The index refers you to ERL Journal’s realm on four levels:

VOLUMES and their sections

PAPERS and their keywords, reviews and reports

INSERTS – tables (T), graphs (G), figures (F)

NOTIONS falling into Introductions to Volumes and two ERL Strands

A

academic setting  Vol. 2022-1(7)-Paper 9 accuracy enhancement   Vol. 2020-2(4)-Paper 8     action research   Vol. 2020-1(3)-Paper 7 Vol. 2022-1(7)-Paper 8     activity, language   ERL Journal’s Scope Minor     adaptation   Vol. 2019-1(1)-Paper 13     administration perspective  Vol. 2019-1(1)-Paper 3     adolescent language learner  Vol. 2021-1(5)-Paper 8     adolescents  Vol. 2023-1(9)-Paper 6  adult English language learners Vol. 2020-2(4)-Paper 11        advantages and disadvantages of reading with a toy  Vol. 2022-2(8)-Paper 9  affective factor  Vol. 2023-1(9)-Paper 3  affective filter  Vol. 2023-2(10)-Introduction   affective impact Vol.2023-2(10)-Paper 3 affective processes   Vol. 2023-1(9)-Paper 10  affective side of language learning and use Vol. 2023-1(9)   affect, language   ERL Journal’s Scope Minor     age, size of estimated vocabulary by   Vol. 2019-1(1)-Paper 10 (T)     age, number of words recognised by reading by   Vol. 2019-1(1)-Paper 10 (T)     agency   Vol. 2020-1(3)-Paper 6     agreement   Vol. 2020-1(3)-Paper 2       anglicisms  Vol. 2023-1(9)-Paper 6  Anglo-American journals   Vol. 2020-2(4)-Paper 9     anxiety   Vol. 2019-2(2)-Review 13   Vol.2023-2(10)-Paper 9  applicability of English language teaching methods to other subjects   Vol. 2020-1(3)-Paper 9     Arab community   Vol. 2019-1(1)-Paper 6     Arabic   Vol. 2019-1(1)-Paper 6     arbitrariness   Vol. 2020-2(4)-Paper 1     artefact elicitation   Vol. 2020-2(4)-Paper 11     assessments   Vol. 2019-1(1)-Paper 12     attrition, teacher   Vol. 2021-2(6)-Paper 6     Australia   Vol. 2019-1(1)-Paper 6     Australian multicultural landscape   Vol. 2019-1(1)-Paper 6         authentic video content  Vol. 2023-1(9)-Paper 10  author guidelines, examples of   Vol. 2020-1(3)-Paper 6 (T)     authoring texts vs. readability    Vol. 2020-1(3)-Paper 6 autobiographical approach Vol.2023-2(10)-Paper 1 autonomous motivation   Vol. 2020-1(3)-Paper 3 (F)     awareness and attitudes   Vol. 2020-1(3)-Paper 3

B

balance between negative and positive effects of pandemic   Vol. 2021-1(5)-Introduction    beliefs   Vol. 2019-2(2)-Section III     beliefs, language   ERL Journal’s Scope Minor     belonging and positive relationship   Vol. 2020-1(3)-Paper 3 (F)     benefits and deficiencies of games   Vol. 2019-1(1)-Paper 8 (T)     benefits and deficiencies of monologues   Vol. 2019-1(1)-Paper 8 (T)     bilingual education   Vol. 2019-1(1)-Paper 3     Vol. 2022-1(7)-Paper 5       bilingual programs  Vol. 2022-1(7)-Paper 5    bilingualism    Vol. 2023-1(9)-Paper 8  biography, language learning   Vol. 2019-2(2)-Paper 8      Blau index  Vol. 2022-1(7)-Paper 2   blended learning   Vol. 2022-2(8)-Paper 8 book authoring   Vol. 2020-1(3)-Paper 6      brain-based learning strategies Vol.2023-2(10)-Paper 2 Business English vocabulary   Vol. 2020-1(3)-Paper 8     boosting the educational role of language   Vol. 2019-1(1)     bottom-up strategies   Vol. 2020-1(3)-Paper 7   building upon affect  Vol. 2023-1(9)  bullying  Vol. 2023-1(9)-Paper 5

C

Cambodia¬† Vol. 2022-2(8)-Paper 1¬† Canadian university¬† ¬† Vol. 2020-2(4)-Paper 11 ¬† ¬† case study¬† ¬†Vol. 2019-2(2)-Paper 3, Vol. 2019-2(2)-Paper 10, Vol. 2020-2(4)-Paper 11, Vol. 2021-2(6)-Paper 7 ¬† ¬† CDA ¬†see: critical discourse analysis¬† ¬† ¬†centralising language-oriented methods and policies ¬†Vol. 2022-1(7)¬† centralising spoken and written text Vol. 2022-1(7) character tree¬† Vol. 2022-1(7)-Paper 3 ¬†child identity development¬† ¬†Vol. 2020-2(4)-Paper 6 ¬† ¬† children’s literacy Vol. 2022-2(8)-Paper 9¬† ¬† children’s opera¬† ¬†Vol. 2022-2(8)-Paper 10¬† anguage propaganda Vol.2023-2(10)-Paper 8¬† ¬†children’s songs Vol. 2019-1(1)-Paper 12 ¬† ¬† citizenship development¬† ¬†Vol. 2019-2(2)-Paper 6 ¬† ¬† civics¬† Vol. 2022-2(8)-Paper 11¬† ¬† class activities¬† ¬†Vol. 2021-1(5)-Paper 2¬† Vol. 2022-2(8)-Paper 3¬† classroom discourse¬† ¬†Vol. 2020-1(3)-Paper 1 classroom instructions¬† Vol. 2023-1(9)-Report 13 classroom practices¬† Vol. 2022-2(8)-Paper 3¬† ¬† classroom research ¬†¬†Vol. 2023-1(9)-Paper 8¬† CLIL¬† see: content and language integrated learning and teaching¬† ¬† ¬†CLIL classes distribution across secondary education grades ¬† Vol. 2019-1(1)-Paper 3 (F) ¬† ¬† CLIL initiators ¬†Vol. 2019-1(1)-Paper 3 (T) ¬† ¬† CLIL in Lithuanian secondary schools ¬†Vol. 2019-1(1)-Paper 3 (F) ¬† ¬† CLIL languages in schools¬† ¬†Vol. 2019-1(1)-Paper 3 (T) ¬† ¬† CLIL modes¬† ¬†Vol. 2019-1(1)-Paper 3 (T) ¬† ¬† CLIL subjects¬† ¬†Vol. 2019-1(1)-Paper 3 (T)¬† ¬† cochlear implant Vol.2023-2(10)-Paper 11¬† ¬†cognitive and affective benefits¬† Vol.2023-2(10)-Paper 3 collaboration¬† Vol. 2022-1(7)-Paper 8 ¬† collaboration in English language teaching¬† ¬†Vol. 2021-1(5)-Report 7 ¬† ¬† common good¬† ¬†Vol. 2021-1(5)-Paper 6 ¬† ¬† communication and collaboration¬† ¬†Vol. 2021-1(5)-Report 7 ¬† ¬† communication dimension¬† ¬†Vol. 2019-2(2)-Paper 10 ¬† ¬† communicative competence¬† ¬†Vol. 2019-2(2)-Paper 2 ¬† ¬† community of practice¬† ¬†Vol. 2021-2(6)-Paper 9 ¬† ¬† community strength and activity¬† ¬†Vol. 2019-1(1)-Paper 6 (F) ¬† ¬† complex dynamic system of individual differences¬† ¬†Vol. 2021-2(6)-Paper 5 (F) ¬† ¬† complex dynamic systems¬† ¬†Vol. 2021-2(6)-Paper 5 ¬† ¬† ¬† complex emotions Vol.2023-2(10)-Paper 8¬†Vol. 2023-2(10)-Paper 5 ¬†components of supporting L2 students’ content-are learning and literacy development¬† ¬†Vol. 2022-2(8)-Paper 11¬† conceptual blending¬† ¬†Vol. 2020-2(4)-Paper 10 ¬† ¬† connection between a foreign language and global citizenship education¬† ¬†Vol. 2019-2(2)-Paper 6 (F) ¬† ¬† ¬† complementary English¬† Vol.2023-2(10)-Paper 9¬†content analysis¬† ¬†Vol. 2021-1(5)-Paper 8 ¬† ¬† content and language integrated learning and teaching¬† ¬†Vol. 2019-1(1)-Paper 2, Vol. 2019-1(1)-Paper 3, Vol. 2019-2(2)-Paper 1 ¬† ¬† contexts¬† Vol. 2022-2(8)¬† ¬†convergence¬† ¬†Vol. 2019-1(1)-Review 14 ¬† ¬† conversation,¬† ¬† ¬†shaping linguistic well-being¬† ¬†Vol. 2021-2(6)-Report 4 ¬† ¬† co-operation¬† ¬†Vol. 2019-2(2)-Paper 9 ¬† ¬† cooperation practices by kindergarten teachers¬† ¬†Vol. 2019-2(2)-Paper 9 (T) ¬† ¬† cooperation practices by primary school teachers¬† ¬†Vol. 2019-2(2)-Paper 9 (T) ¬† ¬† Copernican turn in teachers‚Äô orientation¬† ¬†Vol. 2021-2(6)-Introduction (G) ¬† ¬† coping methods Vol.2023-2(10)-Paper 6 ¬†countability¬† ¬†Vol. 2020-1(3)-Paper 2 ¬† ¬† COVID¬† ¬†Vol. 2021-1(5), Vol. 2021-2(6)-Paper 6 ¬† ¬† critical awareness¬† ¬†Vol. 2020-1(3)-Section I, ¬† ¬† critical discourse analysis Vol. 2020-1(3)-Paper 1 ¬† ¬† critical literacy¬† ¬†Vol. 2020-1(3)-Paper 6 ¬† ¬† critical secrets¬† ¬†Vol. 2020-1(3)-Paper 6 ¬† ¬† ¬† critical thinking development Vol.2023-2(10)-Paper 3¬†cross-cultural encounters¬† ¬†Vol. 2020-2(4)-Section II ¬† ¬† CSP see: culturally sustaining pedagogy¬† ¬† cultural awareness Vol.2023-2(10)-Paper 3¬† cultural capital¬† Vol.2023-1(9)-Paper 2¬† culturally sustaining pedagogy¬† ¬†Vol. 2020-2(4)-Introduction Vol. 2022-2(8)-Paper 1¬† ¬†culture¬† ¬†Vol. 2020-2(4)-Paper 3, Vol. 2021-1(5)-Paper 6 ¬† ¬† culture, language and¬† ¬†ERL Journal‚Äôs Scope Major ¬† ¬† culture integrated teaching¬† ¬†Vol. 2020-2(4)-Paper 3 ¬† ¬† cyberlect in the classroom¬† ¬†Vol. 2019-1(1)-Paper 4 ¬† ¬† Czech teachers¬† ¬†Vol. 2019-2(2)-Review 13

D

data collection challenges¬† ¬†Vol. 2021-1(5)-Report 4 ¬† ¬† dead languages¬† ¬†Vol. 2021-1(5)-Paper 5 ¬† ¬† deaf community of practice¬† ¬†Vol. 2021-2(6)-Paper 9 ¬† ¬† deaf culture¬† ¬†Vol. 2021-2(6)-Paper 9 ¬† ¬† deafness Vol.2023-2(10)-Paper 11¬† deep learning¬†Vol. 2023-1(9)-Paper 9¬†demonstration¬† Vol. 2022-1(7)-Paper 3¬† ¬†desire in SLA¬† ¬†Vol. 2020-2(4)-Paper 10 ¬† ¬† development of children’s literacy¬† Vol. 2022-2(8)-Paper 9¬† development of speaking skills¬† ¬†Vol. 2019-1(1)-Paper 8 ¬† ¬† dialogical approaches to languages¬† ¬†Vol. 2019-1(1)-Paper 4 ¬† ¬† dialogical pedagogy¬† ¬†Vol. 2019-1(1)-Paper 4 ¬† ¬† didactic practices¬† ¬†Vol. 2019-2(2)-Section I, Vol. 2020-1(3)-Section IV ¬† ¬† differentiated tasks¬† ¬†Vol. 2021-2(6)-Report 4 ¬† ¬† digital class¬† ¬†Vol. 2019-1(1)-Paper 2 ¬† ¬† digital class as a work organization form¬† ¬†Vol. 2019-1(1)-Paper 2 ¬† ¬† digital learning environments¬† ¬†Vol. 2019-1(1)-Paper 5 ¬† ¬† digital content creation¬†¬†Vol. 2022(8)-Paper 8 digital literacy Vol. 2022-2(8)-Paper 8¬† digital pedagogy¬† Vol. 2022(8)-Paper 8¬† ¬† digital text¬† ¬†Vol. 2019-1(1)-Paper 9 ¬† ¬† digital interaction¬† ¬†Vol. 2019-1(1)-Section II ¬† ¬† digital resources¬† ¬†Vol. 2021-2(6)-Paper 2 ¬† ¬† discourse¬† ¬† Vol. 2020-1(3)-Paper 4 ¬† ¬† discourse analysis¬† ¬†Vol. 2020-1(3)-Paper 1 ¬† ¬† discourse markers¬† Vol. 2022-1(7)-Paper 1¬† discussions Vol. 2022-2(8)-Paper 3¬† dissent¬† ¬†Vol. 2020-1(3)-Paper 4 ¬† ¬† distance learning¬† ¬†Vol. 2021-2(6)-Paper 1, Vol. 2021-2(6)-Paper 8 ¬† ¬† distribution of CLIL classes across secondary education grades¬† ¬† Vol. 2019-1(1)-Paper 3 (F) ¬† ¬† distribution of the use of Skype¬† ¬†Vol. 2019-2(2)-Paper 3¬† (G) ¬† ¬† diversity¬† Vol. 2022-2(8) ¬† Vol. 2019-2(2)-Paper 1 ¬† ¬† documents¬† ¬†Vol. 2020-1(3)-Section II ¬† ¬† dyslexia¬† ¬†Vol. 2019-1(1)-Paper 11

E

EAP class¬† ¬†Vol. 2019-2(2)-Paper 10 ¬† ¬† early childhood education¬† ¬†Vol. 2021-2(6)-Paper 8 ¬† ¬† early literacy¬† ¬†Vol. 2019-2(2)-Paper 9 ¬† ¬† education and identity¬† ¬†Vol. 2020-1(3)-Paper 5 ¬† ¬† education policies¬† ¬†Vol. 2019-2(2)-Paper 5 ¬† ¬† Vol. 2022-2(8)-Paper 5¬† ¬† ¬† ¬† ¬†educational documents Vol. 2019-2(2)-Section II ¬† ¬† educational inclusion¬† ¬†Vol. 2019-2(2)-Paper 5 ¬† ¬† educational landscape¬† ¬†Vol. 2019-1(1)-Paper 5 ¬† ¬† educational texts¬† ¬†Vol. 2020-1(3)-Section III ¬† ¬† educational role of language¬† ¬†Vol. 2019-1(1), Vol. 2019-1(1)-Paper 5, Vol. 2019-1(1)-Paper 7, Vol. 2019-1(1)-Report 13, Vol. 2020-2(4)-Paper 4 ¬† ¬† educational role of language skills¬† ¬†Vol. 2020-1(3)-Review 10 ¬† ¬† education systems¬† ¬†Vol. 2021-2(6)-Paper 6 ¬† ¬† ¬† early education¬†¬†Vol. 2022-2(8)-Paper 9¬† EFL¬† ¬†Vol. 2020-1(3)-Paper 2 ¬† ¬† ¬†EFL classroom Vol.2023-2(10)-Paper 3¬† ¬†EFL communication¬† ¬†Vol. 2019-2(2) ¬† ¬† EFL learners¬†¬† Vol. 2019-2(2)-Paper 3 ¬† ¬† ¬† EFL students’ affect Vol.2023-2(10)-Paper 4¬† ¬† EFL students‚Äô reluctance to speak¬† ¬†Vol. 2021-2(6)-Report 3 ¬† ¬† EFL teaching¬† ¬†Vol. 2019-2(2)-Paper 12 ¬† ¬† ¬† elementary education¬†¬†Vol. 2022-2(8)-Paper 9¬† ¬†Vol.2023-2(10)-Paper 10¬†ESL instructors¬† ¬†Vol. 2021-1(5)-Paper 2 ¬† ¬† elicitation¬† ¬†Vol. 2020-2(4)-Paper 11 ¬† ¬† ELT written discourse¬† ¬†Vol. 2020-1(3)-Paper 1 ¬† ¬† embedding wellbeing¬† ¬†Vol. 2020-1(3)-Paper 3 ¬† ¬† emotional dimension of language Vol. 2023-2(10) emotional dimension of linguistic education¬†Vol. 2023-2(10)¬† emotional intelligence Vol.2023-2(10)-Paper 12 ¬†emotional responses¬† ¬†Vol. 2020-2(4)-Paper 10, Vol. 2021-2(6)-Paper 5 ¬† ¬† emotional well-being¬† ¬†Vol. 2021-2(6)-Paper 1 ¬† ¬† emotionally charged words¬† ¬†Vol. 2021-2(6)-Paper 1 ¬† ¬† emotionally incited storiesVol. 2023-1(9)-Paper 2emotions¬† ¬†Vol. 2020-2(4)-Paper 10 ¬† ¬† Vol. 2023-1(9)-Paper 3¬† emphasis Vol.2023-2(10)-Paper 7 ¬†engagement¬† ¬†Vol. 2020-1(3)-Paper 6 ¬† ¬† English as a foreign language¬† ¬†Vol. 2019-1(1)-Paper 11, Vol. 2019-2(2)-Paper 7, Vol. 2019-2(2)-Paper 10¬† ¬†English as a medium of instruction ¬†Vol. 2022-1(7)-Paper 1¬† ¬†English in a Professional Music Education¬† ¬†Vol. 2021-2(6)-Paper 2 ¬† ¬† English for fire science students¬† ¬†Vol. 2019-2(2)-Review 14 ¬† ¬† English for specific purposes¬† ¬†Vol. 2020-1(3)-Paper 8 ¬† ¬† Vol. 2022-2(8)-Article 13¬† ¬† ¬†Vol. 2022-2(8)-Article 14¬† ¬†English in presentation skills¬† ¬†Vol. 2019-2(2)-Paper 11 ¬† ¬† English language learner awareness¬† ¬†Vol. 2020-1(3)-Paper 2 ¬† ¬† English language instruction¬† Vol. 2022-1(7)-Paper 9¬† ¬†English language learning¬† ¬†Vol. 2020-2(4)-Paper 11 ¬† ¬† English language teaching¬† ¬†Vol. 2021-1(5)-Report 7 ¬† ¬† English learners‚Äô emotional responses¬† ¬†Vol. 2020-2(4)-Paper 10 ¬† ¬† English learning in China¬† ¬†Vol. 2019-1(1)-Paper 12 ¬† ¬† English lessons¬† Vol. 2022-1(7)-Paper 3¬† English teachers¬† ¬†Vol. 2021-2(6)-Paper 7 ¬† ¬† English teacher university preparation¬† ¬†Vol. 2021-2(6)-Paper 7¬† ¬† English throgh the arts¬† ¬†Vol. 2022-2(8)-Paper 4¬† ¬† ¬†English writing¬† ¬†Vol. 2019-1(1)-Paper 12 ¬† ¬† enhancing multiculturalism in EFL communication¬† ¬†Vol. 2019-2(2) ¬† ¬† EPMS see: English in a Professional Music Education¬† ¬† ¬†Erasmus program¬† ¬†Vol. 2020-2(4)-Paper 7 ¬† ¬† ¬† ERL Conference¬† Vol. 2023-1(9)-Paper 7¬† ERL Framework¬† ¬†Vol. 2019-2(2)-Introduction, Vol. 2021-1(5)-Introduction ¬† ¬† ERL online Session¬† ¬†Vol. 2020-2(4)-Report 5, Vol. 2020-1(3)-Introduction ¬† ¬† ERL Strokes¬† ¬†Vol. 2021-1(5)-Introduction¬† Vol. 2022-1(7)-Introduction¬† ¬† ¬†ERLA’s fundamental premises¬† ¬†Vol. 2022-2(8)-Introduction¬† ESP¬† ¬†Vol. 2019-1(1)-Review 12, Vol. 2020-1(3)-Paper 1 ¬† ¬† ethnic minority¬† Vol. 2022-1(7)-Paper 5 ¬† ¬†ethics¬† ¬†Vol. 2021-1(5)-Paper 6 ¬† ¬† ethnolinguistic vitality¬† ¬†Vol. 2019-1(1)-Paper 6 ¬† ¬† ¬† ¬†European Union¬† Vol. 2022-2(8)-Paper 5¬† everyday stressors Vol.2023-2(10)-Paper 6 examining learner and teacher language identity¬† ¬†Vol. 2020-1(3) ¬† ¬† experience of critical discourse analysis¬† ¬†Vol. 2020-1(3)-Paper 1 ¬† ¬† experiencing digital interaction¬† ¬† Vol. 2019-1(1)-Section II¬† ¬† ¬† experiencing language content¬† ¬†Vol. 2019-1(1)-Section I ¬† ¬† experiencing multiculturalism¬† ¬†Vol. 2019-2(2)-Section IV ¬† ¬† experiencing of language¬† ¬†Vol. 2019-1(1)-Introduction ¬† ¬† experiencing the spoken language¬† ¬†Vol. 2019-1(1)-Section III¬† ¬† ¬† experiencing the written word¬† ¬†Vol. 2019-1(1)-Section IV¬† ¬† ¬† extensive listening¬† ¬†Vol. 2020-1(3)-Paper 7

F

Facebook   Vol. 2019-2(2)-Paper 10     family language policies   Vol. 2021-2(6)-Paper 9     Vol. 2022-1(7)-Paper 6  fear Vol.2023-2(10)-Paper 9 feedback   Vol. 2021-1(5)-Paper 2     fire science students   Vol. 2019-2(2)-Review 14     first grade teachers   Vol. 2019-2(2)-Paper 9     first-hand experience   Vol. 2019-2(2)-Paper 10          first language   Vol. 2022-2(8)-Paper 4   flexible instruction   Vol. 2021-1(5)-Report 7       focus projection Vol.2023-2(10)-Paper 7 foreign language   Vol. 2019-2(2)-Paper 5, Vol. 2019-2(2)-Paper 7     foreign language anxiety   Vol. 2019-2(2)-Review 13     foreign language education   Vol. 2019-2(2)-Paper 2     form-meaning relations   Vol. 2020-2(4)-Paper 1     Frayer method   Vol. 2019-1(1)-Paper 10 (F)     free writing task   Vol. 2019-1(1)-Paper 11     French language curriculum   Vol. 2020-1(3)-Paper 3      functional linguistics  Vol. 2022-1(7)-Paper 7    function of speaking   Vol. 2021-1(5)-Paper 8      functions of discourse markers  Vol. 2022-1(7)-Paper 1  functions of language   Vol. 2019-1(1)-Paper 7

G

games   Vol. 2019-1(1)-Paper 8      gamification  Vol. 2022-2(8)-Paper 4    general English vs. business English, different meanings   Vol. 2020-1(3)-Paper 8 (T)     genre-based pedagogy  Vol. 2022-1(7)-Paper 7   Georgian education system  Vol. 2022-1(7)-Paper 5  global citizenship development   Vol. 2019-2(2)-Paper 6     global problem   Vol. 2021-1(5)-Paper 6     glottodidactic paradigm   Vol. 2019-2(2)-Introduction     good CLIL practice   Vol. 2019-2(2)-Paper 1     grammar accuracy enhancement   Vol. 2020-2(4)-Paper 8     graphic representation of sound-size associations in Macedonian   Vol. 2020-2(4)-Paper 1 (G)     Greek parents   Vol. 2019-1(1)-Paper 13     Greek preschool teachers   Vol. 2021-2(6)-Paper 8     grounded theory   Vol. 2020-1(3)-Paper 4

H

hearing instructor   Vol. 2021-2(6)-Paper 9     Hegel  Vol. 2022-2(8)-Paper 7   Herfindahl-Hirschman index (HHI)  Vol. 2022-1(7)-Paper 2  heritage  Vol. 2022-1(7)-Paper 6 heritage language educatiobn Vol.2023-2(10)-Paper 14 Hermit Songs   Vol. 2020-1(3)-Paper 5      higher education  Vol. 2023-1(9)-Paper 2 HLM  Vol. 2022-1(7)-Paper 2   holistic approach   Vol. 2020-2(4)-Paper 10     Vol. 2023-2(10)-Paper 5     holistic individual experience   Vol. 2020-2(4)-Introduction     home literacy practices   Vol. 2019-1(1)-Paper 13

I

Icelandic classroom activities  Vol. 2022-2(8)-Paper 3    iconicity   Vol. 2020-2(4)-Paper 1     ideophones   Vol. 2020-2(4)-Paper 1     identity   Vol. 2020-1(3), Vol. 2020-2(4), Vol. 2021-2(6)-Paper 5     Vol. 2023-1(9)-Paper 8  identity construction   Vol. 2020-2(4)-Paper 10     identity construction as a complex dynamic system of individual differences   Vol. 2021-2(6)-Paper 5 (F)     identity development   Vol. 2020-2(4)-Paper 6     identity shaping language   Vol. 2020-2(4)-Paper 1     imagination   Vol. 2020-2(4)-Paper 10    impact of literature Vol.2023-2(10)-Paper 3  importance and awareness of CLIL   Vol. 2019-1(1)-Paper 3 (T)     importance of English for effective presentation skills   Vol. 2019-2(2)-Paper 11 (F)        inclusive education    Vol. 2022-2(8)-Paper 5    inclusivity Vol. 2022-1(7)-Paper 9  inclusivity in the classroom  Vol. 2022-1(7)-Paper 7   increase of the Arabic speaking population across Australia    Vol. 2019-1(1)-Paper 6 (F)     indigenous children  Vol. 2022-2(8)-Paper 1   individual differences   Vol. 2021-2(6)-Paper 5     individualism   Vol. 2020-2(4)-Paper 4      informal foreign language learning  Vol. 2023-1(9)-Paper 10  initiators of CLIL   Vol. 2019-1(1)-Paper 3 (T)     in-person instruction    Vol. 2021-1(5)-Paper 2       in-service trainees  Vol 2023-1(9)-Paper 11  institutions of higher learning, language in    Vol. 2021-2(6)-Paper 9     instructions, online   Vol. 2021-1(5)-Paper 2           integrating first language  Vol. 2022-2(8)-Paper 4     integration  Vol. 2022-1(7)-Paper 5    integrity of communicative competences and global dimension    Vol. 2019-2(2)-Paper 6 (T)     intensive and extensive listening   Vol. 2020-1(3)-Paper 7     interaction   Vol. 2021-1(5)-Paper 3     interaction hypothesis  Vol. 2022-2(8)-Paper 8   intercultural communication    Vol. 2021-1(5)-Paper 6  intercultural communicative competence   Vol. 2019-2(2)-Paper 2     (inter)cultural components    Vol. 2019-2(2)-Paper 12      interdisciplinarity Vol. 2023-1(9)-Introduction  interdisciplinary perspectives    Vol. 2020-2(4)-Section I     international education    Vol. 2020-2(4)-Paper 11     international solidarity    Vol. 2020-2(4)-Review 12       interplay between affective and cognitive components  Vol. 2023-1(9)-Paper 11 interpreting students Vol.2023-2(10)-Paper 12 interpreting studies   Vol. 2021-2(6)-Paper 1     intersection of pedagogy and linguistics   Vol. 2019-1(1)-Introduction, Vol. 2021-1(5)-Introduction     intersections   Vol. 2020-2(4)-Section IV     interview   Vol. 2021-1(5)-Paper 8  intra-cultural competence Vol.2023-2(10)-Paper 4   Isle of Wight  Vol. 2023-1(9)-Paper 2   Italian language   Vol. 2023-1(9)-Paper 10

J

jigsaw reading   Vol. 2020-1(3)-Paper 9

K

kindergarten   Vol. 2019-2(2)-Paper 9   knowledge base  Vol. 2023-1(9)-Paper 4 

L

L1 diversity  Vol. 2022-2(8)-Paper 2   L1 learning Vol.2022-2(8)-Paper 2 L1 teaching   Vol. 2022-2(8)-Paper 2   language acquisition Vol. 2021-1(5)-Paper 2     language(-)activity   ERL Journal’s Scope Minor     language(-)affect   ERL Journal’s Scope Minor     language and culture   ERL Journal’s Scope Major     language and identity   Vol. 2020-1(3)-Paper 5     language and methodology   ERL Journal’s Scope Major     language and personality   ERL Journal’s Scope Major     language and schooling   ERL Journal’s Scope Major     language anxiety   Vol. 2019-2(2)-Review 13     language attitudes  Vol. 2023-1(9)-Paper 2   language(-)beliefs  ERL Journal’s Scope Minor     language composing    Vol. 2020-1(3)-Introduction     language curriculum   Vol. 2020-1(3)-Paper 3     language debate  Vol. 2023-1(9)-Paper 3   language disorder   Vol. 2020-2(4)-Paper 6      language ecology  Vol. 2023-1(9)-Paper 8  Vol. 2023-2(10)-Paper 5  language history   Vol. 2020-2(4)-Paper 4     language identity   Vol. 2020-2(4)-Paper 4, Vol. 2020-2(4)-Paper 8      language ideology  Vol. 2022-1(7)-Paper 6    language impairment   Vol. 2020-2(4)-Paper 6     language instructor   Vol. 2020-2(4)-Paper 3       language knowledge  Vol.2023-2(10)-Paper 3language learner awareness   Vol. 2020-1(3)-Paper 2     language learner, adolescent   Vol. 2021-1(5)-Paper 8     language learning  Vol. 2019-2(2)-Paper 5     language learning biography  Vol. 2019-2(2)-Paper 8     language-learning experience  Vol. 2019-1(1)-Paper 5     language learning skills  Vol. 2019-2(2)-Paper 4     language management tools  Vol. 2022-1(7)-Paper 6  language of dissent  Vol. 2020-1(3)-Paper 4   language planning  Vol. 2022-2(8)-Paper 2  Vol. 2023-1(9)-Paper 6 language policies  Vol. 2021-2(6)-Paper 9   Vol. 2022-2(8)-Paper 2  language practice  Vol. 2022-1(7)-Paper 6   language preferred in WhatsApp information transmission    Vol. 2019-2(2)-Paper 4 (F)     language propaganda Vol.2023-2(10)-Paper 8   language shaping identity   Vol. 2020-2(4)-Paper 1     language skills   Vol. 2020-1(3)-Review 10     language socialization  Vol. 2021-2(6)-Paper 9       Vol. 2023-1(9)-Paper 8 language spaces   Vol. 2019-1(1)-Paper 5     language teacher education Vol. 2023-1(9)-Paper 4  language teaching   Vol. 2021-1(5)-Paper 5     Vol. 2022-1(7)-Paper 7     language teaching and learning   Vol. 2019-2(2)-Paper 3     language teaching methods   Vol. 2020-1(3)-Paper 9     language variety Vol. 2022-1(7)-Paper 2  languages in contact  Vol.2023-2(10)-Paper 9  languages of education  Vol. 2022-1(7)-Paper 6  language(-)thinking   ERL Journal’s Scope Minor     Latvia   Vol. 2019-1(1)-Paper 2     learner and teacher language identity   Vol. 2020-2(4)-Report 5     learner awareness   Vol. 2020-1(3)-Paper 2     learners’ attitude to listening comprehension Vol. 2020-1(3)-Paper 7     learning abilities    Vol. 2019-1(1)-Paper 10     learning a foreign language  Vol. 2019-2(2)-Paper 6     learning gains   Vol. 2020-1(3)-Paper 3     learning language online    Vol. 2021-1(5)-Paper 3       learning strategies Vol.2023-2(10)-Paper 2 learning visual language   Vol. 2021-2(6)-Paper 9     lesson planning  Vol. 2022-1(7)-Paper 8  lexicon    Vol. 2019-1(1)-Paper 10     leveled books   Vol. 2020-1(3)-Paper 6    lifelong language learning  Vol. 2023-1(9)-Paper 10 linguistic affect Vol.2023-2(10)-Paper 7   linguistic contexts  Vol. 2022-2(8)   linguistic diversity    Vol. 2022-2(8)     Vol. 2021-2(6)-Paper 9     Vol. 2022-1(7)-Paper 2    Vol. 2022-2(8)-Paper 9   Vol. 2023-1(9)-Report 13   linguistic identity    Vol. 2020-2(4)-Paper 4, Vol. 2021-2(6)-Paper 5     linguistic inclusivity   Vol. 2021-2(6)-Paper 9     linguistic individualism    Vol. 2020-2(4)-Paper 4     linguistic landscape Vol. 2022-1(7)-Paper 4   linguistic quality  Vol. 2020-2(4)-Section III     linguistic stratum  Vol. 2021-1(5)-Section II     linguistic transfer   Vol. 2019-1(1)-Paper 11     linguistic turn   Vol. 2019-1(1)-Introduction      linguistic variations  Vol. 2023-1(9)-Paper 13  linguistic well-being   Vol. 2021-2(6)     linguistic well-being of educators    Vol. 2021-2(6)-Section II     linguistic well-being of students   Vol. 2021-2(6)-Section I       linguistic worldview Vol.2023-2(10)-Paper 8     istening and oral skills  Vol. 2023-1(9)-Paper 9  listening comprehension in TEFL  Vol. 2020-1(3)-Paper 7  literacy Vol.2022-2(8)-Paper 3  literary assessment Vol.2023-2(10)-Paper 10    literacy development  Vol. 2022-2(8)-Paper 11 literacy (learning) processes   Vol. 2019-2(2)-Paper 9      literature Vol.2023-2(10)-Paper 3  literature in EFL classroom  Vol. 2023-1(9)-Paper 12      literature integration  Vol. 2023-1(9)-Paper 12    literature review   Vol. 2019-1(1)-Paper 7  loanwords  Vol. 2023-1(9)-Paper 6 

M

Macedonian speakers   Vol. 2020-2(4)-Paper 1       man-language-reality  Vol. 2022-2(8)-Introduction  management   Vol. 2019-2(2)-Paper 11     meaning making   Vol. 2019-1(1)-Paper 9       mentalese  Vol.2023-2(10)-Paper 9 mental health  Vol. 2023-1(9)-Paper 5  mentoring   Vol. 2020-2(4)-Paper 7     methodology, language and   ERL Journal’s Scope Major     Michael Byram’s model of intercultural communicative competence   Vol. 2019-2(2)-Paper 2 (F)     micro-markers  Vol. 2022-1(7)-Paper 1 mixed methods study   Vol. 2021-2(6)-Paper 5       moble apps  Vol. 2022-2(8)-Paper 4   modern methodology   Vol. 2021-1(5)-Paper 2     modes of CLIL in schools    Vol. 2019-1(1)-Paper 3 (T)     monologues   Vol. 2019-1(1)-Paper 8     mood meter  Vol. 2022-1(7)-Paper 3  most popular CLIL subjects     Vol. 2019-1(1)-Paper 3 (T)     mother tongue  Vol. 2023-1(9)-Report 13 motivation   Vol. 2020-1(3)-Paper 3     motivations for learning English (among Turkish learners)   Vol. 2019-2(2)-Paper 7 (F)     multicultural academic setting  Vol. 2022-1(7)-Paper 9  multicultural classroom   Vol. 2023-1(9)-Paper 8  multicultural education policies    Vol. 2019-2(2)-Paper 5     multicultural environment   Vol. 2019-2(2)-Paper 4     multicultural landscape   Vol. 2019-1(1)-Paper 6     multicultural setting    Vol. 2019-2(2)-Paper 11     Vol. 2022-1(7)-Paper 9      multiculturalism    Vol. 2019-1(1)-Paper 2, Vol. 2019-2(2), Vol. 2019-2(2)-Paper 1, Vol. 2019-2(2)-Paper 3, Vol. 2019-2(2)-Paper 8, Vol. 2021-1(5)-Paper 1     Vol. 2022-1(7)-Paper 9  Vol. 2022-2(8)-Paper 1  multilingual academic setting  Vol. 2022-1(7)-Paper 9    multilingual classroom  Vol. 2019-1(1)-Paper 9   multilingual competence Vol. 2023-1(9)-Paper 10  multilungual dictionary Vol.2023-2(10)-Paper 9   multilingual education  Vol. 2022-2(8)-Paper 1   multilingual identity    Vol. 2020-2(4)-Paper 10     mulitiingual setting  Vol. 2022-2(8)-Article 12   multilingualism   Vol. 2019-1(1)-Paper 9     Vol. 2022-1(7)-Paper 9   multilingual-sensitive professional action    Vol. 2019-2(2)-Paper 8     multilingual teaching model  Vol. 2022-1(7)-Paper 5  multimodal texts   Vol. 2020-2(4)-Paper 11     music, language focused on   Vol. 2021-2(6)-Paper 2      music-linked translation (MLT)   Vol. 2022-2(8)-Paper 10  music-related vocabulary   Vol. 2021-2(6)-Paper 2  musicological issues    Vol. 2022-2(8)-Paper 10

N

narrative   Vol. 2019-1(1)-Paper 9     narrative approach  Vol. 2022-1(7)-Paper 3    narrative turn   Vol. 2019-1(1)-Introduction     nationalism   Vol. 2020-2(4)-Paper 4     negative emotions  Vol. 2023-1(9)-Paper 4   negative impact   Vol. 2019-1(1)-Paper 12     negative representations of Arabic speakers    Vol. 2019-1(1)-Paper 6 (F)     nexus of identity and language   Vol. 2020-1(3)-Paper 5       new emotions Vol.2023-2(10)-Paper 9 new public management   Vol. 2020-1(3)-Paper 4      Nigeria  Vol. 2022-2(8)-Article 6  NMET   Vol. 2019-1(1)-Paper 12       non-native teachers Vol. 2023-1(9)-Paper 4 non-natives writing   Vol. 2020-2(4)-Paper 9     North Macedonia Vol. 2023-1(9)-Paper 6  Norwegian linguistic identity    Vol. 2020-2(4)-Paper 4   Norwegian language policy Vol. 2022-2(8)-Paper 2      number of words in a given year in schoolbooks   Vol. 2019-1(1)-Paper 10 (F)

O

observation    Vol. 2021-1(5)-Paper 8     occupation Vol. 2023-1(9)-Paper 1   online education    Vol. 2021-2(6)-Paper 1, Vol. 2021-2(6)-Paper 5     online instruction, student preferences   Vol. 2021-1(5)-Paper 2 (T)     online instructions    Vol. 2021-1(5)-Paper 2     online learning   Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 1     online teaching   Vol. 2021-1(5)-Paper 5  opera education   Vol. 2022-2(8)-Paper 10   oracy  Vol. 2022-2(8)-Paper 3  oral skills  Vol. 2023-1(9)-Paper 9

P

Palestine Vol. 2022-1(7)-Paper 4¬† ¬†¬† Vol. 2023-1(9)¬† ¬† pandemic Vol. 2021-1(5)-Introduction, Vol. 2021-1(5)-Report 7 ¬† ¬† parent reading belief inventory¬†¬† Vol. 2019-1(1)-Paper 13 ¬† ¬† parents‚Äô beliefs¬†¬† Vol. 2019-1(1)-Paper 13 ¬† ¬† pedagogic discourse¬†¬† Vol. 2020-1(3)-Paper 1 ¬† ¬† pedagogical paradigm¬†¬† Vol. 2020-2(4)-Paper 2, Vol. 2020-1(3)-Introduction ¬† ¬† pedagogical stratum¬† ¬† Vol. 2021-1(5)-Section I ¬† ¬† pedagogical uses of language¬†¬† Vol. 2021-2(6)-Paper 2 ¬† ¬† pedagogical uses of writing¬† ¬† Vol. 2021-1(5)-Paper 1 ¬† ¬† pedagogy¬†¬† Vol. 2021-1(5)-Paper 1 ¬† ¬† peer learning¬† ¬† Vol. 2020-2(4)-Paper 7 ¬† ¬† perceptions about advantages of collaboration by kindergarten teachers¬† ¬† Vol. 2019-2(2)-Paper 9 (T) ¬† ¬† perceptions about advantages of collaboration by primary school teachers¬† ¬† Vol. 2019-2(2)-Paper 9 (T) ¬† ¬† perception of Arabic and English language in Australia¬† Vol. 2019-1(1)-Paper 6 (F) ¬† ¬† perception of English and Arabic speakers in Australian society¬† ¬† Vol. 2019-1(1)-Paper 6 (F) ¬† ¬† perceptions on Arabic and English language speakers¬† Vol. 2019-1(1)-Paper 6 (F) ¬† ¬† personality, language and¬† ¬†ERL Journal‚Äôs Scope Major ¬† ¬† personalness of language composing¬†¬† Vol. 2020-1(3)-Introduction ¬† ¬† PhD data collection¬† ¬†Vol. 2021-1(5)-Report 4¬† picture books¬† Vol. 2022-1(7)-Paper 3¬† Vol. 2022-2(8)-Paper 9¬† ¬†PISA¬† Vol. 2022-1(7)-Paper 2 ¬†placing language in the centre of schooling Vol. 2022-1(7) placing language where it truly belongsVol. 2022-1(7)-Introduction¬† ¬† play-based pedagogy¬†¬†Vol. 2022-2(8)-Paper 9¬† ¬† podcasts to support learners Vol. 2020-1(3)-Paper 7 ¬† ¬† ¬† ¬† ¬†Poland¬† ¬†Vol. 2022-2(8)-Paper 5¬† ¬† policy change¬†¬† Vol. 2020-1(3)-Paper 4¬† Polish children’s songs Vol.2023-2(10)-Paper 8¬† ¬†Polish classroom activities¬† Vol. 2022-2(8)-Vol. 3¬† Polish students¬†¬† Vol. 2019-1(1)-Paper 11 ¬† ¬† Polish youth slang¬†¬† Vol. 2019-1(1)-Paper 7 ¬† ¬† Portuguese as a foreign language¬†¬† Vol. 2020-2(4)-Paper 7 ¬† ¬† ¬† positive anxiety Vol. 2023-1(9)-Paper 9¬† positive environment Vol.2023-2(10)-Paper 2¬† postcolonialism¬† ¬†Vol. 2020-1(3)-Paper 5 ¬† ¬† postlingual deafness Vol.2023-2(10)-Paper 11 ¬†post-structuralist research¬†¬† Vol. 2020-2(4)-Paper 10 ¬† ¬† potential of language¬†¬† Vol. 2020-1(3)-Review 10 ¬† ¬† practical activities¬† ¬† Vol. 2020-2(4)-Paper 3 ¬† ¬† practical criticism¬† ¬† Vol. 2020-1(3)-Paper 5 ¬† ¬† practicum¬†¬† Vol. 2021-2(6)-Paper 7 ¬† ¬† PRBI¬† Vol. 2019-1(1)-Paper 13 ¬† ¬† ¬† prelingual deafness Vol.2023-2(10)-Paper 11¬†preparedness of teachers¬†¬† Vol. 2021-2(6)-Paper 7 ¬† ¬† pre-primary school¬† ¬†Vol. 2019-2(2)-Paper 6 ¬† ¬† pre-service teachers‚Äô beliefs¬† ¬† Vol. 2019-2(2)-Paper 8 ¬† ¬† pre-service teachers‚Äô projects¬†¬† Vol. 2019-2(2)-Paper 12 ¬† ¬† preschool education¬† ¬† Vol. 2021-2(6)-Paper 8 ¬† ¬† preschool teachers¬†¬† Vol. 2019-2(2)-Paper 9 ¬† ¬† presentation skills¬† ¬† Vol. 2019-2(2)-Paper 11 ¬† ¬† primary education¬† Vol. 2022-1(7)-Paper 3¬† ¬†primary and secondary schools¬†¬† Vol. 2019-2(2)-Paper 1 ¬† ¬† primary school¬†¬† Vol. 2019-1(1)-Paper 9¬† Vol. 2022-2(8)-Paper 3¬†¬† primary students’ language learning Vol.2023-2(10)-Paper 6prioritizing affect Vol. 2023-19)¬† problem solving¬†¬† Vol. 2019-1(1)-Paper 8¬† productive language development¬† ¬† Vol. 2022-2(8)-Paper 3¬† productive skills¬†¬† Vol. 2020-1(3)-Review 10 ¬† ¬† professional action competence¬†¬† Vol. 2019-2(2)-Paper 8 ¬† ¬† ¬†professional career¬†¬† Vol. 2019-2(2)-Paper 7 ¬† ¬† professional identity¬† ¬† Vol. 2021-2(6)-Paper 5 ¬† ¬† Professional Music Education, English in¬† ¬† Vol. 2021-2(6)-Paper 2 ¬† ¬† professional well-being¬†¬† Vol. 2021-2(6)-Paper 6, Vol. 2021-2(6)-Paper 7 ¬† ¬† progressive/modern themes in class activities/feedback/TTT/rapport¬† ¬† Vol. 2021-1(5)-Paper 2 (T) ¬† ¬† prosody expression Vol.2023-2(10)-Paper 11 ¬†psychological well-being¬†¬†Vol. 2023-1(9)-Paper 8 ¬†psychometric properties¬† ¬†Vol. 2019-1(1)-Paper 13 ¬† ¬† publishing¬†¬† Vol. 2020-1(3)-Paper 6

R

rapport, student-instructor¬†¬† Vol. 2021-1(5)-Paper 2 ¬† ¬† readability of leveled books¬†¬† Vol. 2020-1(3)-Paper 6 ¬† ¬† reading achievements¬† Vol. 2022-1(7)-Paper 2 ¬†reading belief inventory¬†¬† Vol. 2019-1(1)-Paper 13 ¬† ¬† reading comprehension¬†¬† Vol. 2019-1(1)-Paper 10 ¬† ¬† ¬† Vol. 2022-2(8)-Paper 8¬† reading to learn¬† Vol. 2022-1(7)-Paper 7¬† receptive skills¬†¬† Vol. 2020-1(3)-Review 10 ¬† ¬† reciprocity between one‚Äôs language and identity¬† ¬†Vol. 2020-2(4)-Introduction ¬† ¬† ¬† re-conceptualizing the knowledge base¬† Vol. 2023-1(9)-Paper 4 reliance of education on language¬†¬† Vol. 2021-1(5)-Introduction ¬† ¬† reluctance to speak¬†¬† Vol. 2021-2(6)-Report 3 ¬† ¬† representation of Arabic and English language in culture, media and education ¬† Vol. 2019-1(1)-Paper 6 (F) ¬† ¬† remote teaching¬†¬† Vol. 2021-2(6)-Paper 2 ¬† ¬† resistance¬†¬† Vol. 2020-1(3)-Paper 4 ¬† ¬† reshaping one‚Äôs identity with language¬† ¬† Vol. 2020-2(4) ¬† ¬† ¬†resilience¬† Vol. 2023-1(9)-Paper 5¬† respecting students’ emotions Vol.2023-2(10)-Paper 2role of English as a foreign language¬†¬† Vol. 2019-2(2)-Paper 7 ¬† ¬† role of language instructor¬†¬† Vol. 2020-2(4)-Paper 3¬† ruler approach¬† Vol. 2022-1(7)-Paper 3¬†

S

sacrum and profanumVol.2023-2(10)-Paper 13   school administrators Vol. 2019-1(1)-Paper 3     school achievement    Vol. 2019-1(1)-Paper 10     school books    Vol. 2019-1(1)-Paper 10     school enrivronment Vol.2023-2(10)-Paper 6  school leaders   Vol. 2020-1(3)-Paper 4     school literacy   Vol. 2019-2(2)-Paper 9     school setting Vol. 2022-1(7)-Paper 9schooling, language and    ERL Journal’s Scope Major     school principals’ inclination towards introducing CLIL classes    Vol. 2019-1(1)-Paper 3 (T)     school principals’ inclination towards investment in teachers     Vol. 2019-1(1)-Paper 3 (T)    Scope Major   Vol. 2019-1(1)-Introduction     Scope Minor   Vol. 2019-1(1)-Introduction     secondary schools   Vol. 2019-1(1)-Paper 3     second dimension of teacher’s speech as spoken discourse    Vol. 2020-1(3)-Paper 1 (T)     second dimension of written discourse in teacher books    Vol. 2020-1(3)-Paper 1 (T)     second language and culture integrated teaching    Vol. 2020-2(4)-Paper 3     second language acquisition methodology   Vol. 2021-1(5)-Paper 2     self-efficacy   Vol. 2020-1(3)-Paper 3      self-esteem  Vol. 2023-1(9)-Paper 2 semantic number    Vol. 2020-1(3)-Paper 2     semantics   Vol. 2020-1(3)-Paper 2     sense of belonging to the Arabic and English ethnolinguistic communities   Vol. 2019-1(1)-Paper 6 (F)     sensory sound-symbolism   Vol. 2020-2(4)-Paper 1      shadowing Vol. 2023-1(9)-Paper 9  shaping one’s identity with language    Vol. 2020-2(4)     shift in teachers’ orientation    Vol. 2021-2(6)-Introduction (F)     sign language teaching    Vol. 2021-2(6)-Paper 9     size of estimated vocabulary by age   Vol. 2019-1(1)-Paper 10 (T)     Skype    Vol. 2019-2(2)-Paper 3     SLA    Vol. 2020-2(4)-Paper 10     slang   Vol. 2019-1(1)-Paper 7     Slovak teachers    Vol. 2019-2(2)-Review 13     social apps used for communication    Vol. 2019-2(2)-Paper 4 (F)     social change  Vol. 2019-2(2)-Paper 5     socialization  Vol. 2022-1(7)-Paper 9   socialization, language   Vol. 2021-2(6)-Paper 9     social media   Vol. 2019-1(1)-Paper 4     social-emotional aspect  Vol. 2021-2(6)-Report 4       social-emotional skills  Vol. 2023-1(9)-Paper 4 social-emotional development  Vol. 2022-1(7)-Paper 3   sociolect   Vol. 2019-1(1)-Paper 7     sociosemiotics   Vol. 2019-1(1)-Paper 9       sojourn   Vol. 2023-1(9)-Paper 8 solidarity  Vol. 2023-1(9)-Paper 1  solving activities    Vol. 2019-1(1)-Paper 8     sound-colour associations   Vol. 2020-2(4)-Paper 1 (G)     sound-motion associations   Vol. 2020-2(4)-Paper 1 (G)     sound-symbolism   Vol. 2020-2(4)-Paper 1     Spain   Vol. 2019-2(2)-Paper 5     speaking    Vol. 2021-1(5)-Paper 8     speaking in the classroom   Vol. 2021-2(6)-Report 3     speaking skills   Vol. 2019-1(1)-Paper 8     specific teaching tools  Vol. 2022-1(7)-Paper 3  speech prosody Vol.2023-2(10)-Paper 11  spelling   Vol. 2019-1(1)-Paper 11     spoken language    Vol. 2019-1(1)-Section III spoken academic discourse  Vol. 2022-1(7)-Paper 1    S-S communication via comments and a status, examples   Vol. 2019-2(2)-Paper 10 (F)     S-T and S-S communication via Facebook group, examples   Vol. 2019-2(2)-Paper 10 (F)     S-T communication via comments and statuses, examples   Vol. 2019-2(2)-Paper 10 (F)     S-T communication via private messages, examples   Vol. 2019-2(2)-Paper 10 (F)     stories Vol. 2023-1(9)-Paper 2  story draft, sample   Vol. 2020-1(3)-Paper 6 (F)     strokes   Vol. 2021-1(5)-Introduction    Vol. 2022-1(7)Introduction struggling student Vol.2023-2(10)-Paper 10 student emotional well-being   Vol. 2021-2(6)-Paper 1     student feelings during online classes/presentations and discussions/exams   Vol. 2021-2(6)-Paper 1 (F)     student-instructor rapport   Vol. 2021-1(5)-Paper 2     student personal experience with online education    Vol. 2021-2(6)-Paper 1 (F)     students’ personal reasons for positive/negative online education experience    Vol. 2021-2(6)-Paper 1 (F)     student preference for future learning environment   Vol. 2021-2(6)-Paper 1 (F)     student preferences re. in-person/online instruction    Vol. 2021-1(5)-Paper 2 (T)     student-teacher communication   Vol. 2019-2(2)-Paper 10     student-student communication   Vol. 2019-2(2)-Paper 10      Sunday school  Vol. 2022-1(7)-Paper 6   supporting well-being    Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 2     survey   Vol. 2019-1(1)-Paper 3     sustainable development    Vol. 2020-2(4)-Review 12     SWOT analysis    Vol. 2021-2(6)-Paper 7 (T)     symbolic pain   Vol. 2020-2(4)-Paper 10  systemic functional linguistics  Vol. 2022-1(7)-Paper 7  

T

talk as performance   Vol. 2021-1(5)-Paper 8     target culture   Vol. 2020-2(4)-Paper 3     task-based learning  Vol. 2020-1(3)-Paper 9     teacher attrition   Vol. 2021-2(6)-Paper 6        teacher awareness   Vol. 2023-1(9)-Paper 5 teacher beliefs   Vol. 2019-2(2)-Paper 8     teacher education    Vol. 2019-2(2)-Paper 12     teacher qualification and its promotion in secondary schools     Vol. 2019-1(1)-Paper 3 (T)     teachers’ behaviour in offline and online education    Vol. 2021-2(6)-Paper 5 (T)     teachers’ cognition in offline and online education    Vol. 2021-2(6)-Paper 5 (T)       teacher identity  Vol. 2023-1(9)-Paper 11 teachers’ identity responses   Vol. 2021-2(6)-Paper 5     teachers’ linguistic, and professional offline and virtual identity   Vol. 2021-2(6)-Paper 5 (T)     teachers’ opinions   Vol. 2021-2(6)-Paper 8     teachers’ perceptions   Vol. 2019-2(2)-Paper 9     teacher’s professional competence   Vol. 2019-1(1)-Paper 3     teachers’ professional offline and online identities    Vol. 2021-2(6)-Paper 5     teachers’ self-perception in offline and online education   Vol. 2021-2(6)-Paper 5 (T)     teachers’ speech   Vol. 2020-1(3)-Paper 1     teachers’ speech in offline and online classes   Vol. 2021-2(6)-Paper 5 (T)     teachers’ thoughts on students seeing them in offline and online education    Vol. 2021-2(6)-Paper 5 (T)     teachers’ views on language activities    Vol. 2021-2(6)-Paper 8     teachers’ well-being    Vol. 2021-2(6)-Paper 5     teachers’ writing in offline and online classes   Vol. 2021-2(6)-Paper 5 (T)     teacher talking time   Vol. 2021-1(5)-Paper 2     teacher university preparation    Vol. 2021-2(6)-Paper 7     teacher well-being   Vol. 2021-2(6)-Paper 6     teaching dead languages   Vol. 2021-1(5)-Paper 5     teaching English as a foreign language   Vol. 2019-2(2)-Paper 12     teaching foreign language   Vol. 2019-2(2)-Paper 1     teaching listening   Vol. 2020-1(3)-Paper 9     teaching methodology   Vol. 2020-1(3)-Paper 9, Vol. 2021-2(6)-Paper 2     teaching of language    Vol. 2021-2(6)-Paper 8     teaching practice   Vol. 2021-2(6)-Paper 7     teaching reading    Vol. 2020-1(3)-Paper 9     teaching target culture   Vol. 2020-2(4)-Paper 3     teaching visual language   Vol. 2021-2(6)-Paper 9      team teaching  Vol. 2022-1(7)-Paper 8    teamwork  Vol. 2022-1(7)-Paper 8    techniques for teaching Business English   Vol. 2020-1(3)-Paper 8     TEFL   Vol. 2020-1(3)-Paper 7, Vol. 2021-1(5)-Paper 8     tensions between authoring texts and readability   Vol. 2020-1(3)-Paper 6     test-teach-test   Vol. 2020-1(3)-Paper 9     text production   Vol. 2019-1(1)-Paper 9      texttbook texts  Vol. 2022-2(8)-Paper 11   theoretical and practical aspects of team teaching  Vol. 2022-1(7)-Paper 8    think-aloud  Vol. 2022-2(8)-Paper 11  thinking, language    ERL Journal’s Scope Minor     top-down strategies   Vol. 2020-1(3)-Paper 7      toys  Vol. 2022-2(8)-Paper 9    traditional teaching   Vol. 2021-1(5)-Paper 2     traditional themes in classroom activities/feedback/TTT/rapport     Vol. 2021-1(5)-Paper 2 (T)       transition from monolingual to multilingual teaching model  Vol. 2022-1(7)-Paper 5  translation and interpreting studies    Vol. 2021-2(6)-Paper 1     translation students Vol.2023-2(10)-Paper 12 transversal competences   Vol. 2020-2(4)-Review 12  turbulent time  Vol. 2022-2(8)  Turkish trainees  Vol. 2023-1(9)-Paper 11  typology of discourse markers   Vol.. 2022-1(7)-Paper 1   

U

Ukraine  Vol. 2022-2(8)-Paper 5   Ukrainian    Vol. 2022-1(7)-Paper 6   Ukrainians   Vol. 2022-2(8)-Paper 5    Ukrainian Sunday school  Vol. 2022-1(7)-Paper 6   universal emotions  Vol.2023-2(10)-Paper 9  university preparation, teacher Vol. 2021-2(6)-Paper 7     university preparatory class   Vol. 2019-2(2)-Paper 7   university setting  Vol. 2022-1(7)-Paper 1    university students   Vol. 2019-2(2)-Paper 10, Vol. 2020-1(3)-Paper 3

V

verb and adverb systems in English    Vol. 2020-2(4)-Paper 8     virtual conference   Vol. 2020-1(3)-Report 11     virtual identity   Vol. 2021-2(6)-Paper 5     virtual reality   Vol. 2019-1(1)-Paper 5     visual language teaching and learning    Vol. 2021-2(6)-Paper 9     vocabulary   Vol. 2019-1(1)-Paper 10     vocabulary acquisition    Vol. 2020-1(3)-Paper 8     vocabulary teaching    Vol. 2020-1(3)-Paper 8     VR  see: virtual reality

W

weaponisation of language   Vol. 2019-1(1)-Paper 4     well-being   Vol. 2021-1(5)-Paper 1, Vol. 2021-2(6)-Paper 6     wellbeing essentials   Vol. 2020-1(3)-Paper 3     West Bank  Vol. 2022-1(7)-Paper 4  WhatsApp   Vol. 2019-2(2)-Paper 4   wordless picture books  Vol. 2022-1(7)-Paper 3   world knowledge    Vol. 2019-2(2)-Paper 7      writing   Vol. 2020-2(4)-Paper 9, Vol. 2021-1(5)-Paper 1   writing instructions  Vol. 2022-2(8)-Paper 3  writing skills   Vol. 2019-1(1)-Paper 12     written discourse   Vol. 2020-1(3)-Paper 1     written language    Vol. 2019-1(1)-Section IV 

Y

youth    Vol. 2019-1(1)-Paper 7