return to the workforce. This study, over an appraisal of prevailing literature and enquiry of case studies, aims to provide discernments into operative policies and practices that can support women in resuming their careers after a break. This paper explores the multifaceted challenges and emerging opportunities associated with career re-entry for women, focusing on the barriers they face and the strategies that can facilitate their successful return to the workforce. Through a comprehensive review of existing literature, detailed analysis of survey data, and in-depth case studies, this study aims to provide actionable insights into effective policies and practices that can support women in resuming their careers after a break. The findings highlighted the need for targeted interventions at both the organizational and policy levels to ensure a smoother transition for women re-entering the workforce. K3R Education and Welfare Trust 2024-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/8 10.70682/s3r.2024.03 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 25-32 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/8/8 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/9 2025-03-07T10:11:09Z s3ra:ART

Conducive Language Learning Environment to Develop ESL Learners’ Communication Skills: Proposing a Critical Framework Devi, Suman ESL learning environmen Communication skills Psychological safety Text-based learning Scaffolded instruction Learner autonomy This theoretical study examines the multifaceted dimensions of creating conducive language learning environments for enhancing ESL learners' communication skills. Drawing from established frameworks including Vygotsky's Sociocultural Theory (1978), Maslow's Hierarchy of Needs (1943), and contemporary approaches to text-based learning, this paper critically analyzes how physical, psychological, and pedagogical elements interact to create optimal learning conditions. The research synthesizes findings from extensive literature review spanning the past two decades, focusing on three key aspects: the role of physical environment in language acquisition, the impact of psychological safety on learner engagement, and the effectiveness of text-based instructional strategies. The analysis reveals that successful language learning environments integrate carefully structured physical spaces, emotionally supportive atmospheres, and strategically designed pedagogical approaches. The study identifies several critical factors: appropriate classroom architecture, positive teacher-student relationships, culturally responsive teaching materials, and the integration of both traditional and digital learning resources. Furthermore, the research emphasizes the significance of scaffolded learning experiences and authentic communication opportunities in developing ESL learners' confidence and competence. This paper contributes to the existing body of knowledge by proposing a comprehensive framework for creating conducive language learning environments that balance structured instruction with learner autonomy, while addressing the diverse needs of ESL learners. The findings have important implications for ESL teachers, curriculum designers, and educational institutions in developing more effective language learning environments that promote both linguistic competence and communicative confidence K3R Education and Welfare Trust 2024-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/9 10.70682/s3r.2024.04 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 33-40 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/9/9 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/10 2025-03-07T10:14:04Z s3ra:ART

Work-Life Balance in India: Perspectives and Challenges for Women Pareek, Ritu work-life balance Indian organizations HR strategy employee welfare implementation challenges Work-life balance (WLB) has become a critical area of focus for scholars and industry leaders, driven by evolving demographics, technological advancements, and changing market dynamics. Despite its growing relevance, the exploration of work-life balance programs (WLBPs) in Indian organizations remains under-researched. This paper aims to bridge that gap by evaluating the current state of WLBPs in Indian companies through an analysis of primary and secondary data, alongside a review of existing literature. It investigates the challenges that hinder the effective implementation of these programs and provides actionable insights for HR professionals to improve decision-making regarding WLBPs. The study highlights that the commitment to employee and familial support in Indian organizations dates back to the industrial era, evolving from basic welfare provisions to include individual development and family well-being. Although work-life policies are more prevalent in new economy sectors like IT and services, their adoption across industries is inconsistent. There is significant potential for these initiatives to become integral to HR strategy across various sectors, making WLBPs a mainstream priority. K3R Education and Welfare Trust 2024-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/10 10.70682/s3r.2024.05 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 41-50 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/10/10 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/11 2025-03-07T10:20:58Z s3ra:ART

A Comparative study of Educational Problems of Tribal Female College Students at UG and PG Level Baibhav, Awaneesh Tribal Female students Education Type of college Locality The present study aims to find out the educational problems of tribal female students at under-graduate and post-graduate level. It has also tried to make a comparison of the educational problem between under-graduate and post-graduate level in respect of the Locality of the colleges, Medium and Type of colleges. For this purpose, the researcher has used both primary and secondary data. Primary data have been collected by using a structured questionnaire which was validated before final use. Secondary data have been collected by following different books, journals etc. The study's findings indicate that there is no discernible difference between the educational issues indigenous female students face at the under-graduate and post-graduate levels. In conclusion, tribal female students encounter a variety of issues that prevent them from continuing their education or from studying. Education must be seen as a liberating instrument, and steps must be done to eliminate barriers that prevent women from accessing both universal and high-quality education on their own. K3R Education and Welfare Trust 2024-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/11 10.70682/s3r.2024.06 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 51-56 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/11/11 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/12 2025-03-07T10:20:20Z s3ra:ART

Impact of Burn out and Remuneration among Higher Secondary School Teachers of Gangtok, Sikkim Moktan, Pema D Burn out Renumeration Higher Secondary School teachers Teacher burnout is a condition of physical, emotional, and mental exhaustion that occurs because of prolonged stress, frustration, and overwhelm experienced by educators in their professional lives. It is a common problem in the education sector and can have serious negative consequences on both the teacher and the students. There are several factors that can contribute to teacher burnout, such as excessive workload, lack of support from colleagues and administrators, difficult or unmotivated students, low pay, and lack of autonomy or control over the classroom environment. Over time, these stressors can lead to feelings of exhaustion, cynicism, and detachment from one's work, which can ultimately result in a decrease in the quality of teaching and student learning outcomes. The objectives of the study are to find out significant difference if any in the burn out and renumeration of teachers in relation to gender, locale and type of management. The descriptive method of survey was adopted. The sample of this study consisted of higher secondary school teachers of Gangtok, Sikkim. The findings of the study were that there was significant difference in burn out of teachers in relation to gender and locale and non-significant in type of management variations. There was significant difference in renumeration of teachers in relation to locale and type of management and non-significant in gender variations. In each case the relationship between burn out and renumeration was significant. K3R Education and Welfare Trust 2024-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/12 10.70682/s3r.2024.07 S3R Academia; Vol. 1 No. 1 (2024): Volume 1 Issue 1 (2024); 57-67 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/12/12 Copyright (c) 2024 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/14 2025-10-18T13:27:59Z s3ra:ART

How does AI-assisted feedback affect ESP writing for Uzbek students? Shikina Anastasiya Artificial intelligence Academic writing Language learning Educational technology Student autonomy This study investigates the impact of AI-assisted feedback on English for Specific Purposes (ESP) writing among Uzbek university students. As AI tools like Grammarly and ChatGPT become increasingly prevalent in Uzbekistan's educational landscape, concerns emerge about over-reliance and its effects on writing autonomy. Through a qualitative survey of 42 English majors at Fergana State University, the research reveals that 70% of students regularly use AI for writing tasks, with 64% passively accepting corrections without analysis. While AI enhances grammatical accuracy and provides structural support (reported by 45% of respondents), it simultaneously creates dependency, 50% struggle with idea organization without AI assistance, and 24% report reduced independent writing skills. The study identifies a critical divide: AI improves technical writing proficiency but shows limited impact on higher-order skills like critical thinking (only 14% acknowledge skill improvement). Students propose balanced usage strategies, including post-draft AI checks and instructor-guided error analysis. These findings suggest the need for pedagogical frameworks that integrate AI as a complementary tool rather than a writing substitute. The study contributes to ESP instruction by offering evidence-based recommendations for maintaining writing autonomy while leveraging AI's benefits in Uzbekistan's rapidly digitizing education system. K3R Education and Welfare Trust 2025-07-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/14 10.70682/s3r.2025.01 S3R Academia; Vol. 2 No. 1 (2025): Volume 2 Issue 1 (2025); 1-21 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/14/13 Copyright (c) 2025 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/15 2025-10-18T13:27:59Z s3ra:ART

CALL Anxiety and Listening Skills: A Case Study from Lahore Kiran Dilawar Sehrish Iftikhar Abbaker Ibrahim Bakour Haggar CALL Listening Skills TAM TAM2 TRA This study comprehensively analyses Computer-Assisted Language Learning (CALL) listening anxiety among second-language learners. Many educational institutions in Pakistan lack access to CALL facilities, which may contribute to students' struggles in acquiring English as a foreign language. The research aims to identify the factors influencing listening anxiety among BS-level students using CALL software in the classroom and to assess the impact of CALL through both qualitative and quantitative approaches. A total of 143 English-major students from Lahore participated in the study, where a modified questionnaire was administered to measure listening anxiety levels, and in-depth interviews were conducted to explore its sources. Findings indicate that while learners are eager to engage with CALL, they face several obstacles and challenges in language acquisition through technology. After evaluating these challenges, this study proposes strategies for effectively integrating CALL into classrooms. Data analysis was conducted through descriptive statistics and cumulative graphical modelling. Additionally, the study incorporates TRA and TAM-TAM2 models to emphasize the role of CALL in language learning, assess its impact on anxiety levels, and explore its potential for future adoption in educational settings. K3R Education and Welfare Trust 2025-06-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/15 10.70682/s3r.2025.02 S3R Academia; Vol. 2 No. 1 (2025): Volume 2 Issue 1 (2025); 22-38 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/15/14 Copyright (c) 2025 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/16 2025-10-18T13:27:59Z s3ra:ART

Enhancing Academic Writing in Tertiary English Education: A Review of ChatGPT's Impact on Students' Performance Yahya Ameen Tayeb Academic Integrity Academic Writing AI ChatGPT Language Enhancement Pedagogy Tertiary Education The current research scrutinizes the transformative role of generative Artificial Inelegance (AI), predominantly ChatGPT, in academic writing enhancement at tertiary stage of English education. As the various technologies of AI increasingly stimulate higher education, their influence on writing processes, starting from structural assistance through brainstorming and ending with language refinement, has been reflective. This study investigates recent literature, concentrating on the linguistic benefits of ChatGPT that can enhance academic writing focusing on ethical challenges, cognitive outcomes and pedagogical implications. Although studies approve the efficacy of ChatGPT’s in enhancing language fluency, including grammar and coherence, concerns about its impact on academic integrity and original thinking persist. The findings of this review paper maintain that human cognitive effort should not be replaced by ChatGPT, but it should be integrated, in a well-rounded pedagogical framework, as a supplementary tool. The study has come up with recommendations for educators, institutions, and students to positively exploit both the opportunities and challenges offered by this sophisticated technology, ensuring its effective and ethical use in the field of academic writing. K3R Education and Welfare Trust 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/16 10.70682/s3r.2025.03 S3R Academia; Vol. 2 No. 1 (2025): Volume 2 Issue 1 (2025); 39-54 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/16/15 Copyright (c) 2025 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/17 2025-10-18T13:27:59Z s3ra:ART

Exploring Cultural Displacement, Unhomeliness and Identity Crisis in Shamsie’s Burnt Shadows: A Transnational Dynamics Kashmalah Ashraf Cultural displacement Unhomeliness Identity crisis Migration Transnationalism Transnational ties Cultural displacements affect immigrants’ lives both physically and psychologically. Almost every migrant faces the adverse effects of leaving their home country. One way to avoid these shortcomings is through transnational ties. The present study aims to explore the themes of cultural displacement, unhomeliness, and identity crisis faced by the main characters of Shamsie’s Burnt Shadows (2009) due to forced migrations based on global dynamics. It also focuses on the strategies these characters employed to cope with their psychological dilemmas using Bhabha’s (1994) concept of “Unhomeliness” and Boccagni’s (2010) concept of “Transnationalism” as theoretical underpinnings of this study. The current research qualitatively analyzes the main characters from two clans (Weiss-Burtons and Tanaka-Ashrafs) to explore the correlation between unhomeliness and transnationalism. It seeks to interpret the effect of multiple global dynamics on an individual’s daily life. It also intends to explore the strategies they employed to negotiate their identities in new cultural contexts. The findings reveal that repeated migrations significantly impacted characters’ sense of identity and belonging. Transnational ties, however, played a crucial role in helping them navigate cultural displacement and develop a sense of home. K3R Education and Welfare Trust 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/17 10.70682/s3r.2025.04 S3R Academia; Vol. 2 No. 1 (2025): Volume 2 Issue 1 (2025); 55-68 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/17/16 Copyright (c) 2025 Author(s) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/20 2025-10-25T15:55:36Z s3ra:ART

Student Perceptions of Assessment Techniques in E-Learning for Different LMSs in English Language Teaching (ELT) Shabina Tabassum Learning management systems (LMS); English language teaching (ELT); Technology in education; Studentperceptions;Assessment techniques This study provides a comparative analysis of assessment methods in four major Learning Management Systems (LMS)—Moodle, Blackboard, D2L Brightspace, and Canvas—used in English Language Teaching (ELT). The central research question guiding this study is: Which LMS assessment techniques are most effective in supporting second language learning across the four skills of reading, writing, listening, and speaking? A comparative research design was employed, involving 100 students who responded to a structured questionnaire assessing their perceptions of assessment methods across the four LMS platforms. The results reveal significant differences in student agreement with assessment techniques: Blackboard received the highest approval at 49%, followed by Canvas at 26%, Moodle at 16%, and D2L at 9%. These findings suggest that Blackboard and Canvas provide more effective assessment features for promoting online EFL learning. The study also highlights the relevance of LMS-based assessment in the context of increasing reliance on technology in education, accelerated by the global pandemic. Based on these findings, pedagogical recommendations are proposed to enhance online EFL instruction, including integrating interactive assessments and providing timely feedback. This research provides valuable insights for EFL learners, teachers, and online course designers, while also offering directions for future research on optimising LMS platforms for language education.  K3R Education and Welfare Trust 2025-10-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/20 10.70682/s3r.2025.05 S3R Academia; Vol. 2 No. 1 (2025): Volume 2 Issue 1 (2025); 69-81 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/20/17 Copyright (c) 2025 Shabina Tabassum (Author) https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/27 2026-01-21T11:00:24Z s3ra:ART

Development and Reliability of Children’s Posture Assessment: Parental Questionnaire Renuka Krishnan Flexibility, Posture Awareness, Parental Assessment, Posture Quality, Questionnaire Validation, Strength This study investigates key factors influencing postural quality among children aged 9-14 years, focussing specifically on Flexibility, Strength, and Posture Awareness. Guided by Vygotsky’s Social Constructivist Theory, emphasising social interactions in learning, and Bandura’s Social Learning Theory, highlighting observational learning, this research uniquely incorporates parental assessments to address gaps in existing quantitative literature. A validated 24 item Likert-scale questionnaire was administered to parents following institutional ethical clearance. Reliability testing showed excellent internal consistency (Cronbach’s Alpha = 0.957). Pearson correlation analysis revealed strong positive relationships, notably between Posture Awareness and Quality of Posture (r = 0.731). Regression analysis indicated that Flexibility (B = 0.170, p = 0.020, 95% CI [0.028, 0.312]), Strength (B = 0.262, p = 0.03, 95% CI [0.094, 0.430]), and particularly Posture Awareness (B = 0.609, p < 0.001, 95% CI [0.456, 0.762]) significantly predicted Posture Quality, explaining 67.8% of the variance (R2 = 0.678). These findings highlight the vital role of posture awareness and support the implementation of educational and behavioural interventions to enhance musculoskeletal health and overall well-being in children. K3R Education and Welfare Trust 2025-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/27 10.70682/s3r.2025.06 S3R Academia; Volume 2 Issue 2 (2025) ; 1-9 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/27/19 Copyright (c) 2025 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/28 2026-01-21T11:00:24Z s3ra:ART

From Oral tales to Online threads: Digital Folklore and the Reimagining of Meeteilon identity Ishwori Pukhrambam Suman Devi Digital Folklore, Hybrid, Linguistic creativity, Meeteilon, Memes The paper is about the fate of a language when fireside folktales are re-established as Facebook posts and Instagram stories. Shifting attention towards Meeteilon, one which was perpetuated by oral traditions, the paper discusses the way in which digital space is reasserting its definition of the language in the era of migration, education, and globalised cultural exchange. The study examines the use of humour, memes, abbreviations, and internet slang as new linguistic creativity by younger speakers, especially those between the age of 22 and 27, by relying on the responses of eighty-nine respondents in the context of rural, semi-urban, urban, and outsideManipur. The results reveal that nowadays, social media sites serve as the new fireplaces in which collaborative laughter, inside jokes, and cultural memories continue to make Meeteilon alive. The rural users will be more likely to keep the older vocabulary, whereas the urban speakers are more likely to engage in more code-mixing due to peer networks and international media. Structural problems that the participants observed were also perceived as lexical gaps and a lack of digital typing equipment. Interestingly, a lot of new slangs have a history to older words, as well as 1990s-2000s Manipuri films, which suggests the idea that reinvention most of the time functions as remembrance. In general, the research claims that digital folklore does not presuppose the linguistic recession, but rather a negotiation of transformation between the traditional and modern worlds, which allows Meeteilon to rebrand its identity in the postcolonial, globalised era. K3R Education and Welfare Trust 2025-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/28 10.70682/s3r.2025.07 S3R Academia; Volume 2 Issue 2 (2025) ; 10-19 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/28/20 Copyright (c) 2025 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/29 2026-01-21T11:00:24Z s3ra:ART

Reality by Remote: Analyzing the Impact of Television Content on the Social Cognition of Adolescents Shalu Huma Parveen Divya Asma Idrisy Suruchi Agrawal Behavior Modeling, Consumer Behavior, Cultivation Theory, Identity Formation, Media Literacy, Semi-Urban Youth This paper examines how television affects the social cognition of female adolescents in a semi-urban area (Bijnor) in Uttar Pradesh to fill an unmapped gap on how the mediated lifestyle and consumer scripts can be used to shape the self and social behavior of adolescents. The study employs a quantitative descriptive design, and data were gathered with the help of the structured questionnaire that was given to 45 adolescent girls (1518 years) who watch TV regularly. Descriptive statistics and cross-tabulations were used for data analysis in SPSS (v26). The results suggest that television exposure was crucial to affect the cognitive and behavioral orientations of adolescents: 64.44% reported an impact on cosmetics and appearance-related choices, 55.55% on social interaction patterns, and 48.88% on career aspirations. Additionally, 61 percent of the respondents claimed to have over six hours daily of media usage that was linked to the interference of sleep, eating habits, and face to face interactions. Decoded into Bandura’s Social Learning Theory and Gerbner’s Cultivation perspective, the findings suggest that adolescents actively imitate televised ideals assimilating mediaconstructions of social reality. The study gives micro level evidence in a semi-urban environment in India and the necessity of schoolbased media literacy and parental mediation to develop critical media literacy among adolescence. K3R Education and Welfare Trust 2025-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/29 10.70682/s3r.2025.08 S3R Academia; Volume 2 Issue 2 (2025) ; 20-34 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/29/21 Copyright (c) 2025 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/31 2026-01-21T11:00:24Z s3ra:ART

A Comparative Analysis of Femininity in Carol Ann Duffy's The World's Wife and Standing Female Nude Sajna Raghavan Femininity, Feminist, Identity, Poetics, Subversion, Voice The study in this paper concerns the theme of “femininity in the poems of Carol Ann Duffy” by examining these poems The World’s Wife(1999) and Standing Female Nude(1985). Both poems depict how femininity is advancing to empowerment in contrast to the male-dominated traditions of poetic structure. The research seeks to illuminate how Duffy uses poetic means, diction, and other stylistic devices to enforce silenced voices of females and, in the process, becomes a feminist poetic voice to deconstruct male myths and guarantee female selfhood in art and literature. Through a qualitative analysis methodology based on the feminist literary theory of Beauvoir, Butler, and Showalter, this study analyses some common themes of voice, body, sexuality, and identity. This discussion demonstrates that Duffy’s Standing Female Nudearticulates the idea of class-conscious femininity and the commodification of the female body, whereas The World’s Wife extends her arguments into a universal re-voicing of women who are being left out of cultural histories. The paper finds that Duffy’s poetics of femininity is a revolutionary re-definition oflanguages and powers and makes poetry a place of gendered resistance and political activities K3R Education and Welfare Trust 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/31 10.70682/s3r.2025.09 S3R Academia; Volume 2 Issue 2 (2025) ; 35-46 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/31/22 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/32 2026-01-21T11:00:24Z s3ra:ART

The Role of Teacher Talk and Interactional Scaffolding in Modern Communicative Classrooms for ESL: A Review Study Seema Menon Rajesh Siddarth Rajesh Classroom discourse; communicative language teaching; interactional competence; interactional scaffolding; sociocultural theory; teacher talk This narrative literature review synthesizes empirical and conceptual research (2014-2025) on teacher talk and interactional scaffolding in ESL/EFL classrooms to explain how interactional practices create learning opportunities aligned with Communicative Language Teaching (CLT). Drawing on sociocultural theory, interactional/CA-informed classroom research, and SLA perspectives, the review maps recurring interactional mechanisms through which teachers shape participation: contingent questioning, expansion moves, input modification, feedback sequences, and wait-time management. Across studies, teacher talk appears not as neutral input but as a mediational resource that organizes turntaking, sustains learner contributions, and supports negotiation of meaning. The synthesis further shows that scaffolding is most effective when it is contingent, co-constructed, and responsive to learners’ moment-by-moment needs, although evidence remains limited about long-term development and online/multimodal contexts. The review concludes with implications for CLT-oriented pedagogy, emphasizing interactional sensitivity, reduced evaluative closure, and scaffolded participation as pathways to strengthen learners’ interactional competence and communicative development. K3R Education and Welfare Trust 2025-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/32 10.70682/s3r.2025.10 S3R Academia; Volume 2 Issue 2 (2025) ; 47-56 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/32/23 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/33 2026-01-19T16:46:59Z s3ra:ART

Silence to Strength: Virginia Woolf and the Feminine Psyche Reena Alice Alex Suman Devi Feminist literary criticism; Feminist psychology; Modernist feminism; Self-esteem and identity, Silence as resistance, Virginia Woolf Modern academic literature finds self-esteem in women as not a fixed character trait, but as a dynamic psychological construct, influenced by socio-cultural, institutional, and emotional forces. Feminist academic interest in understanding self-esteem in gender aspects has produced a critical understanding of the psychological experiences of women in patriarchal cultural structures. This paper analyses the images of female interiority in the works of Virginia Woolf, especially the theme of silence as a way of self-experience and silent psychological resistance. The study applies qualitative textual analysis based on feminist literary criticism and feminist psychology in exploring how male-dominated institutional formations affect the emotional agency and self-image of women. Closer examinations of A Room of One’s Own and To the Lighthouse follow the subtle descriptions of feminine selfhood, artistic independence, and emotional strength by Woolf. The results prove that Woolf constructs self-esteem based on a cycle of self-reflection, purposeful goal-setting, and self-protective response to restrictive interpersonal contexts. This research will combine feminist psychological theory and feminist literary analysis as an interdisciplinary contribution to feminist studies, defining the interiority of females as a central place of independence, rebellion, and self-definition in the modernist feminist discourse. K3R Education and Welfare Trust 2026-01-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/33 10.70682/s3r.2026.01 S3R Academia; Volume 3 Issue 1 (2026) ; 1-11 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/33/24 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/34 2026-03-02T15:35:09Z s3ra:ART

Motivation, Classroom Engagement, and Academic Achievement in Saudi EFL Classrooms: A Mixed-Methods Mediation Analysis Lana Hussain Ahmed Shehata Academic achievement; Classroom engagement; EFL; Saudi Arabia; Student motivation This mixed-methods study examines factors contributing to low student motivation in EFL classrooms, the relationship between motivation and classroom engagement, and the implications for academic achievement in the Saudi Arabian context. Drawing on Self-Determination Theory (SDT) and Dörnyei’s L2 Motivational Self System, the study conceptualizes motivation as a dynamic construct shaped by autonomy, competence, relatedness, and learners’ future L2 selves. Data were collected from 80 EFL students and 10 teachers in Riyadh using questionnaires, semi-structured interviews, classroom observations, and academic performance records. Quantitative findings revealed strong positive correlations between motivation, engagement, and academic achievement, with teacher support, content relevance, and learner autonomy emerging as significant predictors of engagement. Mediation analysis indicated that classroom engagement partially mediates the relationship between motivation and academic performance. Qualitative findings highlighted contextual challenges, including exam-driven instruction and restricted learner autonomy, which constrain motivational processes. The study offers context-specific pedagogical recommendations and contributes original empirical evidence to research on motivation in Middle Eastern EFL contexts. K3R Education and Welfare Trust 2026-03-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/34 10.70682/s3r.2026.02 S3R Academia; Volume 3 Issue 1 (2026) ; 12-24 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/34/25 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/35 2026-03-11T12:55:36Z s3ra:ART

Parental Nutrition Education and the Nutritional Status of School-Going Children in India: A Narrative Review of Rural-Urban Disparities (2014–2024) Renu Trapti Pandey Child nutrition; Nutritional status; Parental nutrition education; Rural– urban disparities; School-going children Malnutrition among school-going children in India has long been a public health concern, characterized by pronounced rural–urban disparities and a dual burden of undernutrition and overweight. This review provides a critical synthesis of evidence on the nutritional status of school-age children and examines the role of parental nutrition knowledge, attitudes, and feeding practices in shaping children’s dietary behaviors and nutritional outcomes. Structured searches of PubMed, Scopus, Web of Science, and Google Scholar, along with reports from national and international agencies, were conducted to identify peer-reviewed studies published between 2014 and 2024. The analysis indicates that rates of stunting and underweight remain higher among rural children, whereas urban children are increasingly exposed to poor-quality diets and overweight associated with nutritional transition. Parental nutrition education is positively associated with improved dietary diversity and modest improvements in selected anthropometric indicators across settings. The review recommends integrating systematic parental nutrition education into national programs such as PM-POSHAN and POSHAN Abhiyaan to strengthen family-based strategies, reduce rural– urban disparities, and enhance the overall effectiveness of child nutrition interventions. K3R Education and Welfare Trust 2026-03-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/35 10.70682/s3r.2026.03 S3R Academia; Volume 3 Issue 1 (2026) ; 25-37 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/35/26 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/37 2026-04-27T08:53:00Z s3ra:ART

Emotional Intelligence and Adjustment among Students: Implications for Educational Equity Sahanaz khatun Jakir Hussain Laskar Adjustment, Emotional Intelligence, Equity in education, Equity vs Equality, Secondary school students In the contemporary digital era, where communication is increasingly mediated by technology, the development of emotional competencies has become essential for students’ psychological well-being and academic success. This paper examines the relationship between emotional intelligence (EI) and student adjustment, with particular emphasis on educational equity. Drawing on existing literature, the study highlights how emotionally intelligent students demonstrate better social, emotional, and academic adjustment. Emotional intelligence enhances self-regulation, interpersonal skills, and resilience, enabling students to cope effectively with academic and social challenges. The review further underscores the role of equitable educational environments in supporting diverse learners by addressing their varied needs. By synthesizing findings from empirical and theoretical studies, this paper argues that emotional intelligence is a key factor in promoting adjustment and fostering inclusive educational outcomes. The study contributes to ongoing discussions on student development, mental well-being, and equity in education. K3R Education and Welfare Trust 2026-04-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/37 10.70682/s3r.2026.04 S3R Academia; Volume 3 Issue 1 (2026) ; 38-50 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/37/27 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0

oai:ojs2.s3racademia.com:article/38 2026-05-19T11:00:58Z s3ra:ART

Youth Political Awareness in the Age of Instagram-Based Citizen Journalism Kashish Sahni Dr. Shipra Dua citizen journalism, Instagram, political awareness, political engagement, youth This study explores the role of Instagram-based citizen journalism in shaping youth political awareness and engagement. It employs a cross-sectional survey of 500 respondents aged 18–30, evaluating exposure to digital news, trust in peer-generated media content, and concerns about misinformation. Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and oneway ANOVA. The study found that exposure to citizen journalism on Instagram significantly increases political awareness and serves as a key predictor of political engagement. Although trust in these platforms is associated with increased engagement, high concern about misinformation leads to a more critical approach to digital news consumption. Notably, ANOVA results showed statistically significant differences in engagement across age subgroups, challenging the assumption of a homogeneous youth audience. This study provides insights into digital political communication through an age-comparative analysis. The findings highlight the importance of age-sensitive civic education and critical media literacy in promoting effective democratic participation in digitally mediated environments. K3R Education and Welfare Trust 2026-05-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://s3racademia.com/index.php/s3ra/article/view/38 10.70682/s3r.2026.05 S3R Academia; Volume 3 Issue 1 (2026) ; 51-64 3065-7822 eng https://s3racademia.com/index.php/s3ra/article/view/38/28 Copyright (c) 2026 S3R Academia https://creativecommons.org/licenses/by-nc-nd/4.0