Volume 2023-1(9), 183 pages

* Intro
* Contents
* Authors
* Reviewers


Linguistic education getting emotional

Affect comes into play much earlier and much stronger than most language users imagine. Its salience and dominance have now long been recognised by neuroscientists and psychologists, who have stressed that affect not only accompanies but, most importantly and surprisingly, precedes our decisions, determines our choices, drives our perception, and, as such, constitutes a fundamental component of our identities and personalities. In the light of this central position of affect in what we do, it is rather odd or even detrimental that, as recent ERL studies have shown, linguistic education has remained preoccupied with the spheres of actions and cognition far more than with students’ emotions (and beliefs). Even the times of the COVID-19 pandemic (addressed earlier in the sequence of ERL Journal’s volumes) have not brought about any marked change in this respect, although the educational circumstances created by teachers’ and learners’ remote work did offer an opportunity to accentuate emotions (as well as the approach to education and language which all of them hold). In other words – to put it in terms we have applied under the ERL framework, the teaching of languages has still been focused much more on the questions What can students do with language(s)? and How do students understand (the world through) language(s)? than on the question How do students feel about language(s)? (or What do students think of language(s)?). Whilst questions concerning, for instance, using and understanding words, phrases or texts are commonplace, those relating to feelings or views concerning the language elements learnt (be it How do you feel about this sentence? or What’s your attitude to this word?) are in most educational settings few and far between. Not striking a balance between the former (psychomotor and cognitive) and the latter two (affective and axiological) domains stands in stark contrast to contemporary psychological knowledge and can be argued to bring numerous detrimental effects, with a waste of time caused by the non-observance of students’ emotions being only one example of that.

We – meaning the entire ERL framework, particularly ERL Association as ERL Journal’s published – enter into what we have recently come to refer to as Cycle 2, centred around an individual learner and covering the years 2023-2026. Having completed Cycle 1 (2019-2022, ERL Journal’s Volumes 1-8), which have led us to the development and examination of the ERL premises presented by the graphic below, we now adopt pedagogical lenses and put the learner in the ERL limelight, so to speak. This focus of this year’s volumes (9 and 10) is the affective (emotional) side of language learning and use, to be followed in the forthcoming three years by issues addressing – in line with ERLA’s yearly foci – beliefs (axiological domain), activity (psychomotor domain), and thinking (cognitive domain). This four-strand sequence is pedagogically and psychologically motivated: it is after recognition of students’ emotions/feelings and beliefs (values, views) that we can, being well informed on these two underlying strata, properly work on students’ actions (behaviours), knowledge and reasoning. The four-domain perspective has reflected the rationale of the so-called multilateral education and, in the ERL framework, has traditionally constituted the grounds of the (informal) ERL Network (not to be confused with (formal) ERL Association) and its ‘Scope Minor’ outlined at the end of the volume. We encourage all those readers of our journal whose work or interest pertain to any of the strands included in that Scope to share their expertise with us by submitting a paper or by assisting us in any of the other ERL activities – for the benefit of all for whom languages and linguistic education matter.

It is marked interdisciplinarity that ensues from Cycle 2’s agenda: in order to properly examine the affective component of linguistic education, we need to seek the relevant expertise of psychologists, psycholinguists, neurolinguists, and other specialists researching a wide range of issues falling into this strand and including motivation, willingness to communicate, self-confidence, language anxiety, etc. By the same token, throughout the forthcoming years and respective volumes we shall be resorting to numerous fields and subdisciplines that will help us sufficiently account for students’ beliefs, actions, and reasoning, and the further or deeper we go, the more interconnections will follow. Hence, whilst this year (in Volumes 9 and 10) we will be focusing on the central dimension of affect (per se), in the following years and volumes we will be building upon earlier reflections and findings: (in the year 2024) students’ beliefs will be addressed through the prism and in combination with their affective side, (in the year 2025) their linguistic activity will be considered jointly with affect and beliefs, and, finally, (in the year 2026) Cycle 2 will close with the cognitive dimension of students’ linguistic development analysed through the triple filter of affect, beliefs, and language actions.

This volume of ERL Journal gathers papers (and two reports) divided into two sections: ‘Prioritising affect’, where the emotional dimension is – quite explicitly – delineated as the central, underlying, or mentally crucial, and ‘Building upon affect’, where the themes pertaining to feelings and emotions (such as positive anxiety, emotional experiences, or psychological well-being) acquire a secondary, auxiliary, or complementary status. Such a twofold status of affect assigned by this publication can be seen as reflective of teachers’ two types of skills: first, their abilities to appreciate students’ feelings and emotions so as to understand their approach to language learning and use, and, second, their capability of incorporating familiarity with affect (observing and reducing negative emotions, on the one hand, and boosting and capitalising on positive emotions, on the other hand) throughout classroom instruction and beyond. As our Readers will see, the texts included in this volume have been written in various contexts and apply to diversified geographical locations, which we choose to see as a great merit of the volume since it shows affect to be of paramount importance in linguistic education worldwide. We hope to be offering a very pleasant read for the audience, some of whom may be eager to submit to the next volume (also pertaining to the affective side of language and of linguistic education) and/or contribute to the next years’ ERLA foci or ERL Journal’s respective volumes.

Educational Role of Language – 4 Fundamental Premises



1. Anita Bright, Mary Goodrich, Caroline Purcell, Kimberly Ilosvay – Teaching English in Palestine: Building trusting relationships by centering humanity

FULL Article (PDF)

2. Andre Kurowski, Eva Mikuska – Language, self-esteem, and achievement: mature students’ emotionally incited stories 

FULL Article (PDF)

3. Jens Haugan – Emotions in Norwegian language debate 

FULL Article (PDF)

4. Xiaojun Kong, Chenkai Chi – Re-conceptualizing the knowledge base for non-native language teachers to cope with negative emotions 

FULL Article (PDF)

5. Aneta Naumoska, Ivona Smilevska – The importance of teacher awareness of student mental health in the EFL classroom 

FULL Article (PDF)

6. Izabela Celevska, Biljana Naumoska-Sarakinska – Affect behind the use of anglicisms among adolescents in North Macedonia – causes and consequences 

FULL Article (PDF)

7. Helena Liwo – Emotions in language learning and use – 6th International Pedagogical and Linguistic Conference, Ulm University, Germany 

FULL Article (PDF)


8. Adrienn Fekete – The impact of language socialization in the context of family, education, and sojourn on emotional, psychological, and identity responses to language learning 

FULL Article (PDF)

9. Daniela Feistritzer – Positive anxiety as an affective component of shadowing in language learning and use 

FULL Article (PDF)

10. Slađana Marić – Digitally transformed lifelong multilingual language learning: affective processes underlying the development of multilingual competence 

FULL Article (PDF)

11. Haticetül Kübra Er, Emel Küçükali – An analysis of the interplay between affective and cognitive components of teacher identity among Turkish native and non-native EFL in-service trainees’ 

FULL Article (PDF)

12. Fatima Ejubović, Ervin Kovačević – Incorporating literature in EFL classroom: attitudes and experiences 

FULL Article (PDF)

13. Edlynne Fabian-Perona – Emotions, orientations and intentions for linguistic variations:  Guide for language teaching – a report 

FULL Article (PDF)


List of Volume 2023-1(9) Authors

List of Volume 2023-1(9) Reviewers 

ERL Journal – Scope Major 

ERL Journal – Scope Minor 



Anita Bright USA, Portland State University, College of Education.  Anita Bright, Ph.D. is a Professor in the Department of Curriculum and Instruction, and serves as the Program Coordinator for the ESOL Endorsement. During the 2022-24 academic years, she is a Senior Fulbright Scholar at Bethlehem University in Bethlehem, in the Palestinian Occupied Territories. Her ongoing projects engage Critical Race Theory, and explore power, privilege, and the ways educators conceptualize ideas of social justice. Further, her work highlights the ways educators address systemic inequities, including racism, sexism, classism, linguicism, and their intersections.

Izabela Celevska REPUBLIC OF N. MACEDONIA, Ss Cyril and Methodius University, Faculty of Philology. Izabela Celevska holds a BA in English Language and Literature and an MA in Philology Studies, specifically, in English Linguistics. She teaches Modern English Language to sophomores enrolled at the Department of English Language and Literature, at the “Blaze Koneski” Faculty of Philology, Ss Cyril and Methodius University in Skopje, Republic of N. Macedonia. Her key interests are in the field of English grammar and linguistics, particularly in the areas of lexicology, word formation, and contrastive analysis, among others.

Chenkai Chi Canada, University of Windsor. Chenkai Chi is a PhD Candidate in Educational Studies, Faculty of Education, University of Windsor. He won SSRHC Doctoral Fellowship and Ontario Graduate Scholarship (OGS). His research interests include teacher education and professional development, mathematics education, literacy education, curriculum studies, and West-East Reciprocal Learning. He was a Research Assistant in Xu and Connelly’s SSHRC Partnership Grant Project (2013-2020) and is a Research Assistant in Xu’s Canada Research Chair program (2019-2024). He is also a Research Associate at University of Western Ontario in Sirek and Sefton’s SSHRC Insight Program (2023-2024).

Fatima Ejubović BOSNIA AND HERZEGOVINA, International University of Sarajevo (IUS), Faculty of Arts and Social Sciences. She teaches Academic English and Effective Communication, and Critical Reading and Writing courses to undergraduate freshman students at IUS. Her research interests include the intersection of literature and EFL (English as a Foreign Language) instruction, the role of storytelling in enhancing the learning process, and the application of neuroscience principles in the field of EFL instruction.

Edlynne Fabian-Perona PHILIPPINES, Bulacan State University. Fabian-Perona is a PhD candidate in English Language Studies at Bulacan State University and currently serves as an Assistant Research Coordinator at the Maritime Academy of Asia and the Pacific. She has presented research papers both locally and internationally, with her work concentrating on curriculum and instructional development, second language acquisition, and collaborative learning.

Adrienn Fekete HUNGARY, University of Pécs, Faculty of Humanities and Social Sciences, Institute of English Studies. Adrienn Fekete is an English applied linguist and Assistant Professor at the University of Pécs in Hungary. Her research interests include psychological, emotional and identity responses to language learning, linguacultural identities, the psychology of online and offline education drawing on complex dynamic systems theory, and intercultural communication. Her courses focus on teaching methodology, intercultural communication, individual differences in second language acquisition, research methodology, educational drama, and translation studies.

Daniela Feistritzer NORWAY, Porsgrunn Videregående Skole, Language Department. MA in conference interpreting (University of Vienna). Conference interpreter and language teacher. Key interests are functional language learning and use, shadowing, double attention between L1, L2, L3 etc. and the role of emotions in language learning and use.

Mary Goodrich USA. Mary is currently a US Department of State English Language Fellow based at Al Quds Open University (QOU)  in West Bank, Palestine. Mary is a certified teacher with master's degrees in both TESOL and Literacy, with over 25 years’ experience in the field of education.  Her most recent positions include teaching EAP at Gonzaga University in Spokane, WA, and in community-based programs for refugees’ elders.  Along with other teaching duties at QOU, she facilitates productive skills workshops for undergraduates and leads professional development opportunities for colleagues in her community.

Jens Haugan NORWAY, Inland Norway University of Applied Sciences, Faculty of Education, Department of Humanities. PhD (doctor artium) in Norwegian/Nordic linguistics. Working as a docent with research mainly related to the role of Nynorsk (‘New Norwegian’) in education and society. Main research association and network: Educational Role of Language.

Kimberly Ilosvay USA. Kimberly is urrently an English Language Fellow at Palestine Polytechnic University, Hebron, Palestine Territories, English Department. In addition to serving as a Fellow, Kimberly Ilosvay is currently a Global Fulbright Scholar in Belfast and Ecuador working on programing for inclusive education and intercultural partnerships. She has experience working in preschool through adult education focusing on literacy, ESOL, and neuroeducation. Her research interests include language acquisition and intercultural dialogue and exchange.

Xiaojun Kong CHINA, independent researcher. Xiaojun received her degree of Master of Education in Language and Literacies Education from University of Toronto. She received her degree of Master of Professional Education in Multiliteracies Education from the University of Western Ontario. She received her degree of Master of Arts in Marketing from Durham University. She has been teaching (International English Language Testing System) IELTS since 2010. Her research interests are teacher education, interdisciplinary curriculum design and second language teaching methodologies.

Ervin Kovačević BOSNIA AND HERZEGOVINA, International University of Sarajevo (IUS), Faculty of Arts and Social Sciences. Ervin is a professor of applied linguistics in the English Language and Literature Program at IUS. He is the author of Teaching Adult Language Learners: Enhancing Personal Methodologies. His other publications usually explore relationships between ID variables and linguistic output.

Haticetül Kübra Er TURKEY, Erzurum Technical University. Haticetül has been teaching English for 12 years. She got her B.A, MA, PH.D degree in English Language Teaching. She completed her Ph.D. degree in English Language Teaching at Yeditepe University in 2021. Among her areas of interest are Academic Writing, L2 Writing, Assessing L2 Writing, Teaching English to Adult Learners, Motivation, Drama, ESP, Approaches to Teaching Skills. During her Professional career, she has participated and presented in many international ELT conferences. She also has received some training certificates such as, Teacher Education/Teacher Trainer (Sabancı University) and Dyslexia Trainer (Freud Universitat/Ministry of Turkish Education). She is currently working as an Assistant Professor at the School of Foreign Languages in Erzurum Technical University, Turkey.

Emel Küçükali TURKEY, Dokuz Eylül University. Emel has been teaching English for 16 years. She got her B.A. and Ph.D. degree in English Language Teaching. She completed her Ph.D. degree in English Language Teaching at Yeditepe University in 2021. Among her areas of interest are Academic Writing, Multi Languagism, Translanguaism, ESP, Teacher Education. During her professional career, she has participated and presented in many international ELT conferences and published articles in the field of English Language Teaching. She is currently working as an English Instructors at the School of Foreign Languages in Dokuz Eylül University, Turkey.

Andre Kurowski United Kingdom, University of Chichester, Institute of Education and Social Sciences. Andre has a BSc (Hons) in Sociology, a BA (Hons) in Post Compulsory Education, and an MA in Leadership and Management. Andre achieved his PhD in Educational Policy and School Leadership from the University of Chichester. Andre is a Senior Lecturer on Childhood Studies programs with specialisms in social science and management, and coordinator of a Level 6 Top up program in Early Childhood. Andre has worked in a variety of educational settings, and has a wide range of experience working with young people in other capacities. Andre is currently involved with research into mature female students on childcare programs. Andre’s primary interests are the social and cultural aspects of language.

Helena Liwo Poland, Ateneum Academy in Gdańsk, Faculty of Educational Studies. She has a PhD of social sciences in the field of pedagogy, Assistant Professor at the Faculty of Educational Studies at Ateneum Academy in Gdańsk. Her research interests focus on issues of language communication and its disorders, as well as the situation of people with disabilities in the context of social discourse. She is a specialist in surdologopaedics and actively engages in speech disorder therapy at the PZG (Polish Deaf Association) Specialist Centre for Diagnosis and Therapy of Children and Teenagers with Hearing Loss in Gdańsk.

Slađana (Jelica) Marić SERBIA, University of Novi Sad (UNS), Faculty of Philosophy, Research Associate in Social Sciences – Pedagogy. Three Secondary Music School state degrees in Piano Performance, Music Theory and Opera. Graduated in Music Pedagogy at the Academy of Arts (UNS) and in English Language Philology at the Faculty of Law and Business Studies “Dr Lazar Vrtakić” in Novi Sad. Doctoral Degree in Teaching Methodology at the Faculty of Philosophy, University of Novi Sad. Her main research interests are in the fields of Social Sciences (Education – Pedagogy) and Humanities (Languages and Music Arts): teaching methodology (online pedagogy, learning experience, instructional design), the educational role of languages, intersections of music and languages in education, multi/plurilingual research and pedagogy (multilingualism, second/foreign language teaching and learning (SLA/FLA), English Language Teaching (ELT), English in Professional Music Education (EPME)). Slađana Marić has published more than twenty research articles in peer-reviewed journals and international publications and presented research studies at major international conferences (USA, Cyprus, Czech Republic, Greece, Malta, Poland and Serbia).

Eva Mikuska United Kingdom, University of Chichester, Institute of Education and Social Sciences. Currently works at the University of Chichester as a Senior Lecturer and Program Leader; she gained MA LTHE in 2012 and EdD in 2021 and became a Senior Fellow Higher Education Academy (SFHEA) in 2021. Her research interest focuses on exploring the role of emotion in professional practices in addition to examining gender discourses in the Early Childhood Education Care field. She is a trustee for TACTYC Association for Professional Development in Early Years, co-chair for Research Knowledge Strategy Group, ECSDN network.

Aneta Naumoska  NORTH MACEDONIA, Ss. Cyril and Methodius University, Blaze Koneski Faculty of Philology, Department of English Language and Literature. Assistant Professor in Linguistics. Key interests: grammatical categories (gender, number) in connection to ELT; the intersection between language and culture; EFL materials development. Created the first bilingual dictionary (English-Macedonian and vice versa) as a mobile app ( She co-authored three Business English coursebooks for University students.

Biljana Naumoska-Sarakinska REPUBLIC OF N. MACEDONIA, Ss Cyril and Methodius University, Faculty of Philology. Biljana Naumoska-Sarakinska, PhD, is an Associate Professor at the Department of English Language and Literature, at the Faculty of Philology within the Ss Cyril and Methodius University in Skopje, the Republic of N. Macedonia. Her key interests are in the field of English grammar and linguistics, in the areas of semantics, word formation, morphology, lexicology, as well as ESP – Business English. She teaches a number of core and elective courses at the undergraduate level of studies, including Modern English, Semantics, Business English Communication and Correspondence, as well as Business English at the Faculty of Economy, within the same University. At this level of studies, she is engaged as visiting professor at the Faculty in Novi Sad. At the postgraduate level, she teaches Topics in Semantics, where she is also supervisor to MA candidates. At the moment, she is involved in the Erasmus+ (KA2) Project – DAFLS – Developing Applied Foreign Language Skills (Developing multilingual skills training for special purposes), an international project in collaboration with the University in Caen, France, the University in Belgrade, Serbia, and Ss Cyril and Methodius University in Skopje, Republic of N. Macedonia.

Caroline S. Purcell USA, Mount St. Mary’s University Seminary.  Caroline Purcell, MA/MATESOL, is the Program Coordinator of the English Language Program at Mount St. Mary’s University Seminary where she also provides English language instruction. During the 2022-2023 academic year, she is serving as the English Language Fellow at An-Najah National University in Nablus, Palestine, where she teaches writing, reading, conversation, and aural comprehension to undergraduates at An-Najah National University, as well as conducts teacher-training workshops.

Ivona Smilevska NORTH MACEDONIA, Ss. Cyril and Methodius University, Blaze Koneski Faculty of Philology, Department of English Language and Literature. Graduated in 2021. Ivona is working as an EFL teacher in a private language school.


Oumaima Elghazali (Morocco, Mohammed V University)

Antonia Estrela (Portugal, Higher School of Education of the Polytechnic School of Lisbon)

Tatjana Glusac (Serbia, University of Novi Sad)

Yasunari Harada (Japan, Wesada University)

Maria Jodłowiec (Poland, Jagiellonian University in Kraków)

Małgorzata Karczewska (Poland, University of Zielona Góra)

Sonja Kitanovska-Kimovska (North Macedonia, Ss. Cyril and Methodius University)

Agnieszka Łojewska (Poland, Polish Naval Academy of the Heroes of Westerplatte)

Zakaria Othmane (Morocco, Mohammed V University of Rabat)

Zejko Pavic (Croatia, University of Osijek)

Małgorzata Pilecka (Poland, Ateneum Academy in Gdańsk)

Danica Pirsl (Serbia, University of Nis)

Solzica Popovska (North Macedonia, Ss. Cyril and Methodius University)

Alina Reznitskaya (USA, Montclair State University)

Sanja Simel Pranjic (Croatia, University of Osijek)

Nektarios Stellakis (Greece, University of Patras)

Gertrud Tarp (Denmark, Aalborg University)

Alina Tenescu (Romania, University of Craiova)

Silvana Tokic (Croatia, University of Split)