Zerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501Beyond Technological Intelligence: Integrating Emotional, Social, and Spiritual Intelligence for Ethical Transformation in AI-Driven Business11224533710.22034/jes.2026.244788ENEkoRisdiantoUniversitas Bengkulu, Indonasia0000-0002-5950-2238HosseinIsaee2Department of English Language, Am.C., Islamic Azad University, Amol, Iran.0000-0002-9028-2907RimajonSotlikovaPh.D., Adjunct Professor, M.A. TESOL Faculty, New Uzbekistan UniversityJournal Article20260520Artificial intelligence (AI) has emerged as a transformative force in contemporary business, reshaping organizational processes, decision-making structures, and stakeholder interactions. Despite its rapid diffusion, AI integration has frequently progressed with limited engagement with ethical considerations and human-centered values. This review examines how three interrelated dimensions of human intelligence, emotional intelligence (EI), social intelligence (SI), and spiritual intelligence (SpI), can be aligned with AI to support ethical transformation within organizational settings. A critical analysis of existing scholarship reveals that many AI-driven business models privilege technical optimization while remaining insufficiently connected to moral responsibility and human experience. Drawing on a mixed-methods orientation, the study synthesizes qualitative insights from interdisciplinary academic literature alongside descriptive quantitative evidence related to EI, SI, and SpI. This integrative analysis explores how these intelligences shape customer experience, ethical leadership, and employee well-being in AI-mediated workplaces. The findings indicate that emotional intelligence enhances AI-enabled personalization through empathic engagement, social intelligence supports shared and ethically informed decision-making, and spiritual intelligence provides a value-based orientation that guides reflective and responsible AI use. When considered collectively, these intelligences contribute to ethical organizational conduct, improved well-being, and long-term business sustainability. On this basis, the study advances a conceptual perspective for embedding human intelligences within AI-driven business strategies. While the analysis is limited by its reliance on secondary sources and conceptual synthesis, it identifies clear directions for future empirical research. Overall, the paper advocates a humanistic approach to AI in business, emphasizing innovation grounded in empathy, dignity, and ethical awareness.https://www.jesjournal.com/article_245337_3c72626fcf828f221b042f62b92d3b4c.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501Englishization of Pedagogy: A Discursive Study of the Neoliberal Data Economy from the Context of Bangladesh132124479010.22034/jes.2026.244790ENMd. ElhamHossainDepartment of English, Green University of Bangladesh0000-0002-2154-5590Journal Article20260525Mode of economy is capable of shifting the paradigm of the teaching-learning process, and it keeps changing continuously since the inception of human civilization, and it receives unprecedented speed and impetus with the advent of industrialization. To ensure and invigorate its widespread hegemony and competitive survival, not through coercion, but through consensus, it assumes neoliberal disposition under the pretext of democratization of economy. With the wake of data technology in the first few decades of the 21st century, economy is ramified into gig economy or data economy which is surely a progeny of neoliberal economy, with the same content but a different container, and inescapably it is occupying a pervasive role in Englishizing pedagogy far and wide. Using an empirical approach, this paper seeks to show how data economy, a comparatively recent phenomenon, and neoliberal governmentality turn English a market-oriented default language and Englishize the pedagogy across the educational streams in Dhaka. A total of 60 students from secondary and higher secondary level who belonged to different streams like Madrasa, Bangla Medium and English Medium were surveyed through a structured questionnaire. Furthermore, this paper draws on theoretical frameworks from Robert Phillipson, Alastair Pennycook, Suresh Canagarajah, Norman Fairclough, and a few more scholars in the relevant field to exhibit the entanglement of English, power-structure, and market-driven education policy, and the pedagogical autonomy in Dhaka. <br><br>Keywords: Englishizing, pedagogy, neoliberalism, data economy, market-oriented teachinghttps://www.jesjournal.com/article_244790_b8b4461caf9626e16ed176ff3e555e55.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501Incorporating Extensive Listening Activities to Promote Listening Fluency among EFL Learners223024484710.22034/jes.2026.244847ENHamehnazGholipourDepartment of English Language and Literature, Am.C. Amol, Iran0000-0002-4018-4487MahlaghaSoleimaniDepartment of English Language and Literature, Am.C. Amol IranAtenaHaghnavazDepartment of English Language, Am.C., Islamic Azad University, Amol, IranJournal Article20260525This study sought to examine the effect of developing L2 listening fluency throughout extensive listening (EL). In so doing, two groups of adult intermediate language learners were recruited to comply with the objective. They were randomly divided into two groups. Two different task types, reading-only task (ROT) and reading-while-listening task (RWLT), were employed on 18 university students over a 10-week period. The ROT and RWLT group studies a total of 8 reading and audio listening. A test measurement was utilized to gouge the ROT and RWLT language gains comprising the listening test. The test was administered before the intervention and was repeated after the program. An immediate questionnaire was developed to obtain students' attitudes towards EL class. The results suggested that in the post-intervention test WRLT group significantly outperformed the ROT group on the listening fluency enhancement. In addition, the content analysis revealed some contributing factors to listening enhancement such as feeling responsibility, learning how to write, using telegram application as a motivator and facilitator and improving listening speed, to name a few. The findings have several suggestions for increasing L2 listening fluency.https://www.jesjournal.com/article_244847_560875a0615c332356b9d90811ea1aa5.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501Improving Reading Knowledge of Iranian Beginner EFL Students: A Comparison Between Gamification and Pen-and-Paper Training314324474010.22034/jes.2026.244740ENShimaGhobadiDepartment of English Languages,Shah.C., Islamic Azad University, Shahreza, Iran0000-0002-2854-1875ZahraMardaniDepartment of English Languages, Islamic Azad University, Shah. C., Shahreza, IranReyhanehSadeghiDepartment of English Languages, Islamic Azad University, Shah. C., Shahreza, IranJournal Article20260520Innovation in educational media is crucial. The study investigates the best game elements for improving EFL students' reading comprehension, the best educational stages to use gamification strategies, and how gamification affects student engagement and motivation in 8–11-year-olds. Gamified applications and pen-and-paper assignments are compared using standardized reading evaluations. The sample of 70 normally developing children is evenly divided into two groups for 12 hours of school instruction. All groups improved their reading speed and accuracy, with the experimental gamified training group showing a slightly larger impact, although this difference was not statistically significant. Gamification's effects on control and experimental groups were examined using mixed techniques. The pre-test, post-test, pre-survey, and post-survey quantitative results showed that gamification improved reading comprehension and engagement in the experimental group compared to the control group that used traditional study methods. Gamification was also liked by experimental group members for its capacity to improve reading engagement and learning environment. Gamification is proposed as a creative way to shift a reading lesson from teacher-centered to student-centered. This research gives educators evidence-based tips for designing and implementing gamified reading comprehension exercises that improve learning. Gamification helps EFL teachers create engaging and fun learning environments that boost reading comprehension and active student involvement. Gamification is a new English teaching method. These findings emphasize the need of complete training and encourage more research on how gamified technology affect real-world skills and motivators. Gamification's pros and cons must be understood to be effectively integrated into educational programs.https://www.jesjournal.com/article_244740_6b4dbf8f7c27575724535e2dd6d76c7c.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501EFL Learners’ Strategy Instruction, Their Self-regulation, and Writing Achievement445124478710.22034/jes.2026.244787ENFatemehLotfiGeneral Department of Education, Kerman Province, Ministry of Education, Kerman,
Iran.MohammadJavadBahramiGeneral Department of Education, Kerman Province, Ministry of Education, Kerman,
Iran.MohammadDarijaniAssistant Professor of TEFL, Department of English Language, Kerman Branch, Farhangian University, Kerman, Iran0009-0008-4260-4466Journal Article20260520The goal of this study was to investigate the impact of writing strategy instruction on two aspects of EFL learners’ performance: their writing skill development and their self-regulation. It was suggested that teaching writing strategies in the writing class can assist the EFL learners to improve their language skills in general and writing in particular. The population of the study, about 42 only females, was consisted of all pre-intermediate EFL learners who were studying in Simin Language Institute in Kerman, Iran. The researcher used three instruments in order to collect the necessary data. First, Oxford Placement test was used as a device to homogenize the population of the study. The second instrument was implementing pre and posttests of writing to determine the writing level of the subjects. The third instrument was using self-regulation questionnaire. To this goal, the questionnaire designed and examined by Dornyei’s (2001) was used. According to the achieved means of the two groups, the learners in the EG improved their writing more significantly than those of the learners in the CG. In fact, teaching writing strategies could positively impact the writing level of the participants among the EG. Based on the data, it can be concluded that meaningful relationship could be investigated between the use of teaching writing strategies and writing skill and learners’ self-regulation.https://www.jesjournal.com/article_244787_64f6c76397af62279e532c95a479b01d.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1120260501Power Writes the Body: Sexual Regulation and Political Control in The Handmaid’s Tale525524479110.22034/jes.2026.244791ENAbdolhamidHaeryDepartment of English Literature, Faculty of Foreign Languages, Islamic Azad University, Kerman Branch, Kerman, Iran0009-0006-6526-8181FatemehPourjafariAssistant Professor, Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran.0000-0002-1012-2832Journal Article20260521This paper analyzes Margaret Atwood’s The Handmaid’s Tale as a dystopian novel that explores how power can control sexuality, personal choice, and human freedom. The study uses ideas from Michel Foucault and Simone de Beauvoir to explain how the totalitarian state of Gilead turns women into objects by controlling their bodies through religion, law, fear, and social pressure. In this society, sexuality becomes a political tool used by those in power to maintain authority and order. The paper also places Atwood’s novel within the dystopian tradition of works such as 1984, Brave New World, and We, which also warn about oppressive political systems. However, it argues that The Handmaid’s Tale is distinctive because of its strong feminist perspective and its use of irony. By following Offred’s experience, the novel shows a movement from passive victimhood to cautious survival, highlighting the importance of endurance and quiet resistance in oppressive systems. The paper also discusses the ironic “Historical Notes” at the end of the novel, showing how academic distance and moral neutrality can sometimes excuse or ignore injustice. Overall, the paper argues that Atwood’s novel functions as a powerful warning about totalitarian power, misogyny, and the dangers of losing moral responsibility in society.https://www.jesjournal.com/article_244791_7081407016d992bcbe89909c868da411.pdf