This paper examines the role of textbooks in the development of writing skills in Portuguese as a Foreign Language (PFL) at the B1 level within the Portuguese educational context. While textbooks provide a structured framework for language acquisition, their effectiveness in fostering writing proficiency requires critical evaluation. This study addresses the research problem of how PFL textbooks promote effective writing competences among B1-level learners. The methodology includes a review of literature on textbook analysis and second language writing pedagogy, coupled with an analysis of commonly used PFL textbooks in Portugal. The analysis focuses on the types of writing activities, the integration of processual writing skills, and the alignment with B1-level competencies as defined by the Ministry of Education. Key findings reveal that while textbooks offer foundational support in language structures, they often need to be supplemented with creative and communicative writing tasks. Implications suggest that educators should adopt a flexible approach, adapting and complementing textbook content to cater to diverse learning needs and encourage critical thinking. This study contributes to a better understanding of how textbooks can be leveraged to enhance writing instruction in PFL contexts, ultimately improving learners' writing abilities.

This study analyzes the psychosocial repercussions on students following the government's decision to suspend first-year PhD registrations in Cameroonian state universities. The article first draws on the field of psychometrics, using a survey questionnaire and an interview guide to assess the degree of impact of such a decision on student well-being. This decision is characterized as "tailor-made" because it primarily considers the government's desire to reform and improve the conditions under which teaching, research, and student training take place in our various universities. Furthermore, it is called "tailor-made" because it is sudden, abrupt, and does not truly consider students' perspectives or measure their psychosocial repercussions. The article explores how this decision, despite its administrative justifications, impacts the mental health and well-being of students who have already defended their Master's theses and are nevertheless motivated to pursue their dream of a doctoral thesis. The suspension of PhD registrations in state universities in Cameroon is accompanied, for students in the final phase of the LMD (License-Master-Doctorate) system, by feelings of frustration, uncertainty, fear, and abandonment regarding their academic future, and a potential devaluation of their academic achievements (Nkoum Me Ndong, 2018). Drawing on concepts from social psychology such as the theory of relative deprivation (Stouffer et al., 1949) and the feeling of injustice (Deutsch, 1985), as well as biopsychosocial approaches in health psychology, the research examines the consequences on students' mental well-being, their motivation to pursue studies, and their perception of the Cameroonian educational system. It highlights the need for authorities to consider psychosocial dimensions in the development and implementation of educational policies to mitigate negative effects on young people and preserve their human capital (Tillon, 2011). The article also suggests avenues for supporting affected students, particularly through guidance and psychological support mechanisms (Guichard, 2009), and advocates for transparent communication and long-term strategic planning for higher education in Cameroon (Jomtien, 1990).

Low motivation, severe anxiety, and limited opportunities for practice speaking in an authentic setting are common causes of frustration for adult language learners arising from the overreliance on grammatical-heavy and emotionally disconnected instructional methods.  The LIFE TALK method, an emotionally charged communicative approach created to close the gap between classroom instruction and everyday language use, is introduced in this article.  The approach, which is based on communicative language instruction and emotional intelligence theory, combines organized reflection, real-world situations, and personal storytelling to improve soft skill development and speaking confidence. The study illustrates how LIFE TALK promotes motivation, empathy, and interpersonal competence, making language learning more relevant and transformative for adult learners. It does this by drawing on recent empirical research.  According to data from program assessments and classroom applications, LIFE TALK enhances learners' emotional preparedness to speak English in a variety of social and professional contexts as well as their linguistic performance.  Language instructors, curriculum designers, teacher trainers, and researchers with an interest in emotional intelligence, communicative techniques, and adult learner engagement will find this article especially helpful.

This study examines the design and implementation of a leadership development program for students at SMAIT NFBS Bogor, an Islamic secondary school in Indonesia. Aimed at nurturing students' leadership potential within both academic and religious frameworks, the program integrates character education, experiential learning, and Islamic values. Through a mixed-methods approach combining surveys, interviews, and observations, the study evaluates the program's effectiveness in enhancing key leadership competencies such as communication, responsibility, and initiative. Findings suggest that structured, value-based leadership training can significantly contribute to students' personal growth and active participation in school and community life. The study offers practical recommendations for educators seeking to cultivate youth leadership in similar educational settings.

This article analyzes the grammatical and semantic features of commonly used fixed expressions containing the Chinese character “看.” It examines how the meaning of the verb “看” changes depending on tone, focusing on expressions such as “看你,” “看上,” “看笑话,” and “看样子.” Each expression is analyzed using contextual examples from real texts, with explanations of their syntactic function, word order, prosodic elements, and emotional coloring. The communicative functions of each expression—such as reproach, threat, irony, encouragement, and evaluation—are highlighted. The article also determines how these “看”-based expressions can be translated into Uzbek, their functional load in speech, their grammatical roles, and conversion features. This research may be useful for linguists, translators, and teachers interested in Chinese construction grammar.

The article analyzes the psychoemotional impact of natural cosmetics on women. The aim of the study is to examine the nature of the influence of natural cosmetic products on women — separating objectively measurable physiological changes from subjective emotional experiences. The methodological foundation is a systematic review of publications covering neurocosmetics, consumer behavior psychology, and the dermatological efficacy of phytocomponents. The analysis conducted showed that improvement in psychoemotional state is determined to a greater extent not so much by direct dermatological effects as by the multilevel influence of the ritualization of procedures, sensory perception (aroma, texture), and the cognitive attitude toward the safety and environmental friendliness of the products. A psychological phenomenon has been identified whereby the subjective feeling of self-care becomes a more significant factor than the actual biochemical response of the skin. It is concluded that the therapeutic potential of natural cosmetics is realized through the synergy of product composition and the established order of its application, forming a stable positive feedback loop. The findings are of interest to psychologists, cosmetologists, dermatologists, marketers, and preventive medicine specialists.