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


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


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


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’ 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’s 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


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


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’ 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’ 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


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


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


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


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


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


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


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 


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


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)


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


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’ 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’s 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’ beliefs    Vol. 2019-2(2)-Paper 8     pre-service teachers’ 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


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’s 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’s 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 


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  


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   


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


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


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 


youth    Vol. 2019-1(1)-Paper 7