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.

 

PAPERS

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

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

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 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

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

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

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

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

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

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 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 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

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

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

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

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

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

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 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 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 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 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

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

“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

 REVIEWS

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)

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

 REPORTS

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

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)

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

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)

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)