As the fashion industry faces increasing scrutiny over its environmental impact, collaborative consumption models such as online fashion renting offer potential solutions for fostering sustainability. This study examines the role of environmental, social, and governance (ESG) factors alongside behavioral drivers in shaping consumer intentions toward online fashion renting in China, a model of collaborative consumption that contributes to sustainability by reducing new product demand and promoting the reuse of fashion items. The data was gathered from 403 Chinese customers using a standardized questionnaire. Structural equation modeling (SEM) was used to examine the given study hypotheses. The current study empirically demonstrates that customers’ attitudes, past sustainable behavior, and subjective norms are significant indicators of consumers’ intentions toward online fashion renting. The results further indicate that relative advantage, compatibility, perceived ownership, psychological risk, green self-identity, and experience value are the key drivers of consumers’ attitudes toward online fashion renting. Additionally, the ESG factors were found to have a significant positive impact on consumer attitudes toward online fashion renting, underscoring their importance in driving sustainable consumption patterns. By integrating behavioral and ESG perspectives, the study contributes to the growing discourse on how sustainable consumption patterns can be encouraged within the fashion industry, offering theoretical and managerial implications for fostering sustainable behavior. Directions for future research are also suggested.

This study draws a comparison between emotional intelligence & cognitive abilities of bilingual and monolingual English Language Learners in Pakistan. The sample was young learners having monolingual and bilingual/multilingual background. The model highlighted three perspectives of cognition and IQ in bilingual children, i.e. social, psychological and societal. The model deals with the idea that bilingualism is greatly affected by the socio-cultural phenomena and the way society values a language. The emotional intelligence portion[1] of our questionnaire is based on Kids’ Empathetic Development Scale. It assesses cognitive and behavioral components of empathy in children. Moreover, the ability model is used for emotional intelligence. This model has four different abilities which are interrelated such as the ability to perceive emotions, reasoning with emotions, understanding and managing emotions. Children’s emotional development is also assessed using parental responses to the Strength and Difficulties Questionnaire (SDQ), which screens for children’s antisocial behavior, hyperactivity (inattention), emotional symptoms, and peer relationship problems. Inductive approach thematic analysis was done to analyse data (Braun & Clarke, 2021). The results imply that bilingual children have higher IQ and EQ as compared to monolingual English Language Learners.

The quality of reading determines the quality of both content and language learning. Reading plays a key role in developing advanced grammatical skill and academic vocabulary necessary for creating written discourse and thus raising learners’ level of language proficiency. However, a substantial body of ESL college learners in Pakistan are reported to be struggling for attaining a satisfactory level in reading proficiency. Notably, the scrutiny of underachievement reveals that indiscriminate insistence on GTM and consequent failure to actively engage learners for cognitive development are included in major issues. For addressing these problems, a promising alternative is suggested in Task-Based Learning (activities-based learning). A 40-minute task-based class, 3 days a week, was run for four weeks. The sample comprised 111 students of Intermediate Level. The researcher-created videos on reading activities uploaded on his YouTube channel were watched by the learners.[1] Listening to the recorded lecture was followed by a set of activities in which the participants were engaged before they showed their work in the physical classroom. Subsequently, relative effectiveness of ten prevalent reading activities was studied through written tests. Quantitative data analysis was made by SPSS. Furthermore, qualitative data collected through interviews were analyzed by inductive approach thematic analysis. Mathematical nature of activities, such as Main Idea Formula, Students Created Quizzes & Tests and Cause & Effect Grid made them relatively more effective.

A mixed-method research design has been employed to investigate the frequency of different kinds of feminine erasure in the textbooks published by the Punjab Textbook Board in 2022. Working with English books for three elementary grades of Class 6, 7 and 8, data was analysed with two techniques. The first of them was textual analysis, and in the second, we used the literature method used in (Long, 2022). The findings have revealed that there are instances of every kind of feminine erasure patterns, though they show variance in different textbooks. Moreover, the results also showed close convergence with the results of the studies reported in the previous literature.

Systemic Functional Linguistics (SFL) views Experiential Metaphors (EM) as a primary meaning making resource for creating conciseness and objectivity in formal persuasive academic prose. ESOL learners are also required to be satisfactorily proficient in the use of this advanced level linguistic tool. EM also serves as a valued linguistic choice for building a powerful argument and smooth thematic organization. Hence, we conducted the present study to explore what kinds of EMs are used by the ESOL undergraduates in Pakistan, and how frequently they use them. Working on the specially constructed corpus, NBSFs2021, from the handwritten essays on the given prompt from 81 students in BS final semester, we found that the sample population tended to show slight development in their repertoire of incongruent paradigmatic choices during their educational career. The study is significant for English for Academic Purposes (EAP) practitioners who are training their learners for attaining advanced academic writing proficiency.