Below you can find – in the alphabetical order – titles of all the papers, reviews, and reports published in ERL Journal.

By clicking on a given title, you will reach a subpage with the paper you want and all the data you may need for your citations.



A more-than-language approach to inclusion and success of indigenous children in education: reflections on Cambodia’s multilingual education plan (Jessica Ball (University of Victoria, Canada), Mariam Smith (Learning Loop Inc, Swede)) Vol. 2022-2(8); keywords: Multilingual education, Cambodia, culturally sustaining pedagogy, multiculturalism, Indigenous children

Affect behind the use of anglicisms among adolescents in North Macedonia – causes and consequences – Izabela Celevska (Ss Cyril and Methodius University, North Macedonia), Biljana Naumoska-Sarakinska (Ss Cyril and Methodius University, North Macedonia) Vol. 2023-1(9); keywords: anglicisms, adolescents, loanwords, language planning, language use, affect

An analysis of the interplay between affective and cognitive components of teacher identity among Turkish native and non-native EFL in-service trainees – H. Kübra Er (Erzurum Technical University, Turkey), Emel Küçükali (Dokuz Eylül University, Turkey) Vol. 2023-1(9); keywords: native vs. non-native EFL instructors, teacher identity, EFL in-service trainees

An analysis on university preparatory class students’ views about role of English as a foreign language on world knowledge, education and professional career (Yasin Turan (Abdullah Gul University, Turkey)) Vol. 2019-2(2); keywords: foreign languages, English, world knowledge, education, professional career

An exploratory study on application of WhatsApp for enhancing language learning skills in multicultural environment (Muskan Solanki (Sanchi University of Buddhist-Indic Studies, Barla, India), Naveen Kumar Mehta (Sanchi University of Buddhist-Indic Studies, Barla, India), Dharmendra Mehta (Pt JNIBM and HOD S.S. in Commerce, V.U., Ujjain, India)) Vol. 2019-2(2);; keywords: language, learning, multicultural, multilingual, environment, WhatsApp, English

Brain-based learning strategies respecting pupil´s emotions in language learning (Jana Trníková (Constantine the Philosopher University in Nitra, Slovakia)); Vol. 2023-2(10); Keywords: brain-based learning, brain, emotions, positive environment

Child identity development affected by language disorder – A literature review (Paulina Krzeszewska (University of Silesia, Katowice, Poland)) Vol. 2020-2(4); keywords: child identity, identity development, language disorders, language impairment

Combination of picturebooks and toys for development of children’s literacy: advantages and limitations in the context of play-based pedagogy (Vaiva Schoroškienė (Vilnius University, Lithuania)); Vol. 2022-2(8); keywords:picturebooks, play-based pedagogy, linguistic diversity, elementary education, early education

Communication dimension of a Facebook group: first-hand experience from an EAP class (Juraj Datko (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2019-2(2); keywords: Facebook group, student-teacher/student-student communication, teaching/learning English as a foreign language, university student, case study

Content and language integrated learning and teaching in digital class: Latvia experience (Zenta Anspoka (University of Latvia, Latvia); Inese Eglite (University of Latvia, Latvia)) Vol. 2019-1(1); keywords: digital class as a work organization form, content and language integrated learning (CLIL), teacher’s professional competence

Critical secrets: tensions between authoring texts and the readability of leveled books (Tiffany L. Gallagher (Brock University, Canada), Kari-Lynn Winters (Brock University, Canada)) Vol. 2020-1(3); keywords: readability, leveled readers, book authoring, publishing, critical literacy, engagement, identity, agency

Cyberlect in the classroom: dialogical approaches to languages (Tess Maginess (Queen’s University Belfast, Northern Ireland)) Vol. 2019-1(1); keywords: cybelect, dialogical pedagogy, classroom, social media, weaponisation of language

Desire, freedom, and pain in English learners’ emotional responses to SLA: A holistic look at English learners’ multilingual identity construction (Adrienn Fekete (University of Pécs, Hungary)) Vol. 2020-2(4); keywords: identity, emotions, post-structuralist research, imagination, desire in SLA, symbolic pain, conceptual blending

Developing intеrcultural communicative compеtence – the two sides of the coin (Svetlana Dimitrova-Gyuzeleva (New Bulgarian University, Bulgaria)) Vol. 2019-2(2); keywords: intercultural communicative competence, foreign language education

Digital literacy, digital pedagogy and digital content creation – reflective practice (Nejla Kalajdžisalihović (University of Sarajevo, Bosnia and Herzegovina), Larisa Kasumagić-Kafedžić (University of Sarajevo, Bosnia and Herzegovina), Amira Sadiković (University of Sarajevo, Bosnia and Herzegovina)) Vol. 2022-2(8); keywords: digital literacy, digital pedagogy, digital content creation, interaction hypothesis, reading comprehension

Digital text production as narrative: an analysis of text production in a multilingual classroom at primary school (Anna Lyngfelt (University of Gothenburg, Faculty of Education, Sweden)) Vol. 2019-1(1); keywords: meaning making, literacy processes, multilingualism, narratives, sociosemiotics

Digitally transformed lifelong multilingual language learning: affective processes underlying the development of multilingual competence – Slađana Marić (Faculty of Philosophy, University of Novi Sad) Vol. 2023-1(9); keywords: authentic video content, informal foreign language learning, Italian language, multilingual competence

Educational project children’s opera “Imola”: encompassing multilingual, musicological and pedagogical issues (Slađana Marić (University of Novi Sad, Serbia)); Vol. 2022-2(8); keywords: children’s opera, libretto translations, opera education, storytelling with music, music-linked translation (MLT)

Educational role of language and Polish youth slang – literature review (Anna Dąbrowska (University of Warsaw, Poland)) Vol. 2019-1(1); keywords: educational role of language, youth slang, functions of language, sociolect

ELT written discourse vs. a teacher’s speech: experience of  Critical Discourse Analysis (Mykhail Suknov (Kharkiv National University of Radio Electronics, Ukraine), Nataliia Krynska (Kharkiv National University of Radio Electronics, Ukraine)) Vol. 2020-1(3); keywords: pedagogic discourse, classroom discourse, critical discourse analysis (CDA), written discourse of textbook, teacher’s speech

‘Embedding wellbeing’ in the French language curriculum. How to help first year university students develop their perception of learning,  motivation and self-efficacy (Stéphanie Demont (University of Bristol, United Kingdom), Fabienne Vailes (University of Bristol, United Kingdom)) Vol. 2020-1(3); keywords: self-efficacy, wellbeing essentials, embedding wellbeing in the language curriculum, awareness and attitudes, learning gains

Emotional intelligence for translation and interpreting students (Solzica Popovska (Ss. Cyril and Methodious” University – Skopje, North Macedonia), Milena Sazdovska Pigulovska (Ss. Cyril and Methodious” University – Skopje, North Macedonia)); Vol. 2023-2(10); keywords:emotional intelligence, translation and interpreting, pedagogical aspects, emotion, language

Emotions in Norwegian language debate – Jens Haugan (Inland Norway University of Applied Sciences, Norway) Vol. 2023-1(9); keywords: language attitudes, language debate, emotions, affective filter

Examining teachers’ well-being during the pandemic:a mixed methods study on teachers’ psychological, emotional and identity responses to online education (Adrienn Fekete (University of Pécs)) Vol. 2021-2(6); keywords: linguistic identity, professional identity, virtual identity, online education, teachers, emotions, complex dynamic systems, individual differences

Family language policy in families of Ukrainian origin: maintaining ties to heritage and fostering well-being (Elvira Küün (Narva College of University of Tartu Tallinn University, Estonia)) Vol. 2022-1(7); keywords: family language policy, language ideology, language practice, language management tools, languages of education, Ukrainian Sunday school, Ukrainian

Fear, isolation, anxiety: complex and universal emotions in The Dictionary of Obscure Sorrows (Nejla Kalajdžisalihović (University of Sarajevo, Bosnia and Herzegovina)); Vol. 2023-2(10); keywords: mentalese, new emotions, languages in contact, multilingual dictionary, contemporary English

Fostering function of speaking talk as performance (Božena Horváthová (Constantine the Philosopher University in Nitra, Slovakia), Martina Galbová (Základná škola s materskou školou Žabokreky nad Nitrou, Slovakia)) Vol. 2021-1(5); keywords: adolescent language learner, speaking skill, functions of speaking, talk as performance, TEFL, content analysis, observation, interview

Functions of discourse micro-markers in spoken academic discourse in university setting (Valerija Drozdova (Turiba University, Latvia)) Vol. 2022-1(7); keyword: spoken academic discourse, university setting, English as a medium of instruction, discourse micro-markers

Greek preschool teacher’s views about language activities in early childhood education during Covid‑19. A chance for change? (Zoi Apostolou (University of Patras, Greece), Konstantinos Lavidas (University of Patras, Greece)) Vol. 2021-2(6); keywords: teaching of language, preschool education, teachers’ opinions, pandemic, distance learning, online learning

Holistic approaches to the study of emotions and identity in language learning and use: Complex dynamic systems theory, language ecology, and post-structuralism (Adrienn Fekete (University of Pécs, Hungary)); Vol. 2023-2(10); keywords: emotions, identity, language learning, the psychology of learners, complex dynamic systems theory, language ecology, post-structuralism, holistic approaches, online education, language socialization, the learner’s imagined L2 habitus, online education

Incorporating literature in EFL classroom: attitudes and experiences – Fatima Ejubović (Intenational University of Sarajevo, Bosnia and Herzegovina), Ervin Kovačević (International University of Sarajevo, Bosnia and Herzegovina) Vol. 2023-1(9); keywords: EFL, literature, literary texts, attitudes, experiences, literature integration

Intercultural communication in solving a current global problem: the COVID pandemic (Eva Pechočiaková Svitačová (Slovak University of Agriculture in Nitra, Slovakia)) Vol. 2021-1(5); keywords: COVID pandemic, cultures, multiculturalism, intercultural communication, common good, ethics

(Inter)cultural components in EFL teaching: evidence from pre-service teachers’ projects (Monika Kusiak (Jagiellonian University in Kraków, Poland)) Vol. 2019-2(2); keywords: intercultural communicative competence, teacher education, teaching English as a foreign language

Impact of online education on student emotional well-being (Milena Sazdovska-Pigulovska (Ss. Cyril and Methodius University, North Macedonia)) Vol. 2021-2(6); keywords: online education, distance learning, emotional well-being, emotionally charged words, translation and interpreting studies

Intra-cultural competence assessment: unveiling its influence on efl students’ affect and on their  intercultural competence development (Ahmed Mehdaoui (Ibn Khaldoun University of Tiaret, Algeria)); Vol. 2023-2(10); keywords: assessment, EFL students, intra-cultural competence, affect, intercultural competence development

Investigating the role of affects in additional language learning in the context of mobility through a multimodal autobiographical approach (Krastanka Bozhinova (American University in Bulgaria, Bulgaria); Vol. 2023-2(10); Keywords: additional language, affects, language portrait, migrant literature, mobility, multimodality, plurilingualism

Is COVID-19 forcing ESL instructors to return to more traditional teaching in the second language acquisition methodology? (Emina Lagumdžija (International University of Sarajevo, Bosnia and Herzegovina), Anisa Eminović-Ljevo (International University of Sarajevo, Bosnia and Herzegovina)) Vol. 2021-1(5); in-person instruction, online instructions, modern methodology, traditional methodology, class activities, feedback, teacher talking time, student-instructor rapport

Language, self-esteem, and achievement: mature students’ emotionally incited stories (Andre Kurowski (University of Chichester, United Kingdom), Eva Mikuska (University of Chichester, United Kingdom)) Vol. 2023-1(9); keywords: Isle of Wight, higher education, language, cultural capital, self-esteem, achievement.

Language shaping identity or identity shaping language – a study on sensory sound-symbolism among native Macedonian speakers (Biljana Naumoska-Sarakinska (Ss Cyril and Methodius University, Republic of North Macedonia), Emilija Ribarska (Ss Cyril and Methodius University, Republic of North Macedonia)) Vol. 2020-2(4); keywords: arbitrariness, sound-symbolism, iconicity, form-meaning relations, ideophones

Linguistic effect of focus projection in the ESP classroom: some pedagogical implications (Georgi Dimitrov (Faculty of International Economics and Politics, Bulgaria)); Vol. 2023-2(10); keywords: linguistic affect, emphasis, focus projection, ESP, pedagogical implications

Linguistically diverse students’ perceptions of difficulties with reading and understanding texts in civics (Pantea Rinnemaa (University of Gothenburg, Sweden)); Vol. 2022-2(8); keywords: Second language, reading, textbook texts, think-aloud, civics learning, literacy development

Linguistic diversity and students’ reading achievements in developing countries: a hierarchical linear model analysis using PISA-D data (Jean-Baptiste M.B. Sanfo (The University of Shiga Prefecture, Japan), Abdoul-Karim Soubeiga (Kobe University, Japan), Sanoh Yusuf (Kobe University, Japan)) Vol. 2022-1(7); keywords: linguistic diversity, Blau index, Herfindahl–Hirschman index (HHI), HLM, PISA for development

Linguistic transfer in English as a foreign language in a single free writing task in Polish students with and without dyslexia (Marta Łockiewicz (University of Gdańsk, Poland), Martyna Jaskulska (Derdowski High School in Kartuzy, Poland)) Vol. 2019-1(1); keywords: English as FL, free writing, spelling, grammar, dyslexia, Polish

Literacy assessment – a case study in diagnosing and building a struggling reader’s profile (Abha Gupta (Old Dominion University, U.S.A.)); Vol. 2023-2(10); keywords: literacy assessment, struggling reader, language and literacy, case study, elementary education

Multilingual-sensitive professional action competence and pre-service teachers’ beliefs  – a happy marriage? (Niesen Heike (Goethe University Frankfurt/Main, Germany)) Vol. 2019-2(2); keywords: multilingualism, teacher beliefs, Language Learning Biography

Multicultural education policies in the Spanish region of Castilla La Mancha (Alonso Mateo Gómez (Castilla La Mancha University, Spain), Raquel Bravo Marín (Castilla La Mancha University, Spain)) Vol. 2019-2(2); keywords: multiculturalism, social change, education, educational inclusion

Norwegian linguistic identity through history – from national identity to linguistic individualism (Jens Haugan (Inland Norway University of Applied Sciences, Norway)) Vol. 2020-2(4) ; keywords: language identity, linguistic identity, educational role of language, nationalism, individualism, language history

Parent Reading Belief Inventory: adaption and psychometric properties with a sample of Greek parents (Chrysoula Tsirmpa (University of Patras, Greece), Nektarios Stellakis (University of Patras, Greece), Konstantinos Lavidas (University of Patras, Greece)) Vol. 2019-1(1); keywords: parents’ beliefs, home literacy practices, PRBI, psychometric properties

Pedagogical uses of language focused on music to support linguistic wellbeing during emergency remote teaching (Slađana Marić (University of Novi Sad, Serbia)) Vol. 2021-2(6); keywords: digital resources, English in Professional Music Education (EPME), linguistic wellbeing, music-related vocabulary, teaching methodology

Pedagogical uses of writing to support well-being: lessons from the COVID-19 pandemic (Robert P. Yagelski (University at Albany, SUNY, USA)) Vol. 2021-1(5); writing, language, pedagogy, well-being

Peer learning: mentoring in a Portuguese as a foreign language course (Antónia Estrela (Polytechnic Institute of Lisbon/Linguistics Research Centre of NOVA University Lisbon, Portugal), Patrícia Santos Ferreira (Polytechnic Institute of Lisbon, Portugal), Ana Boléo (Polytechnic Institute of Lisbon/ Setúbal School of Education (ESE – IPS), Portugal)) Vol. 2020-2(4); keywords: mentoring, Portuguese as foreign language, Erasmus program

Positive anxiety as an affective component of shadowing in language learning and use – Daniela Feistritzer (Language Department (Porsgrunn Upper Secondary School), Norway) Vol. 2023-1(9); keywords: second/foreign language learning, shadowing, positive anxiety, deep learning, listening and oral skills

Practical activities and their theoretical background in second language and culture integrated teaching (Giuli Shabashvili (Tbilisi State University, Georgia), Ketevan Gochitashvili (Tbilisi State University and University Geomedi, Georgia)) Vol. 2020-2(4); keywords: Culture, teaching target culture, l2 teaching, role of language instructor, practical activities for l2 teaching

Preparedness of future English teachers as a prerequisite of their professional well-being (Elena Kovacikova (Constantine the Philosopher University in Nitra, Slovakia), Jana Hartanska (Constantine the Philosopher University in Nitra, Slovakia)); keywords: English teacher university preparation, teaching practice, practicum, case study

Preschool and first grade teachers’ perceptions on working together to enhance literacy (Zoi Apostolou (University of Patras, Grece), Nektarios Stellakis (University of Patras, Grece)) Vol. 2019-2(2); keywords: literacy, kindergarten, primary school, teachers’ perceptions, co-operation, literacy learning practices, early literacy, school literacy

Productive language development in Polish and Icelandic classroom activities: The diversity of language context in the digital world (Sigríður Ólafsdóttir (University of Iceland, Iceland)), Paula Budzyńska (Nicolaus Copernicus University in Toruń, Poland)); Vol. 2022-2(8); keywords: primary school, literacy, oral skills, discussions, writing instruction, classroom practices

Promoting EFL learners’ exposure to multiculturalism using Skype in the classroom – a case study (Khang D. Nguyen (Can Tho University, Vietnam), Van T. T. Phan (Can Tho University, Vietnam)) Vol. 2019-2(2); keywords: multiculturalism, Skype in the classroom, language teaching and learning

Pros and cons of teaching dead languages to black screens (Jens Haugan (Inland Norway University of Applied Sciences, Norway)) Vol. 2021-1(5); keywords: language teaching, language learning, online teaching, online learning, Covid

Prosody expression in prelingually- and postlingually- implanted deaf adults (Helena Liwo (Ateneum Academy in Gdańsk, Poland)); Vol. 2023-2(10); keywords: speech prosody, prelingual and postlingual deafness, cochlear implant

Re-conceptualizing the knowledge base for non-native language teachers to cope with negative emotions – Xiaojun Kong (Independent researcher), Chenkai Chi (University of Windsor, Canada) Vol. 2023-1(9);  keywords: emotions, social-emotional skills, language teacher education, knowledge base, non-native teachers

Seamus Heaney’s ‘Hermit Songs’:  An education in the nexus of identity and language (Tess Maginess (Queen’s University, Belfast, Northern Ireland)) Vol. 2020-1(3); keywords: Heaney, practical criticism, education and identity, language and identity, postcolonialism

Secondary schools’ administration perspective on content and language integrated learning: the case of Lithuania (Loreta Andziulienė (Vytautas Magnus University, VLithuania), Daiva Verikaitė-Gaigalienė (Vytautas Magnus University, Lithuania)) Vol. 2019-1(1); keywords: CLIL, bilingual education, secondary schools, school administrators, survey

Semantic number in relation to English language learner awareness (Aneta Naumoska (Ss. Cyril and Methodius University, North Macedonia)) Vol. 2020-1(3); keywords: semantics, number, agreement, countability, accuracy, EFL, ELT

Social-emotional development of learners in primary level of education through “reading” wordless picture books (Ivana Horváthová (Constantine The Philosopher University in Nitra, Slovakia)) Vol. 2022-1(7); kewords: social-emotional development, primary education, wordless picture book, demonstration, English lessons, specific teaching tools, narrative approach

Some techniques for teaching business English vocabulary (Dilyan Gatev (University of National and World Economy Sofia, Bulgaria) Vol. 2020-1(3); keywords: English for specific purposes (ESP), business English, vocabulary teaching and acquisition

Supporting linguistically and culturally diverse English language learners by integrating first language (Chenkai Chi (University of Windsor, Canada), Zhuozheng Fu (The University of Melbourne, Australia), Yuhan Xiang (China Jiliang University, China)); Vol. 2022-2(8); keywords:First Language, English language learning, English through the Arts, gamification, mobile apps

Systemic functional linguistics and inclusivity in the classroom (Rini Singh (English and Foreign Languages University, Hyderabad, India)) Vol. 2022-1(7); keywords: systemic functional linguistics, inclusivity in the language classroom, genre-based pedagogy, reading to learn, language teaching

Systems fail, technology disappoints, and relying on optimism is not enough: A short analysis of teacher wellbeing and digital learning solutions (Ervin Kovačević (International University of Sarajevo, Bosnia and Herzegovina)) Vol. 2021-2(6); keywords: education systems, online education, teacher attrition, wellbeing, COVID-19

Teaching English in Palestine: Building trusting relationships by centering humanity (Anita Bright (Portland State University, USA/ Bethlehem University, Palestine), Mary Goodrich (Al Quds Open University, Palestine), Caroline Purcell (Mount St. Mary’s University Seminary, USA), Kimberly Ilosvay (Palestine Polytechnic University, Palestine)) Vol. 2023-1(9); keywords: Palestine, affective, relationships, solidarity, occupation

Teaching foreign languages by means of CLIL in selected European countries (Jana Luprichová (University of Ss. Cyril and Methodius in Trnava, Slovakia)) Vol. 2019-2(2); keywords: CLIL, primary and secondary schools, multiculturalism, diversity, good CLIL practice

The applicability of English language teaching methods to other subjects (Parwiz Hussain (British Council, Afghanistan)) Vol. 2020-1(3); keywords: teaching methodology, English language, applicability, other contexts, test-teach-test, task-based learning, teaching listening, teaching reading, jigsaw reading

The creation of multimodal texts of adult English language learners in a Canadian university – A case study (Chenkai Chi (University of Windsor, Canada), Terry Sefton (University of Windsor, Canada)) Vol. 2020-2(4); keywords: multimodal texts, international education, English language learning, language and identity, artefact elicitation

The educational role of language in experiences with virtual reality (Slađana Marić (University of Novi Sad, Serbia)) Vol. 2019-1(1); keywords: educational landscape, digital learning environments, language-learning experience, language spaces, virtual reality (VR)

The emotional dimension of language propaganda in Polish children’s songs (Małgorzata Pilecka (Ateneum Academy in Gdańsk, Poland)); Vol. 2023-2(10); keywords: children’s songs, linguistic worldview, language propaganda

The ethnolinguistic vitality of Arabic in the Australian multicultural landscape (Gemma Tarpey-Brown (Deakin University, Melbourne, Australia), Abdel-Hakeem Kasem (Deakin University, Melbourne, Australia))  Vol. 2019-1(1); keywords: ethnolinguistic, ethnolinguistic vitality, Arabic, Arab community, multiculturalism

The impact of language socialization in the context of family, education, and sojourn on emotional, psychological, and identity responses to language learning – Adrienn Fekete (University of Pécs, Hungary) Vol. 2023-1(9); keywords: language ecology, language socialization, identity, emotions, bilingualism, multilingualism, multicultural classrooms, psychological well-being, language learning, sojourn, classroom research

The importance of teacher awareness of student mental health in the EFL classroom – Aneta Naumoska (Ss. Cyril and Methodius University, North Macedonia), Ivona Smilevska (Ss. Cyril and Methodius University, North Macedonia) Vol. 2023-1(9); keywords: mental health, bullying, resilience, students, awareness, EFL classroom

The language of dissent – how school leaders adjust to policy change (Andre Kurowski (University of Chichester, United Kingdom)) Vol. 2020-1(3); keywords: discourse, new public management, grounded theory, resistance

The NMET impact on the English writing of mainland Chinese students (Linda Lin (The Hong Kong Polytechnic University, Hong Kong)) Vol. 2019-1(1); keywords: NMET, writing skills, assessments, negative impact, English learning in China

The role of the lexicon of school books in school achievement (Valéria Juhász (University of Szeged, Hungary)) Vol. 2019-1(1); keywords: vocabulary, lexicon of school books, reading comprehension, learning abilities

Theoretical and practical aspects of team teaching (Soňa Grofčíková (Constantine the Philosopher University in Nitra, Slovakia), Jana Trníková (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2022-1(7); keywords: team teaching, teamwork, collaboration, action research, lesson planning

Theoretical presumptions of learning a foreign language through global citizenship development at pre-primary school (Vaida Žegunienė (Klaipėda University, Lithuania)) Vol. 2019-2(2); keywords: language learning, foreign language, global citizenship education, global citizen, pre-primary education, pre-primary school aged children

The role of everyday stressors on primary students´ language learning (Sona Grofcikova (Constantine the Philosopher University in Nitra, Slovakia)); Vol. 2023-2(10); keywords: emotions and stress, younger students, school environment, foreign language learning, coping methods

Ukrainians in Polish Schools (Carol Schmid (Guilford Technical Community College)) Vol. 2022-2(8); keywords: inclusive education, education policy, Poland, Ukraine, European Union 

Unveiling the multifaceted impact of literature in the EFL classroom: a comparative study on cognitive and affective benefits (Katarína Devečková (Constantine the Philosopher University in Nitra, Slovakia)); Vol. 2023-2(10); Keywords: literature, EFL classroom, language knowledge, cultural awareness, critical thinking development, affective impact

Use of monologues, games and problem solving activities for development of speaking skills (Klaudia Pavlikova (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2019-1(1); keywords: foreign language education, speaking, monologues, games, problem solving activities, action research

Using English in presentation skills for personal and professional endeavors in the multicultural setting (Naveen Kumar Mehta (Sanchi University of Buddhist-Indic Studies, Barla, India), Dharmendra Mehta (Vikram University, Ujjain, India)) Vol. 2019-2(2); keywords: presentation, professional, communication, language, education, management

Using podcasts to support learners` positive attitude to listening comprehension in TEFL (Božena Horváthová (Constantine the Philosopher University in Nitra, Slovakia), Katarína Krištofovičová (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2020-1(3); keywords: TEFL, listening comprehension, intensive and extensive listening, podcasts, bottom-up and top-down strategies, action research

Ways and needs of transition from monolingual to multilingual teaching model in the Georgian education system (Kakha Gabunia (Tbilisi State University, Georgia), Ketevan Gochitashvili (Geomedi, Ivane Javakhishvili Tbilisi State University, Georgia), Giuli Shabashvili (Tbilisi State University, Georgia) Vol. 2022-1(7); keywords: ethnic minority, bilingual education, integration

When the linguistic L1 context is linguistic diversity – Norwegian language policy and education (Jens Haugan (Inland University of Applied Sciences, Norway)) Vol. 2022-2(8); keywords:linguistic diversity, L1 learning, L1 teaching, L1 diversity, language planning, language policy

“Why are you here?” A hearing instructor’s journey into a deaf community of practice and discussions of family language policies (Tijana Hirsch (Wingate Academic College, Israel), Orly Kayam (Wingate Academic College, Israel)) Vol. 2021-2(6); keywords: language socialization; deaf culture; sign language teaching; family language policy; language in institutions of higher learning; linguistic diversity; linguistic inclusivity; visual language teaching and learning


Convergence of ESP with other disciplines – a book review (Dragana Božić Lenard (Josip Juraj Strossmayer University of Osijek, Croatia)) Vol. 2019-1(1)

Creating a favourable language identity through grammar accuracy enhancement. The Verb and Adverb Systems in English – A book review (Mira Milić (University of Novi Sad, Serbia)) Vol. 2020-2(4)

Developing the potential of language and non-language courses, or on the significance of listening, speaking, reading and writing in education – a review of joint publication Educational Role of Language Skills (Klaudia Emanuela Gajewska (Maria Curie-Sklodowska University, Poland)) Vol. 2020-1(3)

English for fire science students – a book review (Petra Čančová (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2019-2(2)

Foreign language anxiety – an issue of (Czech) Slovak teachers – critical review (Gabriela Mikulová (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2019-2(2)

In the search of a language pedagogical paradigm, Michał Daszkiewicz and Anna Dąbrowska (Eds.), Krakow: Impuls, 2020, 288 p.  – A book review (Sabina Halupka-Rešetar (University of Novi Sad, Serbia)) Vol. 2020-2(4)

Non-natives writing for Anglo-American journals: Challenges and urgent needs – A book review (Monika Kusiak-Pisowacka (Jagiellonian University in Kraków, Poland)) Vol. 2020-2(4)

Review of FOHLC Europe 2023 conference: “Harvesting support for heritage language education: How to seek and maximize resources” (Renata Emilsson Peskova (University of Iceland, Iceland),Gisi Cannizzaro (Heritage Language Education Network, Netherlands)); Vol. 2023-2(10)

Towards diversity in language education through “Teaching and researching English for Specific Purposes” – a book review (Monika Kusiak-Pisowacka (Jagiellonian University in Kraków, Poland)) Vol. 2022-2(8)

Transversal competences in education for sustainable development and international solidarity – A book review (Alina Reșceanu (University of Craiova, Romania)) Vol. 2020-2(4)


A virtual conference: the first of its kind for ERLA – a personal account (Kim Muir (University of Derby, United Kingdom)) Vol. 2020-1(3)

Body: between sacrum and profanum – a report (Małgorzata Karczewska (University of Zielona Góra, Poland), Ewa Tichoniuk-Wawrowicz (University of Zielona Góra, Poland)); Vol. 2023-2(1)

Challenges of diversity in languages: the dilemma of using English as a medium of learning in Nigeria (Francis Salawu Ozaomata (National University of Political Science and Public Administration in Bucharest,  (Romania)) Vol. 2022-2(8)

Coming together at a distance: How language researchers across the globe met for the 1st Educational Role of Language online Session “Language and Teacher Language Identity” – A report (Alison L. Bailey (University of California, Los Angeles, USA)) Vol. 2020-2(4)

Educational role of language – past, present and future visions? (Elena Kováčiková (Constantine the Philosopher University in Nitra, Slovakia)) Vol. 2019-1(1)

Emotions, orientations and intentions for linguistic variations:  Guide for language teaching – a report – Edlynne Fabian-Perona (Bulacan State University, Philippines) Vol. 2023-1(9)

EFL students’ reluctance to speak in the classroom — a lesson not learned? (Thoralf Tews (Leibniz University of Hannover, Germany)) Vol. 2021-2(6)

Emotions in language learning and use – 6th International Pedagogical and Linguistic Conference, Ulm University, Germany – Helena Liwo (Ateneum Academy in Gdańsk, Poland) Vol. 2023-1(9)

English language instruction in a multilingual and multicultural academic setting: Introspections and perspectives (Luisito M. Nanquil (Bulacan State University, Philippines)) Vol. 2022-1(7)

Fostering diversity of teaching practices and the role of language for specific purposes (Piršl Tea (University of Niš, Serbia), Piršl Danica (University of Niš, Serbia)) Vol. 2022-2(8)

Hegel on diversity or why an insight in contradictions is important (Arno Boudry (University of Ghent, Belgium)) Vol. 2022-2(8)

Layers of the linguistic landscape in the West Bank: observations and questions on the roles of language in Palestine (Anita Bright (Portland State University, USA; Fulbright Scholar at Bethlehem University, Palestinian Occupied Territories)) Vol. 2022-1(7)

Learning language online – interaction without interaction (Laura Gusić (Josip Juraj Strossmayer University of Osijek, Croatia)) Vol. 2021-1(5)

Let us talk: shaping linguistic well-being through differentiated tasks and conversation – report (Luisito M. Nanquil (Bulacan State University, Philippines)) Vol. 2021-2(6)

PhD data collection challenges due to the Covid-19 crisis – a report (Gabriela Nedelkoska (AUE – FON University, Republic of North Macedonia)) Vol. 2021-1(5)

Teaching literacy in multilingual settings: diversity and opportunity (Luisito M. Nanquil (Bulacan State University, Philippines)) Vol. 2022-2(8)

The role of communication and collaboration in English language teaching during uncertain times – report (Luisito M. Nanquil (Graduate School, Bulacan State University, the Philippines)) Vol. 2021-1(5)