ACTIVE DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION (click to view)
Volume 2025-2(14), 170 pages
* Intro
* Contents
* Authors
* Reviewers
Actions and language co-occurring and boosting one another
With its yearly focus on actions and how they relate to language, ERL Journal is addressing in 2025 the pragmatic dimension of language and of linguistic education. Although the interplay of language and actions gives rise to common expressions and reflections on, say, our doings speaking louder than our words (which expresses a disapproval of empty declarations), or the latter being put into the former (which conveys the idea of converting slogans into genuine deeds), the degree in which they continuously co-occur remains understudied and undervalued both in science and in our everyday life. At the same time, actions tend to derive from our affect and beliefs, which underlies the fact that the 2025 focus follows ERL Journal’s (and ERL Association’s) two earlier foci, in line with the ERL trajectory, on emotional and axiological facets of language and of linguistic education.
Hence, the link between language and actions continues our Cycle 2, devoted to what we refer to as Scope Minor, covering four dimensions (domains) in the education (and functioning altogether) of an individual (student). We can paraphrase the rationale leading up to this third yearly focus by saying that having considered people’s/learners’ beliefs and feelings & emotions, we become sufficiently equipped to be able to understand, diagnose, instruct, and observe their actions, meaning not only their choice of words, the way of building clauses or sentences, the quantity and quantity of texts they happen to produce, but also their non-linguistic performance, based on language in a far less explicit manner. With this year’s focus and its two journal volumes, we foster reflection on what actions languages entail, on the one hand, and on how much and what language there lies or accompanies actions, on the other hand. On the level of observability, actions clearly exceed the other facets comprising Scope Minor (or, in other words, dimensions of an individual’s functioning), i.e. affect, beliefs, and thinking, which does not mean that the link between language and actions is by definition much more directly graspable and comprehensible.
The link between actions and language was the theme of the 8th International Pedagogical and Linguistic ERL Conference subtitled ‘Language in Actions – Actions in Language’, hosted by Adam Mickiewicz University in Poznań (Poland) on 5-6 June 2025. The event attracted papers relating to both the traditional divisions on the pragmatic level of linguistic education and the overall use of language, that is, predominantly, spoken and written language, as well as the currently dominant divide between the human element and digital support in people’s actions. Whether we like it or not, increasingly more tasks are performed by computers and enhanced by artificial intelligence, which on the level of language has far-reaching consequences of a positive and negative character. As a result, multiple linguistic themes, such as bilingualism, translations, story-telling, etc. which have traditionally been associated with linguistic abilities and human uniqueness, now need to be considered through the prism of rapid technological advances, which do not only give rise to various modifications and options, but affect the very essence of language learning, teaching, and daily use. Most interestingly, when we initiated Cycle 2 at the stage of ERL Journal’s 2023 Volumes 9 and 10, things appeared much different and linguistic education was not under such a heavy impact of technology and AI, although it was only two years ago, which is not a long period of time at all.
This volume is highly representative of the different linguistic reality we are facing these days following the above-mentioned phenomena, with the human-vs.-non-human interaction “permeating” the entire issue. The structure is revealed by the title: (shorter) Part 1. The Active Dimension of Language, where we have included papers pertaining to the presence and role of AI, social networks, computational linguistics, and context, is followed by Part 2. The Active Dimension of Linguistic Education, with papers addressing a fine array of facets pertaining to the learning and teaching of languages: enjoyment, activation, collaboration, creativity, pronunciation, and dramatic videos. In both parts, in line with our ERL tradition, we have also included one “non-paper” enriching the volume and injecting another bit of life, so to speak, namely one report and one review, respectively. We hope that this volume sheds some light essentially on two issues: first, how complex the link between language and actions is, and, second, how diversified a field it has always been and is not becoming even richer, with technology and AI generating both unquestionable advances as well as most taxing challenges to students and teachers.
(And one final remark: it is the very first volume in ERL Journal, with regard to which I need to emphatically state as follows: This introduction has NOT been generated by AI, but entirely by a human being. Hopefully, I have managed to render the character of this short text non-AI-like.) .
Educational Role of Language – 4 Fundamental Premises
ACTIVE DIMENSION OF LANGUAGE
3. Asma Merine – Cooperative or misaligned? A conceptual model of the relationship between language, action, and context in linguistic education
5. Małgorzata Karczewska, Ewa Tichoniuk-Wawrowicz – Human, Non-Human, Post-Human – a report
ACTIVE DIMENSION OF LINGUISTIC EDUCATION
7. Richard Hudson – Language education in England and six other countries
8. Philip Abayomi Olorunfemi – Enhancing speaking fluency through collaborative learning: a case study of senior secondary school students of Victory Academy Isua, Ondo State, Nigeria
9. Ei Phyoe Maung – The future of EFL students’ creativity in English writing: thinking, acting, and learning in higher education in the age of AI
10. Viktorie Vršanská, Zdena Kráľová – Active and affective dimensions of pronunciation learning in EFL education
12. Monika Kusiak-Pisowacka – English for University: a selection of exercises for intermediate students – a book review
List of Volume 2025-2(14) Authors
List of Volume 2025-2(14) Reviewers
Jessa Mae A. Dela Cruz orcid.org/0009-0009-4229-862X: PHILIPPINES, Dr. Yanga’s Colleges Inc, Basic Education. Jessa Mae A. Dela Cruz is a faculty member in Basic Education at Dr. Yanga’s Colleges Inc., Bocaue, Bulacan, Central Luzon, Philippines. She holds a Bachelor of Secondary Education major in English from Bulacan State University and is currently pursuing a Master of Arts in Education majoring in English Language Education at the same institution. Her academic interests focus on English language teaching and discourse analysis. Jessa is also an active member of DYCI Toastmasters International, enhancing her communication and leadership skills. jessa.delacruz@dyci.edu.ph
Buket Demirbüken orcid.org/0000-0001-7607-5381: TURKİYE, Marmara University, School of Foreign Languages. BA in Applied Linguistics and English Language Teaching from the Department of English Language Teaching at Middle East Technical University (METU), MA in Applied Linguistics and English Language Teaching from the department of Applied Linguistics and English Language Teaching at Marmara University; currently a PhD candidate in Applied Linguistics and English Language Teaching at Hacettepe University. Academic interests are sociolinguistics, multilingualism and language education. buk.dbuken@gmail.com
Tahar Golea orcid.org/0009-0001-7590-3488: ALGERIA, University of Batna 2, Faculty of Arts and Foreign Languages. Tahar Golea is Senior Lecturer at Department of English Language and Literature. His experience in teaching English as a foreign language started in 1991 at the university of Batna where he held different positions including deputy head of the department of English for five years. Currently, he is an active member of the faculty team in charge of teaching and evaluation quality control. His research covers areas pertaining to didactics of English, educational psychology and language-related issues. t.golea@univ-batna2.dz
Kamile Hamiloğlu orcid.org/0000-0001-5094-8383, TURKIYE, Marmara University, Faculty of Education, Department of Applied Linguistics and English Language Teaching. BA in Applied Linguistics and English Language Teaching from 9 Eylul University, İzmir, Turkiye; MA in Communication from Istanbul University, İstanbul, Turkiye; MA in Educational Sciences from Boğaziçi University, İstanbul, Turkiye, MA in in Applied Linguistics and TESOL from the University of Leicester, Leicester, UK; PhD in Educational Sciences from Boğaziçi University, Istanbul, Turkiye, EdD in Applied Linguistics and TESOL from the University of Leicester, Leicester, UK. Academic interests are curriculum evaluation and design in FLTE/SLTE/ELT, material evaluation and design in FLTE/SLTE/ELT; identity, culture, and critical thinking in FLTE/SLTE/ELT, sociolinguistics. Lead and author of the 2025 National ELT curriculum for primary and secondary education of Turkiye. Editor of ELT books for MoNE of Turkiye. kamilehamiloglu@gmail.com
Martina Hrnić orcid.org/0000-0002-2854-5104: CROATIA, University of Dubrovnik, Foreign language center. She enrolled in the PhD program in Glottodidactics at the Faculty of Humanities and Social Sciences, University of Zagreb, in 2024. She completed postgraduate studies in Conference Interpreting (English and French) at the University of Zagreb (2008–2009), developed in cooperation with the European Commission and the European Parliament. She holds a degree in English and French Language and Literature from the University of Zadar (2000–2006), with additional academic training at the University of Clermont-Ferrand, France (2004). Since 2009, She has been a Senior Lecturer of English at the University of Dubrovnik and have worked as a translator and proofreader for the scientific journals Economic Thought and Practice and Contemporary Mediterranean. She has led and delivered several lifelong learning programs, including English for Life and Work, English Language A1–C1, and English for University Teachers at the University of Dubrovnik. Her academic and professional interests include English for specific purposes, conference interpreting, and presentation skills in English. martina.hrnic@unidu.hr
Richard Hudson orcid.org/0000-0002-0269-6246: UK, UCL, linguistics. After a BA in Modern and Medieval Languages at Cambridge he transferred to SOAS for a PhD on the grammar of an African language – the Beja/Tu Bedawye of the Sudan – for which he used Michael Halliday’s theory. Then he worked for Halliday as a research assistant for six years, which gave him practical experience of textual analysis and also an enthusiasm for building bridges to schools. Just before he left UCL, Hudson joined the teaching staff, and stayed at UCL the rest of his working life, inventing two new theories of language (Daughter-Dependency Theory and Word Grammar) and writing a number of books and articles. He was elected a Fellow of the British Academy in 1992 and retired in 2004, but since 2009, he has been Chair of UKLO, the UK Linguistics Olympiad. r.hudson@ucl.ac.uk
Mikaela Louise P. de Guzman orcid.org/0009-0003-5393-2661: PHILIPPINES, Dr. Yanga’s Colleges Inc., Basic Education. Mikaela Louise De Guzman is a faculty member in the Basic Education Department at Dr. Yanga’s Colleges Inc., Bocaue, Bulacan, Philippines, with service dating from 2019 to the present. She earned a Bachelor of Secondary Education major in English from Dr. Yanga’s Colleges Inc. and is currently pursuing a Master of Arts in Education specializing in English Language Education at Bulacan State University. Her academic interests include English language education and discourse analysis. Mikaela is also actively involved in the DYCI Toastmasters Club as both a full member and officer, where she develops her communication and leadership skills. mikee.deguzman@dyci.edu.ph
Małgorzata Karczewska orcid.org/0000-0002-3265-6042: POLAND, University of Zielona Góra, Faculty of Humanities. Małgorzata is an Assistant Professor in the Department of Modern Languages. She got her PhD in Linguistics (2013) at Adam Mickiewicz University in Poznań. Her key interests are language contacts, loanwords, humor, contrastive phraseology (Polish, English, Italian), teaching English as a global language. She is the author of over 40 publications including a book, two co-edited volumes, 16 chapters and 25 articles in Polish and foreign journals. She has been the co-organizer of Foreign Languages Days since 2015. M.Karczewska@in.uz.zgora.pl
Zdena Kráľová orcid.org/0000-0001-6900-9992: SLOVAK REPUBLIC, Constantine the Philosopher University in Nitra, Faculty of Education. She is a professor, teacher, teacher trainer and researcher in Language Pedagogy at the Department of English Language and Culture, focusing her research broadly on psychological and other aspects of teaching and learning foreign languages. She is an author and co-author of multiple books, including Foreign Language Anxiety (2016). She is currently leading the KEGA 001UKF-4/2024 project and participating in the VEGA 1/0218/24 project. zkralova@ukf.sk
Monika Kusiak-Pisowacka orcid.org/0000-0002-4043-9144: POLAND, Jagiellonian University, Kraków, Faculty of Philology. Professor of English in the Institute of English Studies; Head of the Applied Linguistics and English Language Teaching Section. She teaches courses in research methods and psycholinguistics, and runs MA seminars. Her main research interests include teacher education, metacognition, reading in a foreign language and educational discourse. Her most recent publications include: Reading comprehension in Polish and English: Evidence from an introspective study (2013) and Educational role of language skills (2018) – the latter one coauthored with Michał Daszkiewicz and Ryszard Wenzel. She has also written numerous articles in scholarly journals, co-authored three coursebooks for Polish EFL learners and has written two handbooks for foreign language teacher trainees. monika.kusiak@interia.pl
Ei Phyoe Maung orcid.org/0000-0001-8728-8155: HUNGARY, Eötvös Loránd University, Faculty of Education and Psychology. Ei Phyoe Maung is a PhD candidate at the Doctoral School of Education, Faculty of Education and Psychology, Eötvös Loránd University, Hungary. She is a professional English teacher and teacher educator. Her academic and research interests include motivation in language teaching and learning, innovative pedagogies in English language teaching, academic writing, and curriculum development. She is also particularly interested in the experiences of migrant teachers in international contexts and the role of community support in their access to professional environments. In addition, she is leading several international research projects that explore the professional development and wellbeing of teachers, higher education studies, and academic freedom in global contexts. maung.ei@ppk.elte.hu
Asma Merine orcid.org/0000-0002-5885-5226: ALGERIA, university of Salhi Ahmed, Naama, Faculty of Letters and Languages. I am an Associate Professor in the English Department, where I teach and supervise work in language and pedagogy. My main research interests are English for Specific Purposes, educational research, and the teaching of grammar in higher education contexts. I am particularly interested in how language teaching can be adapted to the needs of specialised fields and professional communication. I am also a member in the Engineering Training and Projects Design Laboratory, which allows me to work at the intersection of language, education, and technical disciplines. merine@cuniv-naama.dz
Philip Abayomi Olorunfemi orcid.org/0009-0000-2092-2406: NIGERIA. He is a distinguished researcher, trainer, and Nigerian poet with a remarkable portfolio of 70 published poems and several academic papers. Holding a Bachelor’s degree in English Language Education from Adeyemi Federal University of Education and a Master’s degree in Language Education from Usmanu Danfodiyo University, Sokoto, he has spent nearly two decades teaching English and English language courses. He is currently pursuing his PhD in English Language Education and Literature. Philip.olorunfemi@landmark-college.org, philipabayomi1@gmail.com
Ewa Tichoniuk-Wawrowicz orcid.org/0000-0003-0844-4880: POLAND, University of Zielona Góra, Faculty of Humanities. Ewa is an Assistant Professor in the Department of Modern Languages. She got her PhD in Literary Studies (2007) at the University of Silesia in Katowice. Her key interests are modern and contemporary Italian literature, emotions, correspondence of the arts, Italian pop/rock music history, narrative medicine. She is the author of 60 publications including a monograph, six edited and co-edited volumes, 11 scientific articles and 42 chapters as author and co-author. She has been the co-organizer of Foreign Languages Days since 2015. e.tichoniuk-wawrowicz@wh.uz.zgora.pl
Viktorie Vršanská orcid.org/0009-0004-4675-2897: SLOVAK REPUBLIC, Constantine the Philosopher University in Nitra, Faculty of Education. She is a PhD student at the Department of English Language and Culture, focusing her dissertation on Motivation for Learning Native-Like English Pronunciation. She is currently involved in the KEGA 001UKF-4/2024 project led by prof. PaedDr. Zdena Kráľová, Ph.D. viktorie.vrsanska@ukf.sk
Volume 2025-2(14) Reviewers
Gabriela Chmelíková (Slovakia, Slovak University of Technology in Bratislava)
Sandra Didović Baranac (Croatia, University of Dubrovnik)
Georgiana Dila (Romania, University of Craiova)
Yamina El Kirat (Morocco, Mohammed V University)
Jelena Filipović (Serbia, University of Belgrade)
Dragana Gak (Serbia, University of Novi Sad)
Rebecca Giles (USA, University of South Alabama)
Abha Gupta (Virginia, Old Dominion University)
Yasunari Harada (Japan, Wesada University)
Ana Jovanović (Serbia, University of Belgrade)
Małgorzata Karczewska (Poland, University of Zielona Góra)
Chahrazad Mouhoubi-Messadh (Algiers, University of Algiers)
Zakaria Othmane (Morocco, Mohammed V University of Rabat)
Žejko Pavic (Croatia, University of Osijek)
Solzica Popovska (North Macedonia, Ss. Cyril and Methodius University)
Marija Sablić (Croatia, University of Osijek)
Goran Schmidt (Croatia, University of Osijek)
Nektarios Stellakis (Greece, University of Patras)
Marija Stevkovska (North Macedonia, International Balkan University)
Ilina Stojanovska (North Macedonia, University American College Skopje)
Gertrud Tarp (Denmark, Aalborg University)
Alina Tenescu (Romania, University of Craiova)
Silvana Tokic (Croatia, University of Split)