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2024To Top

Barkanyi, Zsuzsanna (2024). Ansiedad y aprendizaje virtual / Anxiety and virtual learning. In: Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerzo, Luis eds. La enseñanza del español mediada por tecnología: de la justicia social a la Inteligencia Artificial (IA). Advances in Spanish Language Teaching. London and New York: Routledge (In Press), pp. 160–185.

Hampel, Regine (2024). Ecological perspectives on CALL. In: Hampel, Regine and Stickler, Ursula eds. The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury (In Press).

Pleines, Christine and Vialleton, Elodie (2024). Curriculum design. In: Álvarez, Inma and Fuertes Gutierrez, Mara eds. The Politics of Language Teaching and Learning. Perspectives from Higher Education in the UK. London: John Murray Press (In Press).

Wilton-Godberfforde, Emilia (2024). Mithridate and the temporal contradictions of heroism. In: Hammond, Paul and Hammond, Nicholas eds. Tragedies of Tyranny: Essays on ‘Bajazet’ and ‘Mithridate’. Faux Titre. Leiden: Brill (In Press).

2023To Top

Hubscher-Davidson, Séverine and Lehr, Caroline eds. (2023). The Psychology of Translation: An Interdisciplinary Approach. London: Routledge.

Stickler, Ursula and Emke, Martina eds. (2023). Online Language Teaching: Crises and Creativities. Developing Online Language Pedagogies, 1. London: Castledown.

Álvarez, Inma; Fuertes Gutierrez, Mara and Gallardo Barbarroja, Matilde (2023). Team teaching in languages: a scoping review of approaches and practices in higher education. Innovation in Language Learning and Teaching (Early access).

Angermuller, Johannes (2023). Postfaktischer Diskurs und Wahrheit. Zeitschrift für Diskursforschung, 10(2) pp. 349–357.

Angermuller, Johannes (2023). The analysis of discursive subjects. In: Cap, Piotr ed. Handbook of Political Discourse. Elgar Handbooks in Political Science. Cheltenham: Elgar, pp. 180–203.

Angermuller, Johannes and Blanchard, Philippe (2023). Careers of the Professoriate. Academic pathways of the linguists and sociologists in Germany, France and the UK. London: Palgrave MacMillan.

Angermuller, Johannes and Wroblewska, Marta (2023). “It’s creative stuff!” The REF Impact Agenda and the discursive (re-)positioning of academics. Educational Studies Review, 2(40) pp. 29–54.

Barkanyi, Zsuzsanna and Kiss, Z. G. (2023). Production and perception of voicing contrast in assimilation contexts in Hungarian. Journal of Uralic Linguistics, 2(1) pp. 5–49.

Brash, Bärbel and Strasser, Thomas (2023). Transfer Theorie auf die Praxis: Webtools im mediengestützten Unterricht. In: Methodik-Didaktik-Digital, Egypt, pp. 209–247.

Charitonos, K.; Gillespie, M.; Dancu, L.; O'Malley, O.; Al-Rashid, A.; Martin, S.; Wilding, C.; Graffin, N.; Mutwarasibo, F. and Babjak, M. (2023). Examining transitions to distance and online higher education with students from refugee backgrounds. In: BERA 2023 Conference, 12-14 Sep 2023, Birmingham, UK.

Hampel, Regine (2023). Multilingualism and the Digital Media. In: Chapelle, Carol ed. Encyclopedia of Applied Linguistics. Wiley (In Press).

Hernaiz, Rodrigo (2023). The grammaticalization of manner expressions into complementizers: Insights from Semitic languages. Linguistics: An Interdisciplinary Journal of the Language Sciences (In Press).

Hernaiz Gomez, Rodrigo (2023). Causal clauses as source of sentential complementation: cross-linguistic evidence and methodological issues. Linguistics Vanguard (In Press).

Hubscher-Davidson, Séverine (2023). Emotional skills training – it matters to all language professionals. Chartered Institute of Linguists (CIOL).

Hubscher-Davidson, Séverine (2023). Invited research workshops: ‘Emotion management for translators'. In: Invited Research Workshops, Mar 2023, University of Newcastle.

Hubscher-Davidson, Séverine (2023). Introduction: Expanding and rethinking translation psychology. In: Hubscher-Davidson, Séverine and Lehr, Caroline eds. The Psychology of Translation: An Interdisciplinary Approach. Abingdon: Routledge, pp. 1–8.

Lee, Helen and Hampel, Regine (2023). Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom. Language Learning & Technology, 27(2) pp. 46–71.

Lindeiner-Stráský, Karina von; Pulker, Hélène and Vialleton, Elodie (2023). ‘Moving Your Language Teaching Online’ Toolkit: Teachers’ Early Reflections on their Experience and Skills. In: Stickler, Ursula and Emke, Martina eds. Online Language Teaching: Crises and Creativities. Developing Online Language Pedagogies. London: Castledown.

Martín-Rojo, Luisa; Prego, Gabriela and Tudela, Anna (2023). Sociolinguistics in Spain: From the polycentrism of the field to activist practices in super diverse contexts 1. In: Ball, Martin J.; Mesthrie, Rajend and Meluzzi, Chiara eds. The Routledge Handbook of Sociolinguistics Around the World (2nd Edition). Abingdon, Oxon: Routledge, pp. 550–559.

Özturan, Tuba; Uysal, Hacer Hande and Shrestha, Prithvi N. (2023). An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment. In: Chong, Sin Wang and Reinders, Hayo eds. Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments. Cham: Palgrave Macmillan, pp. 63–79.

Pérez Cavana, Maria Luisa (2023). My foreign body: exploring lived experiences of speaking a foreign language. Language and Intercultural Communication [Early Access].

Pleines, Christine and Kan, Qian (2023). Exploring the use of tutorial recordings for beginner distance learners of Chinese. Journal of China Computer-Assisted Language Learning [Early Access].

Rets, Irina; Coughlan, Tim; Stickler, Ursula and Astruc, Lluïsa (2023). Accessibility of Open Educational Resources: how well are they suited for English learners? Open Learning: The Journal of Open and Distance Learning, 38(1) pp. 38–57.

Satar, Müge; Hauck, Mirjam and Bilki, Zeynep (2023). Multimodal representation in virtual exchange: A social semiotic approach to critical digital literacy. Language Learning & Technology, 27(2) pp. 72–96.

Shi, Lijing and Kan, Qian (2023). Bridging the gap between research and pedagogy: an introduction. Journal of China Computer-Assisted Language Learning [Early Access].

Stickler, Ursula and Emke, Martina (2023). Future-proofing language teaching: How the COVID-19 pandemic has changed our profession. CALICO Journal, 40(2) pp. 137–152.

Strasser, Thomas and Brash, Bärbel (2023). Digital-gestütztes Lehren und Lernen. In: Methodik-Didaktik-Digital, Egypt, pp. 156–180.

Wilton-Godberfforde, Emilia (2023). [Book Review] Rire et comédie: émergence d’un nouveau discours sur les effets du théâtre au xviie siècle. Par Coline Piot. French Studies (Early access).

Wilton-Godberfforde, Emilia (2023). [Book Review] Pierre Du Ryer, Théâtre complet. Sous la direction d’Hélène Baby. Tome ii, édition d’Hélène Baby, Catherine Dumas, Perry Gethner et Sandrine Berrégard. French Studies (Early access).

Wilton-Godberfforde, Emilia (2023). [Book review] Guilt and Extenuation in Tragedy: Variations on Racinian Excuses. By Edward Forman. French Studies (Early access).

Wilton-Godberfforde, Emilia (2023). [Book Review] L’Amour et l’amitié au Grand Siècle. By Delphine Calle, Astrid Van Assche. French Studies

Wilton-Godberfforde, Emilia (2023). Parisian surgeons of the seventeenth century and the disciplinary emergence of modern medicine. In: Chardin, Jean-Jacques; Corneanu, Sorana and Somerset, Richard eds. Ordering Knowledge: Disciplinarity and the Shaping of European Modernity. Presses universitaires de Strasbourg, pp. 209–232.

2022To Top

Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. (2022). Multilingual Education in South Asia: At the Intersection of Policy and Practice. Oxford: Routledge.

Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem (2022). Introduction. In: Adinolfi, Lina; Bhattacharya, Usree and Phyak, Prem eds. Multilingual Education in South Asia: At the Intersection of Policy and Practice. Abingdon: Routledge, pp. 1–3.

Alami, Nael; Albuquerque, Josmario; Ashton, Loye; Elwood, James; Ewoodzie, Kwesi; Hauck, Mirjam; Karam, Joanne; Klimanova, Liudmila; Nasr, Ramona and Satar, Müge (2022). Marginalization and Underrepresentation in Virtual Exchange: Reasons and Remedies. Journal of International Students, 12(S3) pp. 57–76.

Álvarez, Inma; Cobo Palacios, Isabel; Fuertes Gutierrez, Mara and Puntil, Donata (2022). Language teachers and researchers as worldmakers. In: Boyle, Catherine and Kelly, Debra eds. Language Acts and Worldmaking. London: John Murray Learning, pp. 1–40.

Angermuller, Johannes (2022). Les sujets du discours sur le Brexit. Perspectives linguistiques et sociologiques sur la subjectivité. In: SHS Web of Conferences, EDP Sciences, Paris, 138, article no. 01010.

Angermuller, Johannes (2022). Beyond discourse theory in the conspiratorial mode? The critical issue of truth in the age of post-truth. In: Demata, Massimiliano; Zorzi, Virginia and Zottola, Angela eds. Conspiracy Theory Discourses. Discourse Approaches to Politics, Society and Culture (98). Amsterdam: John Benjamins, pp. 489–494.

Barkanyi, Zsuzsanna; Brash, Baerbel and Kotschi, Susan (2022). Foreign Language Speaking Anxiety - PRAXIS Project Report. The Open University.

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2022). A homofóniakerülés hatása a zöngeprodukcióban
[Homophony avoidance in the production of voicing]. Általános Nyelvészeti Tanulmányok(34) pp. 143–168.

Byrne, Steven; Bertran, Aleida and Tudela Isanta, Anna (2022). Continuity and change: language ideologies of Catalan university students. Journal of Multilingual and Multicultural Development (Early Access).

Cross, Simon; Charania, Amina; Wolfenden, Freda; Adinolfi, Lina; Sen, Sohini and Sarkar, Durba (2022). Digital Badges for TPD at scale in the Global South: a framework for implementation and field study in Assam, India. The Open University, Milton Keynes.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2022). Taking in the complete picture: framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, article no. 103597.

Devaux, Jerome and Lee, Robert (2022). Training Interpreters in Legal Settings: Applying Role-Space Theory in the Classroom. In: Brunson, Jeremy ed. Legal Interpreting: Teaching, Research and Practice. Interpreter education (12). Washington, D.C.: Gallaudet University Press, pp. 191–219.

Evans, Ben; Frumkin, Lara; Coopamootoo, Kovila; Jesus, Vitor and Little, Sabine (2022). Digital technologies, power and control: A review of how organisations can empower individuals and communities to develop trust, uphold their privacy and curate their identity in a secure digital environment. University of Manchester.

Helm, Francesca and Hauck, Mirjam (2022). Language, Identity and Positioning in Virtual Exchange. In: Klimanova, Liudmila ed. Identity, Multilingualism and CALL: Responding to New Global Realities. Advances in CALL Research and Practice. Sheffield: Equinox, pp. 24–48.

Hubscher-Davidson, Severine (2022). Invited research seminar: ‘Improving the Emotional Intelligence of Translators with a Training Intervention’, Research Seminar Series, University of Newcastle. In: Research Seminar Series, University of Newcastle, Feb 2022.

Hubscher-Davidson, Severine (2022). Invited Panellist: ‘Multilingualism and COVID-19: Lessons Learned and Looking Forward’, Symposium organised by the Study Group on Language and the UN. In: Symposium organised by the Study Group on Language and the UN, 3-4 May 2022.

Hubscher-Davidson, Séverine (2022). Communicating myriad emotions across cultures: A perspective from translator studies. In: Centre for Translation Studies’ Annual Lecture, 15 Jun 2022, University of Leeds.

Hubscher-Davidson, Séverine (2022). Stress management for professional linguists. In: Invited opening speaker at “Future of the profession” event series, 30 Sep 2022, United Nations Office in Vienna (UNOV).

Hubscher-Davidson, Séverine (2022). Regulating interpersonal emotions in the (translation) workplace. In: Petrilli, Susan and Ji, Meng eds. Intersemiotic Perspectives on Emotions: Translating across Signs, Bodies and Values. Creative, Social and Transnational Perspectives on Translation. London: Routledge, pp. 163–178.

Hultgren, Anna Kristina; Owen, Nathaniel; Shrestha, Prithvi; Kuteeva, Maria and Mezek, Spela (2022). Assessment and English as a medium of instruction: Challenges and Opportunities. Journal of English-Medium Instruction, 1(1) pp. 105–123.

Katz, Silvina and Hubscher-Davidson, Séverine (2022). Hermeneutics as a route to translating auditory aspects of emotion in Silvina Ocampo’s fictional worlds: An analysis of Okno, el esclavo. Yearbook of Translational Hermeneutics, 2 pp. 207–241.

Lewis, Tim; Rienties, Bart and Rets, Irina (2022). Communication, Metacommunication and Intercultural Effectiveness in Virtual Exchange: The Evaluate Project. In: Potolia, Anthippi and Derivry-Plard, Marine eds. Virtual Exchange for Intercultural Language Learning and Teaching: Fostering Communication for the Digital Age. Routledge Research in Language Education. London & New York: Routledge, pp. 133–155.

Luelmo del Castillo, M. J. and Pérez Cavana, M. L. (2022). Are eportfolios effective tools to promote self-regulation? An exploration of students self-perceptions. In: Guillén Riquelme, Alejandro ed. International Handbook of Innovation and Assessment of the Quality of Higher Education and Research. Thomson Reuters.

Milà-Garcia, Alba and Tudela-Isanta, Anna (2022). Lenguas minoritarias y redes sociales: la creación de #estiktokat para contenidos en catalán. Cuadernos Europeos de Deusto(04) pp. 173–202.

Mueller-Hartmann, Andreas and Hauck, Mirjam (2022). Fostering (Critical) digital teaching competence through virtual exchange. In: Kayi-Aydar, Hayriye and Reinhardt, Jonathon eds. Language Teacher Development in Digital Contexts. Language Learning and Language Teaching (57). Philadelphia: John Benjamins, pp. 135–156.

Rets, Irina; Astruc, Lluïsa; Coughlan, Tim and Stickler, Ursula (2022). Approaches to simplifying academic texts in English: English teachers’ views and practices. English for Specific Purposes, 68 pp. 31–46.

Rets, Irina; Stickler, Ursula; Coughlan, Tim and Astruc, Lluïsa (2022). Simplification of open educational resources in English: Its effect on text processing of English learners. In: Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge, pp. 89–102.

Rienties, Bart; Lewis, Tim; O'Dowd, Robert; Rets, Irina and Rogaten, Jekaterina (2022). The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges. Computer Assisted Language Learning, 35(3) pp. 577–603.

Sánchez Moreano, Santiago and Léglise, Isabelle (2022). Spanish-speaking Latin Americans in the market of Cayenne (French Guiana): multilingual practices, fuzzy borders, and social positioning. In: Márquez Reiter, Rosina and Patiño-Santos, Adriana eds. Language Practices and Processes among Latin Americans in Europe. Abingdon: Routledge, pp. 127–149.

Shrestha, Prithvi (2022). Primary English language teaching in Bangladesh: classroom practices and teacher identities. In: Zein, Subhan and Butler, Yuko Goto eds. Teaching English to Young Learners in Asia: Challenges and Directions for Teacher Education. The Routledge Research in Teacher Education. Oxon; New York NY: Routledge, pp. 106–128.

Shrestha, Prithvi and Gautam, Ganga Ram (2022). English language teaching, learning and assessment in Nepal: Policies and practices in the school education system. Kathmandu: British Council.

Stickler, Ursula (2022). Technology and Language Teaching. Elements in Language Teaching. Cambridge: Cambridge University Press.

Stickler, Ursula and Hampel, Regine (2022). Qualitative Research In Online Language Learning: What Can It Do? In: Information Resources Management Association ed. Research Anthology on Remote Teaching and Learning and the Future of Online Education. IGI Global, pp. 174–190.

Tang, Xiaolong and Kan, Qian (2022). Researching Into the Use of Real-Life Materials in Language Learning Apps. In: Xu, Xiaoge ed. Applying Mobile Technologies to Chinese Language Learning. IGI Global, pp. 91–122.

Tudela Isanta, Anna and Milà Garcia, Alba (2022). La presencia del catalán en las plataformas digitales: el caso de Twitch y TikTok. Caracol, 24 pp. 76–109.

Tudela-Isanta, Anna and Arias-Badia, Blanca (2022). El tratamiento del multilingüismo en la traducción audiovisual catalán-español: estudio de caso de Las del hockey [The Treatment of Multilingualism in Catalan-Spanish Audiovisual Translation: A Case Study of The Hockey Girls]. CLINA Revista Interdisciplinaria de Traducción Interpretación y Comunicación Intercultural, 8(1) pp. 31–55.

von Lindeiner-Stráský, Karina; Stickler, Ursula and Winchester, Susanne (2022). Flipping the flipped. The concept of flipped learning in an online teaching environment. Open Learning: The Journal of Open, Distance and e-learning, 37(3) pp. 288–304.

Wilton-Godberfforde, Emilia (2022). Tartuffe in the Post-Truth Era. L'Esprit Créateur, 62(2) pp. 147–161.

Wilton-Godberfforde, Emilia (2022). Mendacity in Racine's Britannicus. In: Hammond, Nicholas and Hammond, Paul eds. Racine's Roman Tragedies: Essays on Britannicus and Bérénice. Faux Titre, 456. Leiden: Brill, pp. 203–217.

Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

2021To Top

Sanchez Moreano, Santiago and Blestel, Élodie eds. (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism, 4. Berlin: Language Science Press.

Angermuller, Johannes (2021). Critique Equals Suffering Plus Society? Towards a New Approach to Critique. Social Epistemology Review and Reply Collective, 10(9) pp. 1–5.

Barkanyi, Zsuzsanna (2021). Motivation, self-efficacy beliefs and speaking anxiety in language MOOCs. ReCALL - Researching Massive Open Online Courses for language teaching and learning, 33(2) pp. 143–160.

Barkanyi, Zsuzsanna (2021). Teaching Spanish Pronunciation Praxis Project Report. The Open University.

Bárkányi, Zsuzsanna and Kiss, Zoltán G. (2021). The perception of voicing contrast in assimilation contexts in minimal pairs: evidence from Hungarian. Acta Linguistica Academica, 68(2) pp. 207–229.

Beavers, Sian and Warnecke, Sylvia (2021). Audience perceptions of historical authenticity in visual media. In: Alvestad, Karl and Houghton, Robert eds. The Middle Ages in Modern Culture: History and Authenticity in Contemporary Medievalism. London: Bloomsbury Academic, pp. 74–89.

Charania, Amina; Wolfenden, Freda; Sarkar, Durba; Cross, Simon; Sen, Sohini and Adinolfi, Lina (2021). Teacher Motivation and Aspiration for Online Mentoring their Fellow Teachers in the COVID Lockdown Period. In: SITE Interactive 2021, 26-28 Oct 2021, Online.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Wolfenden, Freda; Ramchand, Mythili; Sen, Sohini; Paltiwale, Sumegh; Coughlan, Emily; Shende, Satej; Sarkar, Durba; Chatterjee, Ananya and Balli, Omkar (2021). Teachers’ professional learning during and after Covid: A role for open digital badges. The Open University, Milton Keynes, UK.

Devaux, Jerome (2021). Technology in court settings: from a triadic exchange to a tetradic network. In: 7th IATIS Conference: The cultural ecology of translation, 14-17 Sep 2021, Universitat Pompeu Fabra, Barcelona.

Emke, M. and Stickler, U. (2021). Language Learning in Distance Education in Times of Covid-19: Opportunities and Challenges. In: Foreign Language Education in Turkey and European Practices: Developments and Suggestions (Conference Proceedings) (Öztürka, A.; Sağdiç, A.; Tertemiz Arat, E.; Çelik uzun, E. and Yilmaz, M. eds.), pp. 85–89.

Fernández-Toro, Maria and Duensing, Annette (2021). Repositioning peer marking for feedback literacy in higher education. Assessment & Evaluation in Higher Education, 46(8) pp. 1202–1220.

Floriano Ramos, Carmen and Fuertes Gutierrez, Mara (2021). Enfoque AICLE y enseñanza del español en la educación superior británica: perspectivas del profesorado de ELE [Content and Language Integrated Learning (CLIL) and Spanish Language Teaching in British Higher Education: perspectives from language lecturers]. Doblele, 7 pp. 31–49.

Fuertes Gutiérrez, Mara (2021). Translanguaging: navegando entre lenguas – pedagogical translanguaging for multilingual classrooms. In: Beaven, Tita and Rosell-Aguilar, Fernando eds. Innovative language pedagogy report. Research-publishing.net, pp. 29–33.

Fuertes Gutierrez, Mara; Soler Montes, Carlos and Klee, Carol A. (2021). Sociolingüística aplicada a la enseñanza del español / Applied Sociolinguistics in Spanish Language Teaching (SLT). Journal of Spanish Language Teaching, 8(2) pp. 105–113.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2021). Using Reflexive Photography to Investigate Design Affordances for Creativity in Digital Entertainment Games. International Journal of Human-Computer Interaction, 37(9) pp. 867–883.

Hassan, Xavière; Eardley, Annie and Combe, Christelle (2021). Internationalisation at home through virtual exchange: an encounter between distance language learners and trainee language teachers. In: Zoghlami, Naouel; Brudermann, Cédric; Sarré, Cédric; Grosbois, Muriel; Bradley, Linda and Thouësny, Sylvie eds. CALL and professionalisation: short papers from EUROCALL 2021. Research-publishing.net, pp. 112–118.

Hauck, Mirjam; Satar, Muge and Kurek, Malgorzata (2021). Where multimodal literacy meets online language learner autonomy: “Digital resources give us wings”. In: Fuchs, Carolin; Hauck, Mirjam and Dooly, Melinda eds. Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. Educational Linguistics. Springer, pp. 85–111.

Hernaiz, Rodrigo (2021). A Variationist Approach to Orthographic and Phonological Peculiarities of the Language in the Laws of Hammurabi. In: De Graef, Katrien and Goddeeris, Anne eds. Law and (Dis)Order in the Ancient Near East. Rencontre Assyriologique Internationale, 59. Penn State University Press, pp. 117–135.

Hernáiz, Rodrigo (2021). Morphological variation in the Old Babylonian stative paradigm. In: Feliu, Lluís; Millet, Adelina and Vidal, Jordi eds. Fs del Olmo Lete. «Sentido de un empeño». Homenatge a Gregorio del Olmo Lete. Barcelona: Edicions de la Universitat de Barcelona, pp. 235–248.

Hubscher-Davidson, Severine (2021). Emotions and the affective side of Translation and Interpreting. European Society for Translation Studies.

Hubscher-Davidson, Severine (2021). Position statement on translators’ mental health and wellbeing. ITI.

Hubscher-Davidson, Severine (2021). Threlford Memorial Lecture: Psychological Capital and Sustainability in the Language Professions. In: CIOL Online Conference 2021, 11-13 Mar 2021, [Online].

Hubscher-Davidson, Severine (2021). “We are not robots”: On developing the emotional intelligence of translators. In: 7th International Conference on Cognitive Research on Translation and Interpreting, Jun 2021, Durham University, Wuhan University of Technology, and Macau University.

Hubscher-Davidson, Severine (2021). Emotions and the Translation Professions (Organiser & Chair). In: International Online Symposium Emotions and the Translation Professions, May 2021, The Open University.

Hubscher-Davidson, Severine (2021). Psychological capital and well-being in the translation professions. In: 7th IATIS Conference, 14-17 Sep 2021, Barcelona, Spain.

Hubscher-Davidson, Severine (2021). Emotions and Translation. In: Gambier, Yves and Van Doorslaer, Luc eds. Handbook of Translation Studies (HTS). HTS, 5. Amsterdam and Philadelphia: John Benjamins, pp. 53–58.

Hubscher-Davidson, Séverine and Devaux, Jerome (2021). Teaching Translation and Interpreting in Virtual Environments. Journal of Specialised Translation, 36

Hubscher-Davidson, Severine and Lehr, Caroline (2021). Improving the Emotional Intelligence of Translators: A Roadmap for an Experimental Training Intervention. Palgrave Studies in Translating and Interpreting. Cham, Switzerland: Spinger.

Lewis, Tim and Qian, Kan (2021). Designing and Supporting Virtual Exchange: The Case of Chinese–English e-Tandem. Modern Languages Open, 1, article no. 19.

Luelmo del Castillo, Maria Jose and Pérez Cavana, Maria Luisa (2021). Is a self-regulatory eELP the way forward? A reflection on two decades of achievements and failures of the ELP. CEFR Journal – Research and Practice, 3 pp. 6–20.

Owen, Nathaniel; Shrestha, Prithvi and Bax, Stephen (2021). Researching lexical thresholds and lexical profiles across the common European framework of reference for languages (CEFR) levels assessed in the Aptis test. ARAGs Research Reports Online, AR-G/2021(1)

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in Two Contrasting English as a Medium of Instruction Contexts at a University Level. (TOEFL Research Report No. RR-91). Educational Testing Service.

Owen, Nathaniel; Shrestha, Prithvi and Hultgren, Anna Kristina (2021). Researching Academic Reading in two contrasting EMI (English as a Medium of Instruction) university contexts, and implications for the design of EAP reading tests. In: 42nd Language Testing Research Colloquium (LTRC), International Language Testing Association (ILTA).

Pulker, Helene; Stickler, Ursula and Vialleton, Elodie (2021). Well-rounded graduates – what languages can do. In: Plutino, Alessia and Polisca, Elena eds. Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net, pp. 23–35.

Salgado, Luciana Salazar (2021). Entrevista com Johannes Angermuller. Scripta, 25(54) pp. 324–333.

Sanchez Moreano, Santiago (2021). Reseña de Patzelt, Carolin; Spiegel, Carolin; Mutz, Katrin. 2018. Migración y contacto de lenguas en la Romania del siglo XXI / Migration et contact de langues au XXIe siècle. Estudios de lingüística española, 43 pp. 266–283.

Sanchez Moreano, Santiago and Blestel, Élodie (2021). Prácticas lingüísticas heterogéneas: Nuevas perspectivas. In: Sanchez Moreano, Santiago and Blestel, Élodie eds. Prácticas lingüísticasheterogéneas: Nuevas perspectivas para el estudio del español en contacto con lenguas amerindias. Contact and Multilingualism (4). Berlin: Language Science Press, pp. 1–23.

Satar, Muge and Hauck, Mirjam (2021). Exploring Digital Equity in Online Learning Communities (Virtual Exchange). In: de Medeiros, Ana and Kelly, Debra eds. Language Debates - Theory and Reality in Language Learning, Teaching and Research. Language Acts and Worldmaking, 2. London: John Murray Press, pp. 270–290.

Shi, Lijing and Stickler, Ursula (2021). Eyetracking a meeting of minds – teachers’ and students’ joint attention during synchronous online language tutorials. Journal of China Computer-Assisted Language Learning, 1(1) pp. 145–169.

Stickler, Ursula (2021). Investigating language teachers’ ideals in images and interviews. System, 97, article no. 102424.

Szabo, Csaba Z.; Stickler, Ursula and Adinolfi, Lina (2021). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism, 24(10) pp. 1531–1542.

Tang, Jinlan; Kan, Qian; Wang, Na and Hu, Xiaona (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1)

Viana, Vander; Stickler, Ursula and Michael, Maureen (2021). Giving voice to Applied Linguistics from the Global South. System, 96, article no. 102423.

2020To Top

(2020). The psychology of sustainability and psychological capital: new lenses to examine well-being in the translation profession. European Journal of Sustainable Development Research, 4(4), article no. em0127.

Barnden, John and Gargett, Andrew eds. (2020). Producing Figurative Expression: Theoretical, experimental and practical perspectives. Figurative Thought and Language, 10. John Benjamins.

Lallana, Amparo; Hernández Martín, Lourdes and Fuertes Gutierrez, Mara eds. (2020). Five years of ELEUK conferences: a selection of short papers from 2019. Reserch-publishing.net.

Alvarez, Inma., Fuertes Gutiérrez, Mara. and Bárkányi, Zsuzsanna. (2020) Supporting the teaching of pronunciation in the language curriculum. in Ubachs, George (ed.) The Envisioning Report for Empowering Universities (4th Edition). Maastricht, The Netherlands, European Association of Distance Teaching Universities, pp.12-14.

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: from structure to practice. In: De Fina, Anna and Georgakopolou, Alexandra eds. The Cambridge Handbook of Discourse Studies. Cambridge: Cambridge UP, pp. 235–254.

Angermuller, Johannes (2020). Poststructuralist Discourse Studies: From Structure to Practice. In: de Fina, Anna and Georgakopoulou, Alexandra eds. The Cambridge Handbook of Discourse Studies. London: Routledge, pp. 235–254.

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2020). Neutralisation and contrast preservation: Voicing assimilation in Hungarian three-consonant clusters. Linguistic Variation, 20(1) pp. 56–83.

Comas-Quinn, Anna (2020). Experiences of Online Volunteer Translation and Implications for Translation Education. EdD thesis The Open University.

Cross, Simon; Adinolfi, Lina; Charania, Amina; Ramchand, Mythili; Wolfenden, Freda; Sen, Sohini; Paltiwale, Sumegh; Balli, Omkar and Chatterjee, Ananya (2020). Digital Badges for Teacher Professional Development in India: Interim Project Report. The Open University & Tata Institute of Social Sciences.

Culpeper, Jonathan and Kan, Qian (2020). Communicative styles, rapport and student engagement: An online peer mentoring scheme. Applied Linguistics, 41(5) pp. 756–786.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Introducción. Revista de Didáctica Español Lengua Extranjera, 31 III-V.

Fuertes Gutierrez, Mara and García Folgado, María José (2020). Enseñanza de la gramática en ELE: resultados de investigación y nuevas propuestas. MarcoELE, Valencia.

Gagne, Christophe and Wilton-Godberfforde, Emilia (2020). English to French Translation: A Practical Manual. Abingdon: Routledge.

Gargett, Andrew; Firth, Rob and Aletras, Nikolaos (2020). LegalOps: A Summarization Corpus of Legal Opinions. In: 2020 IEEE International Conference on Big Data (Big Data), IEEE, pp. 2117–2120.

Gargett, Andrew and Leung, Tommi (2020). Building the Emirati Arabic FrameNet. In: Proceedings of the International FrameNet Workshop 2020: Towards a Global, Multilingual FrameNet, European Language Resources Association, Marseille, France pp. 70–76.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Player conceptualizations of creativity in digital entertainment games. Convergence: The International Journal of Research into New Media Technologies, 26(5-6) pp. 1226–1247.

Hall, Johanna; Stickler, Ursula; Herodotou, Christothea and Iacovides, Ioanna (2020). Expressivity of Creativity and Creative Design Considerations in Digital Games. Computers in Human Behavior, 105, article no. 106206.

Hauck, Mirjam and Müller-Hartmann, Andreas (2020). Introduction. In: Hauck, Mirjam and Müller-Hartmann, Andreas eds. Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference. Research-publishing.net, pp. 1–10.

Hauck, Mirjam; Müller-Hartmann, Andreas; Rienties, Bart and Rogaten, Jekaterina (2020). Approaches to researching digital-pedagogical competence development in VE-based teacher education. Journal of Virtual Exchange, 3(SI) pp. 5–35.

Hernáiz, Rodrigo (2020). Studies on linguistic and orthographic variation in Old Babylonian letters. Alter Orient und Altes Testament, 465. Münster: Ugarit-Verlag.

Hernaiz Gomez, Rodrigo (2020). The grammaticalization of manner expressions into complementizers: Insights from Semitic languages. In: The grammaticalization of manner expressions into complementizers, 26 Aug - 1 Sep 2020, Bucharest (online).

Hubscher-Davidson, Severine (2020). Translation and the Double Bind of Imaginative Resistance. Translation Studies, 13(3) pp. 251–270.

Hubscher-Davidson, Severine (2020). The impact of COVID-19 on linguists and their mental health. OpenLearn.

Hubscher-Davidson, Severine (2020). Lockdown Teaching, or What Online Teaching is not About. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Hubscher-Davidson, Severine (2020). Language, Health, and Psychology: Exploring the Links. In: Research Seminar Series, University of Coventry, Nov 2020.

Hubscher-Davidson, Severine (2020). Translation as Disturbance: Emotion Management for a Sustainable Profession. In: Translation as Disturbance: Emotion Management for a Sustainable Profession, 18 Nov 2020, [Online].

Hubscher-Davidson, Severine (2020). Designing an experimental training intervention to improve the emotional intelligence of translators. In: 7th CATIC Conference, UCL, 17 Jul - 20 Jul 2021, London, UK.

Hubscher-Davidson, Severine (2020). Ethical Stress in the Translation and Interpreting Professions. In: Koskinen, Kaisa and Pokorn, Nike K. eds. The Routledge Handbook of Translation and Ethics. Routledge Handbooks. Abingdon: Routledge, pp. 415–430.

Hubscher-Davidson, Severine and Devaux, Jerome (2020). Top tips for (a)synchronous sessions – MA in Translations. In: APTIS Webinar Series, Association of UK Programmes in Translation and Interpreting Studies, May 2020, [Online].

Kan, Qian and Tang, Jinlan (2020). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 180–209.

Lewis, Tim (2020). From tandem learning to e-tandem learning: how languages are learnt in tandem exchanges. In: Gola, Sabina; Pierrard, Michel; Tops, Evie and Van Raemdonck, Dan eds. Enseigner et apprendre les langues au XXIe siècle. Méthodes alternatives et nouveaux dispositifs d’accompagnement. GRAMM-R. Brussels: P.I.E. PETER LANG.

Morgana, Valentina and Shrestha, Prithvi N. (2020). Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom. In: Information Resources Management Association ed. Mobile Devices in Education: Breakthroughs in Research and Practice. IGI Global, pp. 881–902.

Pacini, A. M. and Shrestha, P. (2020). Mental Health Interventions for Schools in Nepal: A Scoping Review Protocol. Centre for Open Science Repository.

Pérez Cavana, Maria Luisa (2020). A Teaching Persona. The Linguist, 59(4) pp. 22–23.

Pleines, Christine (2020). Understanding vicarious participation in online language learning. Distance Education, 41(4) pp. 453–471.

Pulker, Hélène and Kukulska-Hulme, Agnes (2020). Openness re-examined: teachers' practices with open educational resources in online language teaching. Distance Education, 41(2) pp. 216–229.

Sánchez Moreano, Santiago (2020). Análisis de la interacción social en contextos de movilidad y de superdiversidad. Iberoromania, 2020(91) pp. 28–51.

Sánchez Moreano, Santiago (2020). Desplazamiento lingüístico y revitalización de repertorios plurilingües en contextos de ciudad. In: Haboud Bumachar, Marleen; Sánchez Avendaño, Carlos and Garcés Velásquez, Fernando eds. Desplazamiento lingüístico y revitalización: reflexiones y metodologías emergentes. Desafíos en la Diversidad collection (2). Quito: Editorial Abya- Yala, pp. 183–214.

Schneider, Stefanie (2020). A critical analysis of the role of intercultural communication in the Common European Framework of Reference for Languages (CEFR) Companion Volume (2020). Journal of Spanish Language Teaching, 7(2) pp. 193–199.

Shrestha, Prithvi (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Cham: Springer.

Shrestha, Prithvi N. (2020). [Book review] From a Trickle to a Torrent: Education, Migration and Social Change in a Himalayan Valley of Nepal. By Geoff Childs and Namgyal Choedup. Mountain Research and Development, 39(3) M1-M2.

Spicer, Barbara (2020). ‘Translating Women: Breaking Borders and Building Bridges in the English-language Book Industry’ IMLR, 31 October–1 November 2019. Journal of Romance Studies, 20(1) pp. 189–191.

Spicer, Barbara (2020). All about Eve: Evolutionary anatomy of a literary translation from first draft to published product through a feminist lens. Postgraduate Research Poster Competition, The Open University.

Stickler, Ursula; Hampel, Regine and Emke, Martina (2020). A developmental framework for online language teaching skills. Australian Journal of Applied Linguistics, 3(1) pp. 133–151.

Stickler, Ursula; Hampel, Regine; Heiser, Sarah; Ernest, Pauline; Hopkins, Joseph; Germain-Rutherford, Aline and Emke, Martina (2020). ReN: Perspectives and Trajectories of the Language Teacher in the 21st Century (TPLang21). International Journal of Applied Linguistics, 30(2) pp. 344–349.

von Lindeiner-Stráský, Karina; Pulker, Hélène; Barkanyi, Zsuzsanna; Pleines, Christine and Vialleton, Elodie (2020). Tookit "Moving your Language Teaching Online". Open Learn Create.

Wolfenden, Freda; Adinolfi, Lina and Cross, Simon (2020). Exploring open digital badges in teacher education: a case study from India. Journal of Learning for Development - JL4D, 7(1) pp. 108–115.

2019To Top

Briz, Antonio; Martínez Alcalde, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. (2019). Estudios lingüísticos en homenaje a Emilio Ridruejo. Valencia: Universitat de València.

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. (2019). New case studies of openness in and beyond the language classroom. research-publishing.net.

Angermuller, Johannes (2019). Catégoriser et positionner les sujets en philosophie: la controverse entre Derrida et Foucault envisagée d’un point de vue sociopragmatique. Argumentation et analyse du discours(22) pp. 1–16.

Angermuller, Johannes (2019). Categorizar e posicionar os sujeitos em filosofia: a controvérsia entre Derrida e Foucault compreendida de um ponto de vista discursivo. Polifonia, 26(43) pp. 332–357.

Angermuller, Johannes (2019). ¿Quien dijo posestructuralismo? La creación de una generación intelectual. Madrid: Dado Ediciones.

Angermuller, Johannes (2019). Análisis del discurso después del estructuralismo. Los enunciados polifónicos en el espacio social. In: Herzog, Benno and Ruiz, Jorge eds. Análisis sociológico del discurso. Enfoques, métodos y procedimientos. Universitat de Valencia, pp. 100–123.

Angermuller, Johannes (2019). Bedeutung festlegen. Die vielen Stimmen der postliberalen Hegemonie in Russland. In: Wiedemann, Thomas and Lohmeier, Christine eds. Diskursanalyse für die Kommunikationswissenschaft: Theorie, Vorgehen, Erweiterungen. Berlin: Springer Fachmedien Wiesbaden, pp. 147–171.

Angermuller, Johannes and Hamann, Julian (2019). The celebrity logics of the academic field. The unequal distribution of citation visibility of Applied Linguistics professors in Germany, France, and the United Kingdom. Journal for Discourse Studies, 1 pp. 77–93.

Angermuller, Johannes and Kollmorgen, Raj (2019). Discourse Approaches. In: Merkel, Wolfgang; Kollmorgen, Raj and Wagener, Hans-Jürgen eds. The Handbook of Political, Social, and Economic Transformation. Oxford: Oxford University Press, pp. 212–220.

Barkanyi, Zsuzsanna and Fuertes Gutiérrez, Mara (2019). Dialectal Variation and Spanish Language Teaching (SLT): Perspectives from the United Kingdom. Journal of Spanish Language Teaching, 6(2) pp. 199–216.

Baroni, Alice; Dooly, Melinda; Garcés García, Pilar; Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Lewis, Tim; Mueller-Hartmann, Andreas; O’Dowd, Robert; Rienties, Bart and Rogaten, Jekaterina (2019). Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment. Research-publishing.net.

Beaven, Tita (2019). 'Your language development': harnessing openness to integrate independent language learning into the curriculum. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 145–156.

Clifford, Elisabeth; Pleines, Christine; Thomas, Hilary and Winchester, Susanne (2019). Learners as teachers? An evaluation of peer interaction and correction in a German language MOOC. In: CALL and complexity – short papers from EUROCALL 2019 (Meunier, F.; Van de Vyver, J.; Bradley, L. and Thouesny, S. eds.), Research-publishing.net, pp. 88–93.

Comas-Quinn, Anna (2019). Using online volunteer translation communities for language learning in formal education. In: Plutino, Alessia; Borthwick, Kate and Corradini, Erika eds. New educational landscapes: innovative perspectives in language learning and technology. research-publishing.net, pp. 41–46.

Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara (2019). Introduction to new case studies of openness in and beyond the language classroom. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New case studies of openness in and beyond the language classroom. Research-publishing.net, pp. 1–8.

Comas-Quinn, Anna and Fuertes Gutierrez, Mara (2019). Working with online communities: translating TED Talks. In: Comas-Quinn, Anna; Beaven, Ana and Sawhill, Barbara eds. New Case Studies of Openness in and beyond the Classroom. research-publishing.net, pp. 101–113.

Cross, Simon; Adinolfi, Lina and Wolfenden, Freda (2019). TESS-India: An approach to supporting teacher development and improving classroom practice. The Open University, Milton Keynes, UK.

Ernest, Pauline; Hopkins, Joseph; Emke, Martina; Germain-Rutherford, Aline; Heiser, Sarah; Robbins, Jackie and Stickler, Ursula (2019). New Media in Language Education. In: Newby, David; Cavalli, Marisa and Heyworth, Frank eds. Changing contexts, evolving competences: 25 years of inspiring innovation in language education. Strasbourg: Council of Europe Publishing, pp. 89–99.

Fernández-Toro, Maria (2019). Multilingualism and musical practices: Singing in “other” languages. In: BAAL Multilingualism SIG Inaugural event, 8 Jul 2019, London.

Fuertes Gutierrez, Mara (2019). El español como lengua extranjera en contextos anglófonos. Propuestas para la reflexión interlingüística. Textos. Didáctica de la Lengua y de la Literatura, 84 pp. 19–25.

Fuertes Gutierrez, Mara (2019). La enseñanza del subjuntivo en el aula de ELE: 1987-2017. In: III International Conference on Teaching Grammar, 22-25 Jan 2019, Valencia (Spain).

Fuertes Gutierrez, Mara (2019). Pedagogical Grammar and Spanish Subjunctive: Findings, Attainments and Challenges. In: Briz, Antonio; Martínez Alcande, María José; Mendizábal, Nieves; Fuertes Gutierrez, Mara; Blas, José Luis and Porcar, Margarita eds. Estudios lingüísticos en homenaje a Emilio Ridruejo. València: Universitat de València, pp. 477–491.

Fuertes Gutierrez, Mara (2019). Español como segunda lengua y como lengua extranjera. In: Ridruejo, Emilio ed. Manual de lingüística española. Manuals of Romance Linguistics (14). Mouton-De Gruyter, pp. 657–684.

Guth, Sarah; Hauck, Mirjam; Helm, Francesca; Hubbard, Phil; Pegrum, Mark and Ohashi, Louise (2019). CALL for help: Critical CALL for diversity, inclusion and sustainability. In: WorldCALL 2018 Conference Proceedings (Barr, David; Bañados, Emerita and Gimeno, Ana eds.), WorldCALL, pp. 76–81.

Hauck, Mirjam (2019). Learning and Teaching Languages in Technology-Mediated Environments: Why Modes and Meaning Making Matter. PhD thesis The Open University.

Hauck, Mirjam (2019). Virtual exchange for (critical) digital literacy skills development. European Journal of Language Policy, 11(2) pp. 187–210.

Hernáiz, Rodrigo (2019). Causal clauses as source for sentential complementation: Methodological issues. In: 24th International Conference on Historical Linguistics (ICHL), 1-5 Jul 2019, The Australian National University, Canberra, Australia.

Hernaiz Gomez, Rodrigo (2019). Language, societies and prestige: royal correspondence in Old Babylonian. In: 65ᵉ Rencontre Assyriologique Internationale (RAI), 8-12 Jul 2019, Collège de France, Paris.

Hubscher-Davidson, Severine (2019). Emotional Intelligence. Chartered Institute of Linguists.

Hubscher-Davidson, Severine (2019). Invited Keynote Speaker. In: Language and Emotion Workshop, 1 Mar 2019, Oxford Brookes University.

Hubscher-Davidson, Severine (2019). Emotional Intelligence and Professional Translation. In: CIOL AGM & Members' Day 2019, 16 Mar 2019, London, CIoL.

Hubscher-Davidson, Severine (2019). Keynote Speaker: Language and Emotion Workshop. In: AHRC Language Acts and Worldmaking Project, 1 Mar 2019, Oxford Brookes University.

Hubscher-Davidson, Severine (2019). Invited expert panel member: ‘Educating the Educators’. In: UK Chapter of Women in Localization, May 2019, London Metropolitan University.

Hubscher-Davidson, Severine (2019). Invited research seminar: ‘Translating Emotions and Emotional Translations’. In: Research Seminar Series, May 2019, ZHAW Zurich University of Applied Sciences, Switzerland.

Hubscher-Davidson, Severine (2019). Keynote Speaker: ‘Translation, Emotion, and Performance’. In: Performing Translation Conference, 21-22 Jun 2019, University College Cork.

Hubscher-Davidson, Severine (2019). When ‘living translation’ causes ethical stress. In: 9th European Society for Translation Studies (EST) Congress, 9-13 Sep 2019, Stellenbosch, South Africa.

Hultgren, Anna Kristina; Owen, Nathaniel and Shrestha, Prithvi (2019). Professional Development in EMI Contexts in the Global North and the Global South: Does one size fit all? In: XVIII AELFE Congress, Spanish Association of Languages for Specific Purposes, 20-21 Jun 2019, University of Navarra, Pamplona, Spain.

Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula and Hampel, Regine (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal, 36(3) pp. 55–81.

Khalil, Betul and Lewis, Timothy (2019). UNDERSTANDING LANGUAGE TEACHER AUTONOMY: A CRITICAL REALIST PERSPECTIVE ON EFL SETTINGS IN TURKEY. International Online Journal of Education and Teaching (IOJET), 6(4) pp. 749–763.

Millonig, Diana; Stickler, Ursula and Coleman, James A. (2019). Young pupils’ perceptions of their foreign language learning lessons: the innovative use of drawings as a research tool. The Language Learning Journal, 47(2) pp. 229–245.

Pérez Cavana, Maria Luisa (2019). Using OneNote as an ePortfolio: Promoting Experiential Learning and Self-regulation. In: ECEL 2019 - Proceedings of the 18th European Conference on e-Learning, Academic Conferences & Publishing International, Reading UK.

Pérez Cavana, Maria Luisa (2019). "When I am teaching German, I put on a persona": Exploring lived experiences of teaching a foreign language. In: Gallardo, Matilde ed. Negotiating Identity in Modern Foreign Language Teaching. London: Palgrave Macmillan.

Pérez Cavana, Maria Luisa and Lowe, Sue (2019). Personal Development Planning (PDP) and ePortfolios: Arranged marriage or true love? In: Ballweg, Sandra and Kühn, Bärbel eds. Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen. Materialien Deutsch als Fremd- und Zweitsprache (MatDaF) (102). Göttingen: Göttingen: Universitätsverlag, pp. 147–170.

Pulker, Hélène (2019). Teacher's Practices through Adaptation of Open Educational Resources for Online Language Teaching. EdD thesis The Open University.

Sanchez Moreano, Santiago (2019). Objets préverbaux dans des constructions transitives en espagnol andin : une analyse plurifactorielle. Faits de Langues, 49(2) pp. 155–182.

Sanchez Moreano, Santiago (2019). Repertorios lingüísticos y representación de la diversidad lingüística en Leticia (Colombia) y su periferia. Visitas al Patio, 13(1) pp. 12–36.

Shi, Lijing and Stickler, Ursula (2019). Using technology to learn to speak Chinese. In: Shei, Chris; McLellan Zikpi, Monica E and Chao, Der-Lin eds. Routledge Handbook of Chinese Language Teaching. London: Routledge, pp. 509–525.

Shrestha, Prithvi and Parry, John (2019). The effect of embedded academic literacy activities on student writing in a distance learning module. In: BALEAP Conference: Innovation, Exploration and Transformation, 12-14 Apr 2019, University of Leeds, BALEAP.

Stickler, Ursula (2019). Silence as a challenge: How online language teachers deal with the void. In: Proceedings WorldCALL 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile pp. 125–128.

Stickler, Ursula and Hampel, Regine (2019). Qualitative Research In Online Language Learning - What Can It Do? International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 9(3), article no. 2.

Turula, Anna; Kurek, Malgorzata and Lewis, Timothy (2019). Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship. Research-publishing.net.

Turula, Anna; Kurek, Malgorzata and Lewis, Timothy (2019). Introduction. In: Turula, Anna; Kurek, Malgorzata and Lewis, Timothy eds. Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship. Research-publishing.net, pp. 1–6.

Wilton-Godberfforde, Emilia (2019). [Book Review] La Pratique du spectateur: la médiation des regards dans le théâtre de Thomas Corneille by Par Gaël Le Chevalier. French Studies, 73(2) pp. 288–289.

Wilton-Godberfforde, Emilia (2019). Memories, Fantasies, and Realities of Death in Racine’s Andromaque. In: Hammond, Nicholas and Harris, Joseph eds. Racine's Andromaque: Absences and Displacements. Faux Titre, 436. Leiden: Brill, Rodopi, pp. 61–78.

Wolfenden, Freda and Adinolfi, Lina (2019). An exploration of agency in the localisation of open educational resources for teacher development. Learning, Media and Technology, 44(3) pp. 327–344.

2018To Top

(2018). Evaluating alignment of student and tutor perspectives on feedback on language learning assignments. Distance Education, 39(4) pp. 548–567.

Barkanyi, Zsuzsanna and Blastik, Santosné eds. (2018). Palabras enlazadas: estudios en homenaje al profesor László Scholz. Szeged: Jate Press.

Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. (2018). Innovative Language Teaching And Learning At University: Integrating Informal Learning Into Formal Language Education. Research-publishing.net.

Adinolfi, L., Link, H., and St John, O. (Eds) (2018) Special issue on the theme: Researchers and practitioners in dialogue, Translation and Translanguaging in Multilingual Contexts, Vol. 4 (3)

Angermuller, Johannes (2018). Accumulating discursive capital, valuating subject positions. From Marx to Foucault. Critical Discourse Studies, 15(4) pp. 414–425.

Angermuller, Johannes (2018). Truth after post-truth: for a Strong Programme in Discourse Studies. Palgrave Communications, 4(1) pp. 1–8.

Angermuller, Johannes (2018). A verdade na era da pós-verdade: por um Programa Forte em Estudos do discurso. REDIS: Revista de Estudos do Discurso, 7 pp. 36–62.

Angermuller, Johannes (2018). Analiza dyskursu „po strukturalizmie”. In: Ostrowicka, Helena ed. Analiza dyskursu w badaniach szkolnictwa wyszego. Warszawa: Sedno, pp. 29–58.

Angermuller, Johannes and van Leeuwen, Thed (2018). On the Social Uses of Scientometrics: The Quantification of Academic Evaluation and the Rise of Numerocracy in Higher Education. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 88–119.

Bain, Tanya J. and Hubscher-Davidson, Séverine (2018). “The trick was to find adequate words”: the effect of mood on translation. Translation Journal, 21(1)

Bárkányi, Zsuzsanna (2018). The acquisition of voicing assimilation by advanced Hungarian learners of Spanish. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 31(1) pp. 1–31.

Bárkányi, Zsuzsanna (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 9–16.

Beaven, Tita (2018). ‘Dark reuse’: an empirical study of teachers’ OER engagement. Open Praxis, 10(4) pp. 377–391.

Beaven, Tita and Simcott, Richard (2018). The polyglot community: an interview with Richard Simcott, by Tita Beaven. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutiérrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. UK: Research-publishing.net, pp. 109–118.

Cheshire, Jenny and Secova, Maria (2018). The origins of new quotative expressions: the case of Paris French. Journal of French Language Studies, 28(2) pp. 209–234.

Comas-Quinn, Anna (2018). Learning in the wild: a phenomenological investigation of online volunteer translation. In: didTRAD PACTE 2018: Fourth International Conference on Research into Didactics of Translation, 20-22 Jun 2018, Universitat Autònoma de Barcelona.

Cross, Simon; Wolfenden, Freda and Adinolfi, Lina (2018). Transforming classroom observation and professional development with 360-degree video and mobile VR. In: 8th Annual mEducation Alliance Symposium, 6-8 Nov 2018, Washington DC, USA.

de los Arcos, Beatriz; Faems, Bram; Comas-Quinn, Anna and Pulker, Hélène (2018). Teachers’ Use and Acceptance of Gamification and Social Networking Features of an Open Repository. European Journal of Open, Distance and e-Learning, 20(1) pp. 126–137.

Demouy, Valérie and Eardley, Annie (2018). How we develop tuition strategies: a case study of L310. The Open University.

Devaux, Jerome (2018). The interpreter and her role perception in videoconference criminal court hearings. In: 6th IATIS Conference: Translation and cultural mobility, 3-6 Jul 2018, Hong Kong Baptist University, Hong Kong.

Devaux, Jerome (2018). Interpreting in the 21st Century. In: Engagement with the industry, 2018, Online.

Devaux, Jerome (2018). Technologies and role-space: how videoconference interpreting affects the court interpreter’s perception of her role. In: Fantinuoli, Claudio ed. Interpreting and Technology. Language Science Press, pp. 91–117.

Erling, E. J.; Adinolfi, L.; Hultgren, A. K.; Buckler, A. and Mukorera, M. (2018). Medium of Instruction (MOI) policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations. In: Milligan, L. O. and Tikly, L. eds. English as a medium of instruction in postcolonial contexts: issues of quality, equity and social justice. Oxford: Routledge.

Fayram, Jo; Boswood, Nel; Kan, Qian; Motzo, Anna and Proudfoot, Anna (2018). Investigating the benefits of online peer mentoring for student confidence and motivation. International Journal of Mentoring and Coaching in Education, 7(4) pp. 312–328.

Gardner-Chloros, Penelope and Secova, Maria (2018). Grammatical change in Paris French: In-situ question words in embedded contexts. Journal of French Language Studies, 28(2) pp. 181–207.

Green, Hannelore; Harper, Felicity and Fernández-Toro, Maria (2018). Using screencasts in the teaching of modern languages: investigating the use of Jing® in feedback on written assignments. The Language Learning Journal, 46(3) pp. 277–292.

Hamann, Julian; Maesse, Jens; Scholz, Ronny and Angermuller, Johannes (2018). The Academic Dispositif: Towards a Context-Centred Discourse Analysis. In: Scholz, Ronny ed. Quantifying Approaches to Discourse for Social Scientists. Postdisciplinary Studies in Discourse. Cham: Palgrave Macmillan, pp. 51–87.

Hauck, Mirjam and Satar, H. Müge (2018). Learning and Teaching Languages in Technology-Mediated Contexts - The Relevance of Social Presence, Co-Presence, Participatory Literacy, and Multimodal Competence. In: Kern, Richard and Develotte, Christine eds. Screens and Scenes: Multimodal communication in online intercultural encounters. Routledge Studies in Language and Intercultural Communication. Oxon: Routledge, pp. 133–157.

Hernáiz, Rodrigo (2018). Applications of Text Corpora for the Study of Ancient Languages: Akkadian Sociolinguistics. In: Ancient Digital Hu­man­it­ies Work­shop, 6 Mar 2018, University of Helsinki, Helsinki, Finland.

Hubscher-Davidson, Severine (2018). Keynote: Cognition, Emotion and Creativity in Translating and Interpreting. In: Talking to the World Conference, 17-18 Sep 2018, University of Newcastle.

Hubscher-Davidson, Severine (2018). Invited research seminar: Translating as an intellectual and emotional pursuit. In: Research Seminar Series, Mar 2018, University of Essex.

Hubscher-Davidson, Severine (2018). Invited research seminar: “I learned a thing or two about myself”: How Translators Perceive, Regulate, and Express Emotions in their Work. In: Research Seminar Series, University College London (UCL), Feb 2018.

Hubscher-Davidson, Severine (2018). Literary translation and imaginative resistance. In: TransLit2018 Staging the Literary Translator Conference, 17-19 May 2018, University of Vienna, Austria.

Hubscher-Davidson, Severine (2018). Translation and Cognition. In: Translation and Cognition, Invited Research Seminar, Dec 2018, University of Amsterdam.

Hubscher-Davidson, Severine (2018). Do Translation Professionals Need to Tolerate Ambiguity to be Successful? A Study of the Links between Tolerance of Ambiguity, Emotional Intelligence and Job Satisfaction. In: Lacruz, Isabel and Jääskeläinen, Riitta eds. Innovation and Expansion in Translation Process Research. American Translators Association Scholarly Monograph Series (XVIII). Amsterdam/Philadelphia: John Benjamins, pp. 77–103.

Hubscher-Davidson, Severine E. (2018). Why Donald Trump desperately needs interpreters for his ‘chat’ with Kim. The Conversation.

Kan, Qian; Owen, Nathaniel and Bax, Stephen (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12(1) pp. 56–71.

Kan, Qian and Tang, Jinlan (2018). Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 1–28.

Karamifar, Banafsheh; Stickler, Ursula; Hampel, Regine; Germain-Rutherford, Aline; Hopkins, Joseph; Heiser, Sarah; Ernest, Pauline; Emke, Martina and Pellerin, Martine (2018). Perspectives and trajectories of the language teacher in the 21st century. In: Proceedings WorldCALL 2018 Concepción, 13-16 November, 2018 CALLing all the CALLers Worldwide (Barr, David; Banados, Emerita and Gimeno, Ana eds.), Universidad de Concepcion, Concepcion, Chile, pp. 51–54.

Li, Chenxi (Cecilia) and Lewis, Tim (2018). Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework. International Journal of Computer-Assisted Language Learning and Teaching, 8(3) pp. 50–72.

Oliveira, Helio and Angermuller, Johannes (2018). O discurso como prática social: Entrevista com o prof. Johannes Angermuller. Fórum Linguístico, 15(4) pp. 3457–3461.

Owen, Nathaniel (2018). Test Specifications. In: Liontas, John I. (Editor-in-Chief) ed. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc., pp. 1–6.

Pérez Cavana, Maria Luisa and Lowe, Sue (2018). More than a tool: integrating the ‘teacher voice’ into an ePortfolio using the Three-layered PDP model. The International Journal for Recording, Achievement, Planning and Portfolios (RAPPORT), 3(1) pp. 24–40.

Rosell-Aguilar, Fernando (2018). Autonomous language learning through a mobile application: a user evaluation of the busuu app. Computer Assisted Language Learning, 31(8) pp. 854–881.

Rosell-Aguilar, Fernando (2018). Twitter: A Professional Development and Community of Practice Tool for Teachers. Journal of Interactive Media in Education, 1, article no. 6.

Rosell-Aguilar, Fernando (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In: Rosell-Aguilar, Fernando; Beaven, Tita and Fuertes Gutierrez, Mara eds. Innovative language teaching and learning at university: integrating informal learning into formal language education. Research-publishing.net, pp. 99–106.

Samardzhiev, Krasen; Gargett, Andrew and Bollegala, Danushka (2018). Learning Neural Word Salience Scores. In: Proceedings of the Seventh Joint Conference on Lexical and Computational Semantics, 5-6 Jun 2018, New Orleans, LA, USA, Association for Computational Linguistics, pp. 33–42.

Sampurna, Jessica; Kukulska-Hulme, Agnes and Stickler, Ursula (2018). Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 73–90.

Sánchez Moreano, Santiago (2018). Negociación de posicionamientos sociales (stances) a través del debilitamiento del fonema /s/ en el español hablado por los quichuas ecuatorianos en Cali (Colombia)

[Negotiating social positions (stances) through the phoneme /s/ reduction in the Spanish spoken by Ecuadorian Quichuas in Cali (Colombia)]. Pragmática Sociocultural / Sociocultural Pragmatics, 6(1) pp. 33–70.

Sánchez Moreano, Santiago (2018). Reseña de Palacios, Azucena. 2017. Variación y cambio lingüístico en situaciones de contacto. Madrid / Frankfurt: Iberoamericana / Vervuert. Estudios de Lingüística del Español, 39(1) pp. 439–456.

Secova, Maria (2018). Direct speech, subjectivity and speaker positioning in London English and Paris French. In: Beeching, Kate; Ghezzi, Chiara and Molinelli, Piera eds. Positioning the Self and Others: Linguistic perspectives. Pragmatics & Beyond New Series (292). John Benjamins, pp. 155–175.

Secova, Maria; Gardner-Chloros, Penelope and Atangana, Frédérique (2018). "Il parle normal, il parle comme nous”: self-reported usage and attitudes in a banlieue. Journal of French Language Studies, 28(2) pp. 235–263.

Shi, Lijing and Stickler, Ursula (2018). Interaction patterns in synchronous Chinese tutorials. Innovation in Language Learning and Teaching, 12(1) pp. 6–23.

Shrestha, Prithvi (2018). Assessing with an attitude: tutor assessment feedback on business students’ academic writing. In: 28th European Systemic Functional Linguistics Conference: Systemic Functional Linguistics on Language, Specialised Knowledge and Literacy, 5-7 Jul 2018, University of Pavia, Italy, European Systemic Functional Linguistics Association.

Shrestha, Prithvi (2018). English language examination reform: International trends and a framework for Nepal. In: Hayes, David ed. English Language Teaching in Nepal: Research, Reflection and Practice. Kathmandu: British Council, pp. 37–57.

2017To Top

Cappellini, Marco; Lewis, Tim and Rivens Mompean, Annick eds. (2017). Learner Autonomy and Web 2.0. Advances in CALL Research and Practice. Sheffield: Equinox.

Kan, Qian and Bax, Stephen eds. (2017). Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net.

Patterson, Jonathan and Wilton-Godberfforde, Emilia eds. (2017). Early Modern French Studies, Vol.39, No.2. Special Issue: Variations of Vileness. Routledge.

Adinolfi, Lina and Astruc, Lluïsa (2017). An exploratory study of translanguaging practices in an online beginners' foreign language classroom. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 185–204.

Angermuller, Johannes (2017). La grande course des universités. Comparative Education, 53(4) pp. 603–605.

Angermuller, Johannes (2017). Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the U.S., Germany and Great Britain. Higher Education, 73(6) pp. 963–980.

Angermuller, Johannes (2017). Neden Fransa’da Postyapısalcılık Yok? Heretik.

Angermuller, Johannes (2017). Renouons avec les enjeux critiques de l’Analyse du Discours. Vers les Études du discours. Langage et société, 2(160-161) pp. 145–161.

Angermuller, Johannes and Glady, Marc (2017). La sociologie du langage. Perspectives d’un champ émergent. Langage et société, 2(160-161) pp. 163–178.

Barkanyi, Zsuzsanna and Melchor-Couto, Sabela (2017). Foreign language anxiety on a massive open online language course. In: Borthwick,, Kate; Bradley, Linda and Thouësny, Sylvie eds. CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. Research-publishing.net, pp. 24–29.

Baumann, Uwe and Vialleton, Elodie (2017). Intercultural Communicative Competence and Employability in the Languages Curriculum at the Open University UK. In: Intercultural Communicative Competence: A Competitive Advantage for Global Employability (Císlerová, Eva and Štefl, Martin eds.), Czech Technical University, Prague, pp. 35–45.

Beaven, Tita; Fuertes Gutierrez, Mara and Motzo, Anna (2017). The Language Exchange Programme: plugging the gap in formal learning. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCS and other innovations. Research-publishing.net, pp. 127–140.

Brash, Bärbel and Pfeil, Andrea (2017). Unterrichten mit digitalen Medien. DLL Deutsch Lehren Lernen, 9. Stuttgart: Ernst Klett Verlag.

Comas-Quinn, Anna; Fuertes Gutierrez, Mara and McGill, Lou (2017). ‘An interest in translation and a great addition to the CV!’ An evaluation of learners’ experiences of an online volunteering task. In: OER17: The Politics of Open, 5-6 Apr 2017, London, The Open University.

Devaux, Jerome (2017). Virtual presence, ethics, and videoconference interpreting: insights from court settings. In: Valero-Garcés, Carmen and Tipton, Rebecca eds. Ideology, Ethics and Policy Development in Public Service Interpreting and Translation. Bristol: Multilingual Matters.

Erling, Elizabeth J.; Adinolfi, Lina and Hultgren, Anna Kristina (2017). Multilingual classrooms: opportunities and challenges for English medium instruction in low and middle income contexts. Reading: Education Development Trust/British Council.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2017). Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices. Language Learning Journal, 45(4) pp. 518–529.

Hauck, Mirjam and Kurek, Malgorzata (2017). Digital Literacies in Teacher Preparation. In: Thorne, Steven and May, Stephen eds. Language, Education and Technology (3rd edition). Encyclopedia of Language and Education. Springer International Publishing, pp. 1–13.

Hernáiz, Rodrigo (2017). From prehistorical language convergence to (early) historical language shift: The Sumero-Akkadian contact scenario. In: DLCE Workshop "Language shift and substratum interference in (pre)history", 11-12 Jul 2017, Max Planck Institute for the Science of Human History. Jena, Germany.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2017). Implementing Randomised Control Trials in Open and Distance Learning: A Feasibility Study. Open Learning: The Journal of Open, Distance and e-learning, 32(2) pp. 147–162.

Hubscher-Davidson, Séverine (2017). Translation and Emotion - A Psychological Perspective. Routledge Advances in Translation and Interpreting Studies. Routledge.

Hubscher-Davidson, Severine (2017). Going through emotions. The Linguist, 56(5) pp. 20–21.

Hubscher-Davidson, Severine (2017). Once more with feeling. ITI Bulletin, 2017(Sept-Oct) pp. 8–9.

Hubscher-Davidson, Severine (2017). Trumpslation: why Donald Trump’s words give translators so much trouble. The Conversation.

Hubscher-Davidson, Severine (2017). Look before you teach. ITI Bulletin

Hubscher-Davidson, Severine (2017). Keynote Speaker: Translation and Emotions: A new Perspective on Integration. In: Translating for Europe Workshop, organised by the European Commission’s Directorate-General for Translation, Oct 2017, University of Malta.

Hubscher-Davidson, Severine (2017). Invited webinar: The Art of Translation - Advanced Translation Techniques. In: eCPD Webinar for translation professionals, Oct 2017.

Kan, Qian and Bax, Stephen (2017). Introduction to Beyond the language classroom: researching MOOCs and other innovations. In: Kan, Qian and Bax, Stephen eds. Beyond the language classroom: researching MOOCs and other innovations. Research-publishing.net, pp. 1–4.

Léglise, Isabelle and Sánchez Moreano, Santiago (2017). From varieties in contact to the selection of linguistic resources in multilingual settings. In: Bassiouney, Reem ed. Identity and Dialect Performance: A Study of Communities and Dialects. Routledge Studies in Language and Identity. Abingdon: Routledge, pp. 141–159.

Lewis, Tim (2017). Introduction to system special issue on telecollaboration. System, 64 pp. 1–6.

Motzo, Anna and Proudfoot, Anna (2017). MOOCs for language learning – opportunities and challenges: the case of the Open University Italian Beginners’ MOOCs. In: Beyond the Language Classroom: Researching MOOCs and Other Innovations (Kan, Qian and Bax, Stephen eds.), Research Publishing, pp. 85–98.

O'Rourke, Breffni and Stickler, Ursula (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 1–20.

Patterson, Jonathan and Wilton-Godberfforde, Emilia (2017). Variations of Vileness: An Introduction. Early Modern French Studies, 39(2) pp. 90–98.

Pérez Cavana, Maria Luisa and Edwards, Chris (2017). Fostering student-centred pedagogy through the language learning support dimensions (LLSD). In: Krings, Hans P and Kühn, Bärbel eds. Inhalt und Vielfalt - Neue Herausforderungen für das Sprachenlernen und -lehren an Hochschulen. Fremdsprachen in Lehre und Forschung. Bochum, Gernabt: AKS Verlag, pp. 149–161.

Rosell-Aguilar, Fernando (2017). State of the App: A Taxonomy and Framework for Evaluating Language Learning Mobile Applications. CALICO Journal, 34(2) pp. 243–258.

Sánchez Moreano, Santiago (2017). Enoncés de type OV et positionnements sociaux dans l’espagnol parlé par les Quichuas équatoriens à Cali (Colombie)

[OV constructions and stance in the Spanish spoken by Ecuadorian Quichuas in Cali (Colombia)]. Sociolinguistic Studies, 11(1) pp. 65–105.

Schulze-Cleven, Tobias; Reitz, Tilman; Maeße, Jens and Angermuller, Johannes (2017). The new political economy of higher education: between distributional conflicts and discursive stratification. Higher Education, 73(6) pp. 795–812.

Secova, Maria (2017). Changement grammatical et discursif en français multiculturel de la région parisienne : éléments de comparaison. Lingvisticæ Investigationes, 40(2) pp. 173–199.

Secova, Maria (2017). Discourse-pragmatic variation in Paris French and London English: Insights from general extenders. Journal of Pragmatics, 114 pp. 1–15.

Shi, Lijing; Stickler, Ursula and Lloyd, Mair E. (2017). The Interplay between attention, experience and skills in online language teaching. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 7(1) pp. 205–238.

Shrestha, Prithvi N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25 pp. 1–17.

Stickler, Ursula (2017). Qualitative and mixed methodology for online language teaching research. In: Applied Linguistic Research and Methodology. Proceedings from the CALS Conference 2015 (Cergol Kovačević, Kristina and Udier, Sanda Lucija eds.), Peter Lang Verlag, Frankfurt am Main, pp. 37–54.

Stickler, Ursula and Shi, Lijing (2017). Eyetracking methodology in SCMC: a tool for empowering learning and teaching. ReCALL pp. 160–177.

von Lindeiner-Stráský, Karina (2017). “… der harte Glanz des Hasses”: Satire und Humanismus im Exilwerk Klaus Manns. Oxford German Studies, 46(1) pp. 106–120.

von Lindeiner-Stráský, Karina (2017). Klaus Mann. https://sites.google.com/site/germanliterature.

Wilton-Godberfforde, Emilia (2017). Unmasking Falsehood: The Theatrical Pattern of Revelation in Nicole and Lamy. Yale French Studies(130) pp. 38–51.

Wilton-Godberfforde, Emilia (2017). Mendacity and the Figure of the Liar in Seventeenth-Century French Comedy. Routledge Studies in Renaissance Literature and Culture (37). Abingdon: Routledge.

Wilton-Godberfforde, Emilia (2017). Jean-Baptiste Poquelin: Dom Juan, ou le festin de Pierre [Don Juan]. The Literary Encylopedia.

Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya and Safford, Kimberly (2017). Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review. The Open University, Milton Keynes.

2016To Top

O'Dowd, Robert and Lewis, Tim eds. (2016). Online Intercultural Exchange: policy, pedagogy, practice. Routledge Studies in Language and Intercultural Communication. London: Routledge.

Angermuller, Johannes (2016). Análise de discurso pós-estruturalista. As vozes do sujeito na linguagem em Lacan, Althusser, Foucault, Derrida e Sollers. São Paulo: Pontes.

Astruc, Lluïsa and del Mar Vanrell, Maria (2016). Intonational phonology and politeness in L1 and L2 Spanish. Probus, 28(1) pp. 91–118.

Astruc, Lluisa; Vanrell, Maria del Mar and Prieto, Pilar (2016). Cost of the action and social distance affect the selection of question intonation in Catalan. In: Armstrong, Meghan E.; Henriksen, Nicholas and Vanrell, Maria del Mar eds. Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields. John Benjamins Publishing Company, pp. 91–114.

Beaven, Tita (2016). Is developing employability skills relevant to adult language students? In: Corradini, Erika; Borthwick, Kate and Gallagher-Brett, Angela eds. Employability for languages: a handbook. Research-publishing.net, pp. 133–138.

Cámara de la Fuente, Lidia and Comas-Quinn, Anna (2016). Situated Learning in Open Communities: The TED Open Translation Project. In: Blessinger, Patrick and Bliss, T. J. eds. Open Education: International Perspectives in Higher Education. Cambridge: OpenBook Publishers, pp. 93–114.

Comas-Quinn, Anna (2016). Blended Teaching and the Changing Role of the Tutor – the need for a review of teacher professional development. In: Marsh, Deborah and McCarthy, Michael eds. The Cambridge Guide to Blended Learning for Language Teaching. Cambridge: Cambridge University Press, pp. 68–82.

Demouy, Valérie; Jones, Ann; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2016). Why and how do distance learners use mobile devices for language learning? The EuroCALL Review, 24(1) pp. 10–24.

Devaux, Jérôme (2016). When the role of the court interpreter intersects and interacts with new technologies. In: Henry-Tierney, P and Karunanayake, D eds. Intersect, Innovate, Interact. CTIS Occasional Papers, 7. Manchester: Centre for Translation and Intercultural Studies, pp. 4–21.

Fulcher, Norman Glenn and Owen, Nathaniel (2016). Dealing with the Demands of Language Testing and Assessment. In: Hall, Graham ed. The Routledge Handbook of English Language Teaching. Routledge Handbooks in Applied Linguistics. Oxford: Routledge, pp. 109–120.

Hassan, Xavière (2016). "What stops me from having a multi-cultural thing within myself?” Languages and perception of self among plurilingual pupils of West African heritage (Ivory Coast). African Renaissance, 13(3 & 4) pp. 39–55.

Hauck, Mirjam; Galley, Rebecca and Warnecke, Sylvia (2016). Researching participatory literacy and positioning in online learning communities. In: Farr, Fiona and Murray, Liam eds. The Routledge Handbook of Language Learning and Technology. Routledge Handbooks in Applied Linguistics. London: Routledge, pp. 71–87.

Hauck, Mirjam and MacKinnon, Teresa (2016). A New Approach to Assessing Online Intercultural Exchanges: Soft Certification of Participant Engagement. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultual Exchange: Policy, Pedagogy, Practice. Routledge Studies in Language and Intercultural Communication (4). New York: Routledge, pp. 209–234.

Hauck, Mirjam and O'Dowd, Robert (2016). Telecollaboration and Virtual Exchange in University Foreign Language Education. IIE NEtworker, Fall pp. 22–23.

Herodotou, Christothea; Heiser, Sarah and Rienties, Bart (2016). A randomised control study about the effects of different assessment registration encouragements. In: 8th Biennial conference of EARLI Sig 1: Assessment & Evaluation, 24-26 Aug 2016, Munich, Germany.

Hubscher-Davidson, Severine (2016). Trait Emotional intelligence and translation: A study of professional translators. Target, 28(1) pp. 132–157.

Hubscher-Davidson, Severine (2016). Titty or Tatty: What's in a name? The Open University.

Hubscher-Davidson, Severine (2016). Keynote Speaker: Personality Traits and Translation Specialization: Different Strokes for Different Folks. In: Annual Meeting of The Norwegian Non-fiction Writers and Translators Association, Nov 2016, Oslo, Norway.

Hubscher-Davidson, Severine (2016). Invited discussant. In: 5th International Research Workshop on Methodology in Translation Process Research (TPRW5), 1-3 Dec 2016, University of Graz, Austria.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees: a tale of 2 case-studies. International Journal of Sustainability in Higher Education, 17(3) pp. 404–416.

Hubscher-Davidson, Severine and Panichelli-Batalla, Stephanie (2016). Educating for sustainability in language degrees. In: HEA Arts & Humanities Conference, 03 Mar 2016, Brighton.

Koruyan, Kasim (2016). The influence of technology-enhanced task design on the development of language learner autonomy and motivation in an Anatolian high school: a case study. EdD thesis The Open University.

Lewis, Tim and O'Dowd, Robert (2016). Introduction to Online Intercultural Exchange and This Volume. In: Lewis, Tim and O'Dowd, Robert eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. London: Routledge, pp. 3–20.

Lewis, Tim and O'Dowd, Robert (2016). Online Intercultural Exchange and Foreign Language Learning: a Systematic Review. In: O'Dowd, Robert and Lewis, Tim eds. Online Intercultural Exchange: Policy, Pedagogy, Practice. Routledge, pp. 21–66.

Rosell-Aguilar, Fernando (2016). User evaluation of language learning mobile applications: a case study with learners of Spanish. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 545–581.

Rosell-Aguilar, Fernando and Kan, Qian (2016). Design and user evaluation of a mobile app to teach Chinese characters. In: Palalas, Agnieszka and Ally, Mohamed eds. The International Handbook of Mobile-Assisted Language Learning. Beijing: China Central Radio & TV University Press, pp. 399–434.

Shrestha, Prithvi (2016). Formative feedback and writing assessment: any evidence of learning? In: Assessment for learning and assessment of learning: Incommensurate paradigms or complementary perspectives? BAAL TEA SIG Conference, 11 Mar 2016, University of Reading, UK.

Stickler, Ursula and Shi, Lijing (2016). TELL us about CALL: An introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal. System, 56 pp. 119–126.

Stickler, Ursula; Smith, Bryan and Shi, Lijing (2016). Using eye-tracking technology to explore online learner interactions. In: Caws, Catherine and Hamel, Marie-Josée eds. Language-Learner Computer Interactions: Theory, methodology and CALL applications. Language Studies, Science and Engineering (2). John Benjamins, pp. 163–186.

von Lindeiner-Stráský, Karina (2016). „Ode to the Transformative Power of Art“? Kunst und Politik in Florian Henckel von Donnersmarcks Das Leben der Anderen (2006). In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Königshausen und Neumann.

von Lindeiner-Stráský, Karina (2016). “Wenn Lenin hätte glauben können, die ‚Appassionata’ für die revolutionäre Sache hören zu müssen...“ Kunst und Politik in Florian Henckel von Donnersmarcks ‚Das Leben der Anderen“. In: Max, Katrin ed. Tendenzen und Perspektiven der gegenwärtigen DDR-Literatur-Forschung. Würzburg: Königshausen & Neumann, pp. 277–293.

2015To Top

Barkanyi, Zsuzsanna and Perényi, Katalin eds. (2015). Határvidékek: köztes világok, köztes kategóriák [Borderlands: intermediate worlds, intermediate categories]. Lazarillo, 6. Budapest, Hungary: Eötvös Kiadó.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta; Hubscher-Davidson, Séverine and Norberg, Ulf eds. (2015). Describing Cognitive Processes in Translation. John Benjamins.

Hampel, Regine and Stickler, Ursula eds. (2015). Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan.

Shrestha, Prithvi N. ed. (2015). Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education.

Álvarez, Inma and Pérez Cavana, Maria (2015). Multilingual and multicultural task-based learning scenarios: a pilot study from the MAGICC project. Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 5(1) pp. 59–82.

Angermuller, Johannes (2015). Why there is no poststructuralism in France. The making of an intellectual generation. Bloomsbury Studies in Continental Philosophy. London: Bloomsbury.

Angermuller, Johannes (2015). Le discours comme pratique langagière. Construire la place des chercheurs dans le discours académique. In: Canut, Cécile and von Münchow, Patricia eds. Le langage en sciences humaines et sociales. Limoges: Lambert Lucas, pp. 145–154.

Angermuller, Johannes (2015). Lire le 'déconstructivisme derridien'. De la subjectivité dans le discours philosophique. In: Maingueneau, Maingueneau and Vallespir, Mathilde eds. Lire Derrida ? Autour d’“Éperons. Les styles de Nietzsche”. Le Discours Philosophique.. Limoges: Lambert-Lucas, pp. 93–101.

Angermuller, Johannes (2015). Discourse Studies. In: Wright, James D. ed. International Encyclopedia of the Social & Behavioral Sciences, Second Edition. Amsterdam: Elsevier, pp. 510–515.

Angermuller, Johannes and Maeße, Jens (2015). Regieren durch Leistung. Zur Verschulung des Sozialen in der Numerokratie. In: Schäfer, Alfred and Thompson, Christiane eds. Leistung. Paderborn: Schoeningh, pp. 61–108.

Angermuller, Johannes and Philippe, Gilles (2015). Analyse du discours et dispositifs d?énonciation. Autour des travaux de Dominique Maingueneau. Limoges: Lambert-Lucas.

Barkanyi, Zsuzsanna and G. Kiss, Zoltan (2015). The laryngeal properties of Slovak three-consonant clusters. Beszédkutatás, 23 pp. 66–91.

Bárkányi, Zsuzsanna and G. Kiss, Zoltán (2015). Why do sonorants not voice in Hungarian?: And why do they voice in Slovak? In: É. Kiss, Katalin; Surányi, Balázs and Dékány, Éva eds. Approaches to Hungarian, Volume 14. Amsterdam, Holland: John Benjamins Publishing Company, pp. 65–94.

Barkanyi, Zsuzsanna and Štefan, Beňuš (2015). Prosodic conditioning of pre-sonorant voicing. In: Proceedings of the 18th International Congress of Phonetic Sciences Glasgow (Michaux, M; Caspers, J; van Heuven, VJJP and Hiligsmann, Ph eds.), University of Glasgow, Glasgow, article no. 0336.

Beaven, Tita (2015). OER (re)use and language teachers’ tacit professional knowledge: three vignettes. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 years of the LLAS elearning symposium: case studies in good practice. Researchpublishing.net, pp. 77–88.

Comas-Quinn, Anna and Borthwick, Kate (2015). Sharing: Open Educational Resources for Language Teachers. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-based Pedagogies and Reflective Practices. Palgrave Macmillan, pp. 96–112.

Demouy, Valérie; Kan, Qian; Kukulska-Hulme, Agnes and Eardley, Annie (2015). Exploring trends, motivations and behaviours in the use of mobile devices for language learning in a higher education distance learning setting. In: Eurocall 2015, 26-29 Aug 2015, Padua, Italy.

Devaux, Jerome (2015). The court interpreter’s perception of their role: a Role-Space approach. In: InDialog - 2nd International Conference Community Interpreting in Dialogue with Technology, 20-21 Nov 2015, Berlin.

Devaux, Jerome (2015). Interpreting for better or for worse – the court interpreter’s perception
of their role in videoconference interpreting. In: 5th IATIS Conference: Innovation paths in translation and intercultural studies, 6-10 Jul 2015, Universidade Federal de Minas Gerais, Belo Horizonte.

Fernández-Toro, María and Furnborough, Concha (2015). Eliciting students’ voices through screencast assisted ‘feedback on feedback’. European Journal of Open, Distance and e-Learning, Best of EDEN 2013-2014

Fuertes Gutierrez, Mara (2015). Lo que se sabe de Hervás: ideas lingüísticas, errores y revitalización de su figura en el marco de la historiografía lingüística. Estudios de Lingüística del Español, 36 pp. 197–234.

Gallardo, Matilde; Heiser, Sarah and Arias-Mclaughlin, Ximena (2015). Modern languages and specific learning difficulties (SpLD): implications of teaching adult learners with dyslexia in distance learning. Open Learning: The Journal of Open, Distance and e-learning, 30(1) pp. 53–72.

Gargett, Andrew and Barnden, John (2015). Gen-Meta: Generating metaphors by combining AI and corpus-based modeling. Web Intelligence, 13(2) pp. 103–114.

Gargett, Andrew and Barnden, John (2015). Modeling the interaction between sensory and affective meanings for detecting metaphor. In: Proceedings of the Third Workshop on Metaphor in NLP, Association for Computational Linguistics, pp. 21–30.

Gargett, Andrew; Mille, Simon and Barnden, John (2015). Deep generation of metaphors. In: Conference on Technologies and Applications of Artificial Intelligence, TAAI 2015, 20-22 Nov 2015, Tainan, Taiwan, IEEE, pp. 336–343.

Hampel, Regine and Stickler, Ursula (2015). Introduction: From teacher training to self-reflective practice. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 1–11.

Hubscher-Davidson, Severine (2015). Tolerance for ambiguity and the translation profession: A new direction for empirical research in translation. In: 5th IATIS Conference, 7-10 Jul 2015, Brazil.

Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf (2015). Introduction. In: Hubscher-Davidson, Séverine; Ehrensberger-Dow, Maureen; Englund-Dimitrova, Birgitta and Norberg, Ulf eds. Describing Cognitive Processes in Translation. John Benjamins, pp. 1–5.

Lewis, Timothy; Comas-Quinn, Anna and Hauck, Mirjam (2015). Clustering, Collaboration and Community: Sociality at Work in a cMOOC. In: Dixon, Edward and Thomas, Michael eds. Researching Language Learner Interactions Online: From Social Media to MOOCs. CALICO Monograph Series, 13. Texas, USA: Computer Assisted Language Instruction Consortium (CALICO), pp. 45–61.

Mády, Katalin and Barkanyi, Zsuzsanna (2015). Voicing assimilation at accentual phrase boundaries in Hungarian. In: Proceedings of the 18th International Congress of Phonetic Sciences (Wolters, Maria; Livingstone, Judy; Beattie, Bernie; Smith, Rachel; MacMahon, Mike; Stuart-Smith, Jane and Scobbie, Jim eds.), The Scottish Consortium for ICPhS 2015, Glasgow, UK.

Mansur, Saba Bahareen and Shrestha, Prithvi N. (2015). The EAP course design Quagmire – juggling the stakeholders’ perceived needs. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 93–113.

O'Rourke, Breffni; Prendergast, Claire; Shi, Lijing; Smith, Bryan and Stickler, Ursula (2015). Eyetracking in CALL - present and future. In: Gimeno Sanz, Ana Maria; Levy, Mike; Blin, Francoise and Barr, David eds. WorldCALL - Sustainability and Computer-Assisted Language Learning. Advances in Digital Language and Teaching. Bloomsbury, pp. 285–298.

Pulker, Hélène and Vialleton, Elodie (2015). Learners’ perceptions of online elements in a beginners’ language blended course – implications for CALL design. In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, Research-publishing.net, pp. 475–479.

Rosell-Aguilar, Fernando (2015). Podcasting as a mobile learning technology: a study of iTunes U Learners. International Journal of Mobile and Blended Learning (IJMBL), 7(1) pp. 41–60.

Rosell-Aguilar, Fernando (2015). Podcasting as a language teaching and learning tool. In: Borthwick, Kate; Corradini, Erika and Dickens, Alison eds. 10 Years of the LLAS elearning Symposium: Case Studies in Good Practice. Dublin, Ireland; Voillans, France: Research-publishing.net, pp. 31–39.

Rosell-Aguilar, Fernando and Kan, Qian (2015). Design and user evaluation of a mobile app to teach Chinese characters. JALT CALL Journal, 11(1) pp. 19–40.

Secova, Maria (2015). Discours direct chez les jeunes : nouvelles structures, nouvelles fonctions. Langage and Société, 151 pp. 131–151.

Shrestha, Prithvi (2015). Introduction. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local Innovations and Global Perspectives. Reading: Garnet Education, pp. 6–8.

Shrestha, Prithvi; Fayram, Joanna and Demouy, Valérie (2015). Innovative use of mobile technologies in EAP oral assessment: a pilot study from The Open University. In: Shrestha, Prithvi ed. Current Developments in English for Academic and Specific Purposes: Local innovations and global perspectives. Reading: Garnet Education, pp. 157–177.

Stickler, Ursula and Emke, Martina (2015). Part-time and freelance language teachers and their ICT training needs. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 28–44.

Stickler, Ursula; Emke, Martina and MoreDOTS Project, Team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn, Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209.

Stickler, Ursula and Hampel, Regine (2015). Qualitative research in CALL. CALICO Journal, 32(3) pp. 380–395.

Stickler, Ursula and Hampel, Regine (2015). Transforming teaching: new skills for online language learning spaces. In: Hampel, Regine and Stickler, Ursula eds. Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. New Language Learning and Teaching Environments. Houndmills: Palgrave Macmillan, pp. 63–77.

Stickler, Ursula; Hampel, Regine and Murphy, Linda (2015). Editorial. Innovation in Language Learning and Teaching, 9(1) pp. 1–3.

Stickler, Ursula and Shi, Lijing (2015). Eye movements of online Chinese learners. CALICO Journal, 32(1) pp. 52–81.

2014To Top

Angermuller, Johannes (2014). Poststructuralist Discourse Analysis: Subjectivity in Enunciative Pragmatics. Postdisciplinary Studies in Discourse. Basingstoke: Palgrave Macmillan.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Ziem eds. (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 2: Methoden und Analysepraxis. Perspektiven auf Hochschulreformdiskurse. DiskursNetz, Band 2. Bielefeld: transcript.

Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth (2014). The discourse studies reader. An introduction. In: Angermuller, Johannes; Maingueneau, Dominique and Wodak, Ruth eds. The Discourse Studies Reader. Main Currents in Theory and Analysis. Amsterdam, Philadelphia: John Benjamins Publishing Company, pp. 1–13.

Angermuller, Johannes; Nonhoff, Martin; Herschinger, Eva; Macgilchrist, Felicitas; Reisigl, Martin; Wedl, Juliette; Wrana, Daniel and Ziem, Alexander (2014). Diskursforschung. Ein interdisziplinäres Handbuch. Band 1: Theorien, Methodologien und Kontroversen. DiskursNetz, Band 1. Bielefeld: transcript.

Bárkányi, Zsuzsanna (2014). Reflexiones sobre la asimilación de sonoridad de la /s/. In: Fábián, Zsuzsanna; Szijj, Ildikó; Szilágyi, Imre and Déri, Balázs eds. GPS 60°: Köszöntő kötet Giampaolo Salvi 60. születésnapjára. Studi di linguistica neolatina per i 60 anni di Giampaolo Salvi. Budapest, Hungary: ELTE, BTK, pp. 25–36.

Bárkányi, Zsuzsanna (2014). Is there final devoicing in Spanish? In: Szigetvári, Péter ed. VLlxx: Papers in Linguistics. Presented to László Varga on his 70th Birthday. Tinta Könyvkiadó, pp. 279–288.

Beaven, Tita; Codreanu, Tatiana and Creuzé, Alix (2014). Motivation in a language MOOC: issues for course designers. In: Martín-Monje, Elena and Bárcena, Elena eds. Language MOOCs: Providing Learning, Transcending Boundaries. Berlin: De Gruyter Open, pp. 48–66.

Beaven, Tita; Hauck, Mirjam; Comas-Quinn, Anna; Lewis, Tim and de los Arcos, Beatriz (2014). MOOCs: striking the right balance between facilitation and self-determination. Journal of Online Learning and Teaching, 10(1) pp. 31–43.

Das, Sharmistha; Shaheen, Robina; Shrestha, Prithvi; Rahman, Arifa and Khan, Rubina (2014). Policy versus ground reality: secondary English language assessment system in Bangladesh. Curriculum Journal, 25(3) pp. 326–343.

Devaux, Jerome (2014). Just interpret – the role of the court interpreter and videoconference interpreting in the UK. In: The Critical Link7: Global Awakening: Leading Practices in interpreting, 17-21 Jun 2014, Glendon College, Toronto.

Devaux, Jerome (2014). Just Interpret – working with new technologies. In: North-West Translator Network, 2014, Manchester.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Translation and Interpreting Studies, Vol. 9, Issue 1. Special Issue: The Development of Professional Competence. John Benjamins.

Ehrensberger-Dow, Maureen; Englund Dimitrova, Birgitta and Hubscher-Davidson, Séverine (2014). Introduction to the Special Issue: The Development of Professional Competence. Translation and Interpreting Studies, 9(1) pp. 1–4.

Fayram, Joanna and Adams, Helga (2014). Effective Communication and Support in Asynchronous Online Forums and Synchronous Online Tutorials. In: Matters of the Mind: Psychology and Language Learning, 29-31 May 2014, University of Graz, Austria.

Fernández-Toro, Maria and Furnborough, Concha (2014). Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts. Educational Media International, 51(1) pp. 35–48.

Fernández-Toro, Maria and Hurd, Stella (2014). A model of factors affecting independent learners’ engagement with feedback on language learning tasks. Distance Education, 35(1) pp. 106–125.

Gargett, Andrew and Barnden, John (2014). Mining Online Discussion Forums for Metaphors. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), European Language Resources Association (ELRA), pp. 2507–2512.

Gargett, Andrew; Hellmuth, Sam and AlGethami, Ghazi (2014). DiVE-Arabic: Gulf Arabic Dialogue in a Virtual Environment. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), 26-31 May 2014, Reykjavik, Iceland, European Language Resources Association (ELRA), pp. 4434–4439.

Gargett, Andrew; Ruppenhofer, Josef and Barnden, John (2014). Dimensions of Metaphorical Meaning. In: Proceedings of the 4th Workshop on Cognitive Aspects of the Lexicon (CogALex), Association for Computational Linguistics and Dublin City University, Dublin, Ireland pp. 166–173.

Hernáiz, Rodrigo (2014). Applications of variationist linguistics perspectives in Old Babylonian: The sibilants in the Laws of Hammurabi. In: Oxford Postgraduate Conference in Assyriology, 25-26 Apr 2014, Wolfson College, Oxford University, UK.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotion Perception and the Translation Process. In: Research Seminar Series, Nov 2014, University of Manchester.

Hubscher-Davidson, Severine (2014). Invited research seminar: Emotions in Translation. In: Research Seminar Series, Apr 2014, University of Amsterdam.

Hubscher-Davidson, Severine (2014). Invited research seminar: Can Emotional Traits Predict Translation Success? In: Research Seminar Series, Feb 2014, Leicester University.

Hubscher-Davidson, Severine (2014). Invited speaker. In: 4th International PhD course in Translation Process Research (TPR), Jul 2014, Centre for Research and Innovation in Translation and Translation Technology (CRITT), Copenhagen Business School.

Hubscher-Davidson, Severine (2014). Emotional intelligence, job satisfaction and career success in a sample of professional translators. In: Annual Conference of the British Psychological Society (BPS), 7-9 May 2014, Birmingham, UK.

Hubscher-Davidson, Séverine and Leatherbarrow, Jill (2014). Sofia’s Story in Translation: Leaving Shanghai. The AALITRA Review: a journal of literary translation, 9 pp. 64–72.

Kan, Qian and McCormick, Robert (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1) pp. 44–69.

Kühn, Barbel; Lang, Michael and Perez Cavana, Maria (2014). Zur bildungspolitischen und pädagogischen Aktualität von Lernberatung mit EPOS, der Online-Plattform des Europäischen Sprachenportfolios. In: Berndt, Annette and Deutschmann, Ruth-Ulrike eds. Sprachlernberatung –Sprachlerncoaching. Fremdsprachen lebenslang lernen (2). Frankfurt: Peter Lang, pp. 213–234.

Kurek, Malgorzata and Hauck, Mirjam (2014). Closing the “digital divide” – a framework for multiliteracy training. In: Pettes Guikema, Janel and Williams, Lawrence eds. Digital Literacies in Foreign and Second Language Education: Research, perspectives, and best practice. CALICO Monograph Series (12). San Marcos, TX: CALICO.

Lane, Andrew; Comas-Quinn, Anna and Thomson, Simon (2014). Inclusion in, and exclusion from, open education communities. Journal of Interactive Media in Education, 2014(2), article no. 1.

Montoro, Carlos; Hampel, Regine and Stickler, Ursula (2014). Modelling typical online language learning activity. In: CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands, Research-publishing.net, pp. 237–240.

Nicolson, Margaret and Harper, Felicity (2014). Online Peer Observation: An Exploration of a Cross-Discipline Observation Project. International Journal of Teaching and Learning in Higher Education, 26(2) pp. 251–259.

Pérez Cavana, Maria and Edwards, Chris (2014). Developing the Language Learning Support Dimensions (LLSD) from research into second language acquisition and informed by the Effective Lifelong Learning Inventory (ELLI). In: Krings, Hans P. and Kühn, B. eds. Fremdsprachliche Lernprozesse beobachten: - initiieren - steuern - begleiten. Bochum ( Germany): AKS-Verlag Bochum.

Pulker, Helene and Vialleton, Elodie (2014). Online revision and assessment on a beginners’ French course: using learning analytics to understand language learners’ behaviors. In: CALICO conference 2014: Open, Online, Massive: The Future of Language Learning?, 6-10 May 2014, Ohio University.

Secova, Maria (2014). ‘Je sais et tout mais...’ might the general extenders in European French be changing? Journal of French Language Studies, 24(2) pp. 281–304.

Shrestha, Prithvi (2014). Book review: Innovations in Learning Technologies for English Language Teaching, G. Motteram (Ed.). British Council, London (2013). System, 42 pp. 474–475.

Shrestha, Prithvi (2014). Tracking business studies students’ linguistic and conceptual development in writing: contributions from sociocultural theory (Vygotsky) and systemic functional linguistics (Halliday). In: BAAL 2014 Conference: 47th Annual Meeting: Learning, Working and Communicating in a Global Context, 4-6 Sep 2014, University of Warwick.

Shrestha, Prithvi and Azim, Farhan (2014). International trends in English language assessment: implications for Bangladesh. In: English Language Skills Assessment in the Primary and Secondary Education Sectors in Bangladesh, 16 Mar 2014, Dhaka, Bangladesh.

Vialleton, Elodie (2014). The spoken language in beginners’ French language textbooks: 1573-2014. In: Connecting Cultures?: An International Conference on the History of Teaching and Learning Second/Foreign Languages, 1500-2000, 2-5 Jul 2014, University of Nottingham.

Vialleton, Elodie and Lewis, Tim (2014). Reconsidering the authenticity of speech in French language teaching: theory, data, methodology, and practice. In: Tyne, Henry; Andre, Virginie; Boulton, Alex and Benzitoun, Christophe eds. French through Corpora: Ecological and Data-Driven Perspectives in French Language Studies. Newcastle-upon-Tyne: Cambridge Scholars Publishing, pp. 293–316.

Walsh, Christopher; Woodward, Clare; Solly, Michael and Shrestha, Prithvi (2014). The potential of mobile phones to transform teacher professional development. In: 28th Annual Conference Asian Association of Open Universities: Advancing open and distance learning: research and practices, The Open University of Hong Kong, pp. 641–651.

Wrana, Daniel; Ziem, Alexander; Reisigl, Martin; Nonhoff, Martin and Angermuller, Johannes (2014). DiskursNetz: Wörterbuch der interdisziplinären Diskursforschung. Suhrkamp Taschenbücher Wissenschaft. Berlin: Suhrkamp.

2013To Top

Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. (2013). Case Studies of Openness in the Language Classroom. Dublin; Voillans: Research-Publishing.net.

Lamy, Marie-Noëlle and Zourou, Katerina eds. (2013). Social Networking for Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave MacMillan.

Shrestha, Prithvi; Dhakal, Khagendra Raj; Ojha, Laxmi Prasad; Rana, Lal Bahadur and Rawal, Hima eds. (2013). NELTA Conference Proceedings 2013. Kathmandu: NELTA & Routledge.

Aguerre, Sandrine; Alder, Bill and Beaven, Tita (2013). ’4 profs, 4 pays’: lessons from a four-way tele-collaborative writing project. Francophonie(47), article no. 5.

Alvarez, Inma; Beaven, Tita and Comas-Quinn, Anna (2013). Performing languages: an example of integrating open practices in staff development for language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 85–92.

Angermuller, Johannes (2013). Analyse du discours poststructuraliste. Les voix du sujet dans le langage chez Lacan, Althusser, Foucault, Derrida, Sollers. Limoges: Éditions Lambert-Lucas.

Angermuller, Johannes (2013). Le champ de la théorie: Essor et déclin du structuralisme en France. Paris: Hermann Éditeurs.

Angermuller, Johannes (2013). How to become an academic philosopher: Academic discourse as multi-leveled positioning practice [Cómo ser un filósofo académico: el discurso como práctica de posicionamiento en varios niveles]. Sociología Histórica(Number 2) pp. 291–320.

Angermuller, Johannes (2013). How to become an academic philosopher. Academic discourse as multileveled positioning practice. Sociología Histórica(Number 2) pp. 263–289.

Angermuller, Johannes (2013). Interview with Johannes Angermüller. In: Pinto-Coelho, Zara and Carvalho, Anabela eds. Academics Responding to Discourses of Crisis in Higher Education and Research. Braga: CECS- Communication and Society Research Centre University of Minho, pp. 28–36.

Angermuller, Johannes and Scholz, Ronny (2013). Semantische und kommunikative Dimensionen diskursiven Wandels. Ein integrativer Ansatz zur Analyse der Makro- und Mikrostrukturen am Beispiel des Bologna-Diskurses. In: Busse, Dietrich and Teubert, Wolfgang eds. Linguistische Diskursanalyse: neue Perspektiven. Interdisziplinäre Diskursforschung. Wiesbaden: Springer VS, pp. 287–318.

Beaven, Ana and Comas-Quinn, Anna (2013). Editorial: Focus on Open Educational Resources (OER) and Open Educational Practices (OEP). Journal of e-Learning and Knowledge Society, 9(1) pp. 7–9.

Beaven, Tita (2013). Use and Reuse of OER: professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9(1) pp. 59–71.

Beaven, Tita (2013). Qualitative methods for researching teachers’ (re)use of OER. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, University of Nottingham.

Beaven, Tita; Comas-Quinn, Anna; de los Arcos, Bea; Hauck, Mirjam and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. In: OER 13 Creating a virtuous circle, 26-27 Mar 2013, Nottingham.

Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz and Lewis, Timothy (2013). The Open Translation MOOC: creating online communities to transcend linguistic barriers. Journal of Interactive Media in Education, article no. 18.

Comas-Quinn, Anna and Fitzgerald, Alannah (2013). Open Educational Resources in Language Teaching and Learning. Open Educational Resources Case Study: Pedagogical developments from OER practice.; Higher Education Academy (HEA), York.

Comas-Quinn, Anna; Wild, Joanna and Carter, Jackie (2013). Leveraging passion for open practice. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK.

Demouy, Valérie; Kan, Qian; Eardley, Annie and Kukulska-Hulme, Agnes (2013). Using mobile devices for language learning in a higher education distance learning context: motivations and behaviours. In: EUROCALL 2013, 11-14 Sep 2013, Évora, Portugal.

Duensing, Annette; Gallardo, Matilde and Heiser, Sarah (2013). Learning to share and sharing to learn – professionaldevelopment of language teachers in HE to foster open educational practices. In: Beaven, Ana; Comas-Quinn, Anna and Sawhill, Barbara eds. Case Studies of Openness in the Language Classroom. Dublin/Voillans: Research-publishing.net., pp. 121–133.

Ernest, Pauline; Guitert Catasús, Montse; Hampel, Regine; Heiser, Sarah; Hopkins, Joseph; Murphy, Linda and Stickler, Ursula (2013). Online teacher development: collaborating in a virtual learning environment. Computer Assisted Language Learning, 26(4) pp. 311–333.

Fernández-Toro, Maria; Furnborough, Concha and Polisca, Elena (2013). eFEP Final Evaluation Report. Assessment and Feedback Programme; JISC.

Fernández-Toro, María; Truman, Michael and Walker, Mirabelle (2013). Are the principles of effective feedback transferable across disciplines? A comparative study of written assignment feedback in Languages and Technology. Assessment & Evaluation in Higher Education, 38(7) pp. 816–830.

Flewitt, Rosie; Hampel, Regine; Hauck, Mirjam and Lancaster, Lesley (2013). What are multimodal data and transcription? In: Jewitt, Carey ed. The Routledge Handbook of Multimodal Analysis (2nd edition). London: Routledge, pp. 44–59.

Gargett, Andrew and Barnden, John A. (2013). Gen-Meta: Generating Metaphors Using a Combination of AI Reasoning and Corpus-Based Modeling of Formulaic Expressions. In: 2013 Conference on Technologies and Applications of Artificial Intelligence, IEEE Computer Society pp. 103–108.

Hampel, Regine and Pleines, Christine (2013). Fostering Student Interaction and Engagement in a Virtual Learning Environment: An Investigation into Activity Design and Implementation. The CALICO Journal, 30(3) pp. 342–370.

Harper, Felicity and Nicolson, Margaret (2013). Online peer observation: its value in teacher professional development, support and well-being. International Journal for Academic Development, 18(3) pp. 264–275.

Hassan, Xavière and Starkey, Hugh (2013). Civilisation. In: Byram, Michael and Hu, Adelheid eds. Routledge Encyclopedia of Language Teaching and Learning 2nd Edition. London: Routledge, pp. 109–111.

Heiser, Sarah; Stickler, Ursula and Furnborough, Concha (2013). Ready, steady, speak-online: student training in the use of an online synchronous conferencing tool. CALICO Journal, 30(2) pp. 226–251.

Hubscher-Davidson, Severine (2013). The role of intuition in the translation process. Translation and Interpreting Studies, 8(2) pp. 211–232.

Hubscher-Davidson, Séverine (2013). Emotional Intelligence and Translation Studies: a New Bridge. Meta: Translators' Journal, 58(2) pp. 324–346.

Hubscher-Davidson, Severine (2013). Invited research seminar: The Role of Emotional Intelligence in 155 Professional Translators’ Work. In: Research Seminar Series, Oct 2013, University of Salford.

Hubscher-Davidson, Severine (2013). Invited research seminar: Translators’ Individual Differences: A Personal Journey. In: Research Seminar Series, Jun 2013, University of Graz, Austria.

Hubscher-Davidson, Severine (2013). Keynote Speaker: ‘Translators’ Personalities’. In: 4th International Anniversary Conference on Translation and Interpretation, Oct 2013, The University of Baia Mare, Romania.

Hubscher-Davidson, Severine (2013). Invited research workshop. In: Research workshop on Empirical and Experimental Research in Translation, Jul 2013, Universitat Autònoma de Barcelona.

Hubscher-Davidson, Severine (2013). Invited discussant. In: 3rd International Research Workshop on Methodology in Translation Process Research (TPRW3), University of Las Palmas de Gran Canaria., Jan 2013, University of Las Palmas de Gran Canaria.

Hubscher-Davidson, Severine (2013). Intuition in translation. In: 54th Annual Conference of the American Translators Association (ATA), 6-9 Nov 2013, San Antonio, Texas.

Hubscher-Davidson, Severine (2013). Non-cognitive methods for translation process research. In: AIETI 6th International Conference, 23-25 Jan 2013, Universidad de Las Palmas de Gran Canaria, Spain.

Kan, Qian (2013). The use of ICT in supporting distance Chinese language learning - review of The Open University’s beginners’ Chinese course. Technology and Chinese Language Teaching, 4(1) pp. 1–13.

Kan, Qian; Stickler, Ursula and Xu, Cheng (2013). Chinese-English eTandem Learning: the role of pre-project preparation and collaboration. Chinese Language Globalisation Studies 汉语国际传播研究, 2(5)

Kan, Qian and Yuan, Boping (2013). Developing Writing Skills in Chinese (2nd Edition). Abington: Routledge.

Lamy, Marie-Noelle (2013). “We don’t have to always post stuff to help us learn”: informal learning through social networking in a beginners’ Chinese group. In: Meskill, Carla ed. Online Teaching and Learning. Advances in Digital Language Learning and Teaching. London: Bloomsbury Publishing.

Lamy, Marie-Noelle (2013). Distance CALL online. In: Thomas, Michael; Reinders, Hayo and Warschauer, Mark eds. Contemporary Computer-Assisted Language Learning. Contemporary Studies in Linguistics. London: Continuum Books, pp. 141–158.

Lamy, Marie-Noëlle and Mangenot, François (2013). Social media-based language learning: insights from research and practice. In: Lamy, Marie-Noëlle and Zourou, Katerina eds. Social Networking for Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave MacMillan, pp. 219–238.

Lamy, Marie-Noëlle and Zourou, Katerina (2013). Social networked game dynamics in web 2.0 language learning communities. Apprentissage des langues et Sytèmes d'information et de Communication (ALSIC), 16(1)

Lane, Andrew; Comas-Quinn, Anna and Carter, Jackie (2013). Editorial. JIME Nottingham OER2013 Special Issue: The potential of openness for engaging communities. Journal of Interactive Media in Education

Lewis, Tim (2013). Between the social and the selfish: learner autonomy in online environments. Innovation in Language Learning and Teaching, 7(3) pp. 198–212.

Lima, Chris and Lamy, Marie-Noëlle (2013). Online reading groups and network dynamics. In: Lamy, Marie-Noëlle and Zourou, Katerina eds. Social Networking fro Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave MacMillan, pp. 67–85.

Pantò, Eleonora and Comas-Quinn, Anna (2013). The challenge of Open Education. Journal of e-Learning and Knowledge Society, 9(1) pp. 11–22.

Pulker, Helene and Calvi, Anna (2013). The evaluation and re-use of Open Educational Resources in language teaching – a case study. In: OER13: Creating a Virtuous Circle, 26-27 Mar 2013, Nottingham, UK.

Rosell-Aguilar, Fernando (2013). iTunes y podcasting como herramientas para el aprendizaje de segundas lenguas. In: II Encuentro para profesores de centros universitarios y centros de formadores ELE de Londres, 26 Jun 2012, University of Westminster, London, pp. 88–103.

Rosell-Aguilar, Fernando (2013). Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user. Computers & Education, 67 pp. 121–129.

Rosell-Aguilar, Fernando (2013). Podcasting for language learning through iTunes U: the learner’s view. Language Learning & Technology, 17(3) pp. 74–93.

Scholz, Ronny and Angermuller, Johannes (2013). Au nom de Bologne? Une analyse comparative des discours politiques sur les réformes universitaires en Allemagne et en France. MOTS. Les langages du politique, 102 pp. 22–36.

Shrestha, Prithvi (2013). English language classroom practices: Bangladeshi primary school children’s perceptions. RELC Journal, 44(2) pp. 147–162.

Shrestha, Prithvi (2013). English Language for Teachers (EL4T): a course for EFL teachers. In: TESOL 2013 International Convention: Harmonising ESP practice in EFL contexts through curricular innovation, 20-23 Mar 2013, Dallas, Texas.

Shrestha, Prithvi (2013). Dynamic assessment and academic writing: evidence of learning transfer? In: Janus moment in EAP: Revisiting the past and building the future, BALEAP Biennial Conference, 19-21 Apr 2013, University of Nottingham.

Stickler, Ursula and Shi, Lijing (2013). Supporting Chinese speaking skills online. System, 41(1) pp. 50–69.

Temmar, Malika; Angermuller, Johannes and Lebaron, Frédéric (2013). Les discours de l'économie. Paris: Presses Universitaires de France.

Vialleton, Elodie (2013). Apprendre le français oral en autonomie à l’ère de l’internet et du CECR: outils technologiques et approches pédagogiques. In: Journée du Français : de la Genèse de la Langue à Internet, 3 May 2013, Oxford, UK.

Vialleton, Elodie (2013). Online and mobile applications and resources for autonomous language learning: technological and methodological approaches. In: CALRG Annual Conference 2013, 11-12 Jun 2013, Milton Keynes.

Vialleton, Elodie (2013). Compréhension du français oral spontané par les débutants en FLE : contributions croisées de la linguistique et de la didactique des langues aux méthodologies d’enseignement et de recherche. In: Cultures de recherche en linguistique appliquée / Research cultures in applied linguistics, 14-16 Nov 2013, Université de Lorraine, Nancy, France.

von Lindeiner-Stráský, Karina (2013). “Görings glorreichste Günstlinge”: Artists as good Germans in the (West) German media since 1945. In: Ó Dochartaigh, Pól and Schönfeld, Christiane eds. Representing the Good: German in Literature and Culture After 1945: Altruism and Moral Ambiguity, Volume 132. Camden House / Boydell & Brewer, pp. 29–49.

von Lindeiner-Stráský, Karina (2013). Umbruch ohne Aufbruch. Zur Politisierung des Künstlermythos im Zuge der Vergangenheitsbewältigung seit 1945. In: von Hoff, Dagmar ed. Poetiken des Auf und Umbruchs. Martin Meidenbauer, pp. 85–98.

Walsh, Christopher; Shrestha, Prithvi and Hedges, Claire (2013). Mobile phones for professional development and English teaching in Bangladesh. International Journal of Innovation and Learning, 13(2) pp. 183–200.

Zourou, Katerina and Lamy, Marie-Noëlle (2013). Introduction. In: Lamy, Marie-Noëlle and Zourou, Katerina eds. Social networking for Language Education. New Language Learning and Teaching Environments. Basingstoke: Palgrave Macmillan, pp. 11–18.

2012To Top

Hubscher-Davidson, Séverine and Borodo, Michał eds. (2012). Global Trends in Translator and Interpreter Training: Mediation and Culture. Bloomsbury Advances in Translation. Bloomsbury.

Kühn, Bärbel and Perez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio: Learner autonomy and self-assessment. Oxford, UK: Routledge.

Kühn, Bärbel and Pérez Cavana, Maria eds. (2012). Perspectives from the European Language Portfolio. Learner Autonomy and Self-assessment. Oxford: Routledge.

Álvarez, Inma and Kan, Qian (2012). Supporting intercultural learning For beginners’ Chinese language learners at the Open University, UK. In: Jin, Lixian and Cortazzi, Martin eds. Researching Intercultural Learning: Investigations in Language and Education. Palgrave Macmillan, pp. 209–234.

Angermuller, Johannes (2012). Fixing meaning: the many voices of the post-liberal hegemony in Russia. Journal of Language and Politics, 11(1) pp. 115–134.

Angermuller, Johannes (2012). Book review: Derek Robbins, "French Post-War Social Theory. International Knowledge Transfer". Thousand Oaks: Sage, 2012,. Sociologica, 6(3) p. 216.

Angermuller, Johannes (2012). Wissenschaft als Wissen/Macht. Für eine Wissenschaftssoziologie nach dem Strukturalismus. In: Soeffner, Hans-Georg ed. Transnationale Vergesellschaftungen. Wiesbaden: Springer VS, pp. 707–718.

Angermuller, Johannes; Buckel, Sonja and Rodrian-Pfennig, Margit (2012). Solidarische Bildung. Crossover: Experimente selbstorganisierter Wissensproduktion. Münster: VSA-Verlag.

Beaven, Tita (2012). Vivre en Aquitaine: pedagogy, audience, design. The EuroCALL Review, 20(2) pp. 23–32.

Coleman, James A.; Hampel, Regine; Hauck, Mirjam and Stickler, Ursula (2012). Collaboration and interaction: the keys to distance and computer-supported language learning. In: Levine, Glenn.S.; Phipps, Alison and Blythe, Carl eds. Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Learning, pp. 161–180.

Comas-Quinn, Anna; de los Arcos, Beatriz and Mardomingo, Raquel (2012). Virtual Learning Environments (VLEs) for distance language learning: shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2) pp. 129–143.

Comas-Quinn, Anna; Fitzgerald, Alannah and Fairweather, Ian (2012). Editorial - Cambridge OER 2012. Journal of Interactive Media in Education, 2012, article no. 09.

Comas-Quinn, Anna and Mardomingo, Raquel (2012). Language learning on the move: a review of mobile blogging tasks and their potential. In: Díaz-Vera, Javier E. ed. Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning. Innovation and Leadership in English Language Teaching, 6 (6). Emerald Group Publishing Ltd, pp. 47–65.

Costa, Francesca Giuseppina (2012). CLIL (Content and Language Integrated Learning) at the tertiary level in Italy : institutional context, input and the views of students and lecturers. PhD thesis The Open University.

Dooly, Melinda and Hauck, Mirjam (2012). Researching multimodal communicative competence in video and audio telecollaborative encounters. In: Dooly, Melinda and O'Dowd, Robert eds. Researching Online Interaction and Exchange in Foreign Language Education. Telecollaboration in Education (3). Bern: Peter Lang Publishing Group, pp. 135–162.

Edwards, Chris and Perez Cavana, Maria Luisa (2012). Developing approaches to enhancing the orientation and success of language learning in higher education. In: 17th Annual Conference of the Education, Learning, Styles, Individuals Differences Network, 26-28 Jun 2012, Cardiff, Wales.

Fuchs, Carolin; Hauck, Mirjam and Müller-Hartmann, Andreas (2012). Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3) pp. 82–102.

Hampel, Regine and Stickler, Ursula (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2) pp. 116–137.

Harper, Felicity; Green, Hannelore and Fernandez-Toro, Maria (2012). Evaluating the integration of Jing® screencasts in feedback on written assignments. In: 15th International Conference on Interactive Collaborative Learning, 26-28 Sep 2012, Villach, Austria.

Hauck, Mirjam and Warnecke, Sylvia (2012). Fostering social presence through task design. Fremdsprachen und Hochschule, 85(2) pp. 175–200.

Hauck, Mirjam and Warnecke, Sylvia (2012). Materials design in CALL: social presence in online environments. In: Thomas, Michael; Reinders, Hayo and Warschauer, Mark eds. Contemporary Computer-Assisted Language Learning. London: Bloomsbury, pp. 95–115.

Hubscher-Davidson, Severine (2012). Invited Webinar: The role of Emotional Intelligence in the translator/interpreter workplace. In: eCPD Webinars for translation professionals, Jan 2012.

Kan, Qian (2012). From ‘Chinese in Steps’ to ‘First Steps’ – A case study on converting classroom-based teaching materials to suit distance Chinese language teaching. Chinese Language in the World(2) pp. 46–54.

Lamy, Marie-Noelle (2012). Click if You Want to Speak: Reframing CA for Research into Multimodal Conversations in Online Learning. International Journal of Virtual and Personal Learning Environments, 3(1) pp. 1–18.

Lamy, Marie-Noëlle (2012). Où va la distance par des temps agités? Réponses d’une organisation distancielle : l’Open University. Distances et Savoirs, 9(4) pp. 611–618.

Lamy, Marie-Noelle (2012). Diversity in Modalities. In: Stockwell, Glenn ed. Computer-Assisted Language Learning: Diversity in Research and Practice. Cambridge: Cambridge University Press, pp. 109–126.

Lamy, Marie-Noëlle and Pegrum, Mark (2012). Special Issue Commentary: Hegemonies in CALL. Language Learning & Technology, 16(2) pp. 1–3.

Peréz Cavana, Maria Luisa (2012). Autonomy and self-assessment of individual learning styles using the European Language Portfolio (ELP). Language Learning in Higher Education. Journal of the European Confederation of Language Centres in Higher Education (CercleS), 1(1) pp. 211–228.

Perez Cavana, Maria-Luisa (2012). Fostering strategic, self-regulated learning: the case for a “soft” ELP. In: Kűhn, Bärbel and Perez-Cavana, Maria eds. Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Oxford, UK: Routledge.

Shrestha, Prithvi (2012). Enhancing teacher professional development using mobile technologies in a large-scale project: a case study of Bangladesh. In: 1st International Conference of ICT in Education: Opportunities, Challenges and Practical Solutions for the Integration of ICT in Education, 8-11 Feb 2012, Marrakech, Morocco.

Shrestha, Prithvi (2012). Approaches to teaching ESP and EAP in open and distance learning. In: IATEFL ESP SIG Pre-Conference Event: Cutting-edge developments in teacher education, materials design, and assessment and testing in ESP and EAP, 19 Mar 2012, Glasgow.

Shrestha, Prithvi and Coffin, Caroline (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1) pp. 55–70.

Shrestha, Prithvi; Fayram, Joanna; Demouy, Valérie; Eardley, Annie and Kukulska-Hulme, Agnes (2012). Innovations in EAP oral assessment: the IOA project. In: 46th Annual IATEFL conference, 19-23 Mar 2012, Glasgow.

Vialleton, Elodie and Lewis, Timothy (2012). A century of spoken French in language learning: have representations and practices changed? In: Annual Conference of the Association for French Language Studies, 1-3 Jun 2012, Newcastle University.

von Lindeiner-Stráský, Karina (2012). Die Mehrfarbigkeit der Vergangenheit: István Szabós Adaption von Klaus Manns Roman 'Mephisto’. Würzburg: Königshausen & Neumann.

2011To Top

Beaven, Tita ed. (2011). Mañana (libro del alumno). Sandy: Advanced Materials.

Develotte, Christine; Kern, Richard and Lamy, Marie-Noelle eds. (2011). Décrire la conversation en ligne: le face-à-face distanciel. Lyon, France: ENS Editions.

Amoraga-Piqueras, Maria-Rosa; Comas-Quinn, Anna and Southgate, Margaret (2011). Teaching through assessment. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press, pp. 75–92.

Angermuller, Johannes (2011). From the many voices to the subject positions in anti-globalization discourse: Enunciative pragmatics and the polyphonic organization of subjectivity. Journal of Pragmatics, Vol.43(No.12) pp. 2992–3000.

Angermuller, Johannes (2011). Heterogeneous knowledge: Trends in German discourse analysis against an international background. Journal of Multicultural Discourses, 6(2) pp. 121–136.

Angermuller, Johannes; Maesse, Jens and Standke, Jan (2011). Moving (Con)Texts: Produktion und Verbreitung von Ideen in der globalen Wissensökonomie. Culture, discourse, history (2). Berlin: Logos.

Brash, Barbel and Nicolson, Margaret (2011). Teaching by telephone. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 112–125.

Coleman, James A. and Vialleton, Elodie (2011). French Studies at the Open University: pointers to the future. In: Lane, Philippe and Worton, Michael eds. French Studies in and for the 21st Century. Liverpool: Liverpool University Press, pp. 235–246.

Comas-Quinn, Anna (2011). Recursos educativos abiertos para la enseñanza de lenguas. In: I Encuentro para Profesores de Centros Universitarios y de Centros Formadores de ELE, 21 Jun 2011, London.

Comas-Quinn, Anna (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers' experiences in a blended learning course. ReCALL, 23(03) pp. 218–232.

Comas-Quinn, Anna; Beaven, Mary; Pleines, Christine; Pulker, Helene and de los Arcos, Beatriz (2011). Languages Open Resources Online (LORO): fostering a culture of collaboration and sharing. The EuroCALL Review(18)

Das, Sharmistha; Zaman, Shahamin S.; Shrestha, Prithvi; Paul, Ashok Kumar; Rahman, Arifa; Khan, Rubina; Islam, Md. Saiful and Islam, Md. Monirul (2011). Alignment between the English language curriculum and assessment system. In: 5th BELTA INTERNATIONAL CONFERENCE 2011:Learning English in a Changing World: Global Perspectives & Local Contexts, 20-22 May 2011, Dhaka, Bangladesh.

Demouy, Valérie; Eardley, Annie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) project; using Talkback® for practice and assessment of listening and speaking skills in languages. In: ICL 2011 Interactive Collaborative Learning, 21-23 Sep 2011, Piešťany, Slovakia.

Devaux, Jerome (2011). Note-taking in court. In: Institute of Translation and Interpreting Annual Conference, 2011, Birmingham.

Develotte, Christine; Kern, Richard and Lamy, Marie-Noëlle (2011). Présentation. In: Develotte, Christine; Kern, Richard and Lamy, Marie-Noëlle eds. Décrire la conversation en ligne, le face-à-face distanciel. Lyon, France: ENS Editions, pp. 7–25.

Donnarumma, David and Shrestha, Prithvi (2011). Joint construction in academic writing: an exploration of collaborative learning in an open and distance university. In: European Association for Teachers of Academic Writing Conference, 29 Jun - 1 Jul 2011, University of Limerick.

Duensing, Annette and Harper, Felicity (2011). The role and nature of assessment in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh: Dunedin Academic Press Ltd, pp. 59–74.

Eardley, Annie; Demouy, Valérie; Shrestha, Prithvi and Kukulska-Hulme, Agnes (2011). The Interactive Oral Assessment (IOA) Project. In: International Conference ICT for Language Learning, 20-21 Oct 2011, Florence, Italy.

Ernest, Pauline; Heiser, Sarah and Murphy, Linda (2011). Developing teacher skills to support collaborative online language learning. The Language Learning Journal, 41(1) pp. 37–54.

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Teacher development for blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 219–231.

Gallardo, Matilde; Heiser, Sarah and Nicolson, Margaret (2011). Practical approaches for teacher development. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 232–245.

Gargett, Andrew (2011). Incrementality and the Dynamics of Routines in Dialogue. Dialogue Discourse, 2(1) pp. 171–197.

Gargett, Andrew (2011). A Salvage Grammar of Malgana - The Language of Shark Bay, Western Australia. Pacific linguistics, 624. Canberra: Pacific Linguistics, Research School of Pacific and Asian Studies, The Australian National University.

Green, Hannelore and Harper, Felicity (2011). Using Jing to enhance student understanding through video recorded assignment commentary. In: 16th Annual SEDA Conference 2011: Using Technology to Enhance Learning, 17-18 Nov 2011, Birmingham, UK.

Green, Hannelore; St. John, Elke; Warnecke, Sylvia and Atkinson, Vikki (2011). Asynchronous online teaching. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, UK: Dunedin Academic Press, pp. 169–184.

Guichon, Nicolas and Hauck, Mirjam (2011). Editorial: Teacher education research in CALL and CMC: more in demand than ever. ReCALL, 23(3) pp. 187–199.

Hubscher-Davidson, Severine (2011). A discussion of ethnographic research methods and their relevance for translation process research. Across Languages and Cultures, 12(1) pp. 1–18.

Hubscher-Davidson, Severine (2011). Invited discussant. In: 2nd International Research Workshop on Methodology in Translation Process Research (TPRW2), Jul 2011, University of Gießen, Germany.

Hubscher-Davidson, Severine (2011). Emotionally Intelligent Translators. In: Research Seminar Series, Jan 2011, University of Ulster.

Lamy, Marie-Noëlle (2011). "We Argentines are not as other people": collaborative learning online in an underserved country. In: Levy, Mike; Blin, Françoise; Bradin Siskin, Claire and Takeushi, Osamu eds. WorldCALL: International Perspectives on Computer-Assisted Language Learning. Routledge Studies in Computer Assisted Language Learning (5). Abingdon: Routledge, pp. 257–274.

Lamy, Marie-Noëlle and Flewitt, Rosie (2011). Describing online conversations : insights from a multimodal approach. In: Develotte, Christine; Kern, Richard and Lamy, Marie-Noëlle eds. Décrire la Conversation en Ligne : Le Face à Face Distanciel. Lyon, France: ENS Éditions, pp. 71–94.

Lewis, Tim (2011). [Book Review] Teaching Academic and Professional English Online, Editors: González-Pueyo, Isabel; Foz Gil, Carmen; Jaime Siso, Mercedes and Luzón Marco, María José. Peter Lang, 2009. ReCALL, 23(1) pp. 79–82.

Lewis, Tim and Vialleton, Elodie (2011). The Notions of Control and Consciousness in Learner Autonomy and Self-Regulated Learning: a comparison and critique. Innovation in Language Learning and Teaching, 5(2) pp. 205–219.

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Special Issue Commentary: Multilateral online exchanges for language and culture learning. Language Learning & Technology, 15(1) pp. 3–9.

Lewis, Timothy; Chanier, Thierry and Youngs, Bonnie (2011). Multilateral Online Exchanges for Language and Culture Learning. Language Learning and Technology, Vol. 15 (1).

Nicolson, Margaret and Warnecke, Sylvia (2011). Face-to-Face teaching in blended contexts. In: Nicolson, Margaret; Murphy, Linda and Southgate, Margaret eds. Language Teaching in Blended Contexts. Edinburgh, U.K.: Dunedin Academic Press, pp. 154–168.

Secova, Maria (2011). Discourse‐pragmatic features of spoken French: analysis and pedagogical implications. PhD thesis Queen Mary University of London.

Shrestha, Prithvi (2011). The potential of mobile technologies for (English) language learning in Nepal. Journal of NELTA, 16(1-2) pp. 107–113.

Stickler, Ursula (2011). The DOTS project: Developing Online Teaching Skills. Language Teaching, 44(3) pp. 403–404.

Stickler, Ursula and Emke, Martina (2011). LITERALIA: Towards developing intercultural maturity online. Language Learning & Technology, 15(1) pp. 147–168.

Stickler, Ursula and Emke, Martina (2011). Tandem Learning in Virtual Spaces: Supporting Non-formal and Informal Learning in Adults. In: Benson, Phil and Reinders, Hayo eds. Beyond the Language Classroom. NY: Palgrave Macmillan, pp. 146–160.

Striegnitz, Kristina; Denis, Alexandre; Gargett, Andrew; Garoufi, Konstantina; Koller, Alexander and Theune, Marië (2011). Report on the Second Second Challenge on Generating Instructions in Virtual Environments (GIVE-2.5). In: Proceedings of the 13th European Workshop on Natural Language Generation, 28-30 Sep 2011, Nancy, France, Association for Computational Linguistics, 270–279.

Vialleton, Elodie and Lewis, Tim (2011). Reconsidering authenticity: using spontaneous speech to develop listening skills in adult beginner distance learners of French. In: Annual Conference of the Association for French Language Studies, 8-10 Sep 2011, Nancy, France.

von Lindeiner-Stráský, Karina (2011). Furtwänglers Taschentuch: Der Gebrauch dokumentarischer Materialien in Filmen über die Zeit des Nationalsozialismus. New Readings, 11 pp. 66–83.

von Lindeiner-Stráský, Karina (2011). "Indoctrinated, but not incurable"? Klaus Mann’s Return to Europe and his Interrogations of German Prisoners of War. German Life and Letters, 64(2) pp. 217–234.

Walsh, Christopher S.; Shrestha, Prithvi and Hedges, Claire (2011). Leveraging low-Cost mobile technologies in Bangladesh: a case study of innovative practices for teacher professional development and communicative English language teaching. In: Kwan, Reggie; McNaught, Carmel; Tsang, Philip; Wang, Fu Lee and Li, Kam Cheong eds. Enhancing Learning Through Technology. Education Unplugged: Mobile Technologies and Web 2.0. Communications in Computer and Information Science, 177. London, U.K. and New York, NY, U.S.: Springer, pp. 152–166.

2010To Top

Angermuller, Johannes (2010). Diskursanalyse meets Gouvernementalitätsforschung: Perspektiven auf das Verhältnis von Subjekt, Sprache, Macht und Wissen. Frankfurt am Main: Campus-Verl.

Angermuller, Johannes (2010). Widerspenstiger Sinn. Skizze eines diskursanalytischen Forschungsprogramms nach dem Strukturalismus. In: Angermuller, Johannes and van Dyk, Silke eds. Diskursanalyse meets Gouvernementalitätsforschung. Frankfurt am Main: Campus, pp. 71–100.

Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph; Stanojevic, Mateusz Milan and Stickler, Ursula (2010). Needs and challenges for online language teachers - the ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2) pp. 5–20.

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2010). Using mobile devices for listening and speaking practice in languages: the L120 mobile project. In: Eurocall 2010, Languages, Cultures and Virtual Communities, 8-11 Sep 2010, Bordeaux, France.

Demouy, Valérie and Kukulska-Hulme, Agnes (2010). On the spot: using mobile devices for listening and speaking practice on a French language programme. Open Learning: The Journal of Open and Distance Learning, 25(3) pp. 217–232.

Gargett, Andrew; Garoufi, Konstantina; Koller, Alexander and Striegnitz, Kristina (2010). The GIVE-2 Corpus of giving instructions in virtual environments. In: Proceedings of the Seventh International Conference on Language Resources and Evaluation (LREC'10), European Language Resources Association (ELRA), Valletta, Malta, pp. 2401–2406.

Hauck, M. (2010). Telecollaboration: At the interface between Multimodal and Intercultural Communicative Competence. In: Guth, S. and Helm, F. eds. Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Bern: Peter Lang, pp. 219–244.

Hauck, Mirjam (2010). The enactment of task design in Tellecollaboration 2.0. In: Thomas, Michael and Reinders, Hayo eds. Task-based language learning and teaching with technology. London: Continuum, pp. 197–217.

Hubscher-Davidson, Severine (2010). Bilingualism, Translation and Interpretation. In: 4th AHRC workshop on “One brain, two languages: bridging neuroscience and linguistics”, Apr 2010, Bangor University, Wales.

Koller, Alexander; Striegnitz, Kristina; Gargett, Andrew; Byron, Donna; Cassell, Justine; Dale, Robert; Moore, Johanna D. and Oberlander, Jon (2010). Report on the Second NLG Challenge on Generating Instructions in Virtual Environments (GIVE-2). In: Proceedings of the 6th International Natural Language Generation Conference, The Association for Computer Linguistics.

Kukulska-Hulme, Agnes; Shield, Lesley and Hassan, Xavière (2010). Mobile technologies for language learning and teaching: an exploratory investigation. In: Gimeno Sanz, Ana ed. New Trends in Computer-Assisted Language Learning: Working Together. Gandia, Spain: Macmillan ELT, pp. 167–174.

Lamy, M. N. (2010). Apprentissage des langues médié par ordinateur: discours critiques sur l'outil. Le Français dans le monde, 48, pp. 135–149.

Lamy, Marie-Noelle and Goodfellow, Robin (2010). Telecollaboration and Learning 2.0. In: Guth, Sarah and Helm, Francesca eds. Telecollaboration 2.0: language, literacies and intercultural learning in the 21st century. Telecollaboration in Education, 1. Bern: Peter Lang, pp. 107–138.

Mirza, Chahrazed and Lamy, Marie-Noëlle (2010). Quel est le rôle des environnements audio-graphiques synchrones dans les interactions d’un cours de langue en ligne? Revue Internationale des Technologies en Pédagogie Universitaire, 7(1) pp. 47–67.

Pérez Cavana, M. (2010). Assessing learning styles within the European Language Portfolio (ELP). In: The 15th Annual Conference of the European Learning Styles Information Network (ELSIN): Exploring Styles to Enhance Learning and Teaching in Diverse Contexts, 28-30 Jun 2010, Univesidade de Aveiro, Portugal.

Power, Tom and Shrestha, Prithvi (2010). Mobile technologies for (English) language learning: An exploration in the context of Bangladesh. In: IADIS International Conference: Mobile Learning 2010, 19-21 Mar 2010, Porto, Portugal.

Proudfoot, Anna (2010). Essential Italian Grammar. Hodder Education.

Stickler, Ursula (2010). Konstruktives Sprachenlernen mit Wikis. Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache, 13(2009) pp. 135–145.

Stickler, Ursula; Beaven, Tita; Emke, Martina; Ernest, Pauline; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojevic, Mateusz Milan (2010). From the editors: stepping stones to teaching lnguages with technology. Journal of Teaching English with Technology (10) 2.

Stickler, Ursula; Ernest, Pauline; Beaven, Tita; Emke, Martina; Germain-Rutherford, Aline; Hampel, Regine; Hopkins, Joseph and Stanojewic, Mateusz-Milan (2010). Joining the DOTS. A collaborative approach to online teacher training. The EuroCALL Review, 16, http://www.eurocall-languages.org/review/16/index.html.

Stickler, Ursula and Hampel, Regine (2010). CyberDeutsch: Language production and user preferences in a Moodle Virtual Learning Environment. CALICO Journal, 28(1) pp. 49–73.

Vialleton, Elodie and Lewis, Timothy (2010). Partnerships with the Open University department of languages: current experience and future opportunities. In: Les partenariats universitaires franco-britanniques, 5 Feb 2010, London, UK.

von Lindeiner-Stráský, Karina (2010). "Diese Leistung bleibt zu bewundern!" Remembering Wilhelm Furtwängler and Gustaf Gründgens in Biographies and Memoirs of the 1950s and 1960s. Monatshefte für deutschsprachige Literatur und Kultur, 102(2) pp. 162–176.

Warnecke, Sylvia (2010). Repercussions of writing under socialism: GDR retellings of myths and epics as educational tools and challenging testimonies. Interjuli(1) pp. 62–76.

2009To Top

Goodfellow, Robin and Lamy, Marie-Noelle eds. (2009). Learning Cultures in Online Education. Continuum Studies in Education. London: Continuum Books.

Álvarez, Inma; Tita, Beaven and Pérez Cavana, Maria Luisa (2009). Enhancing the ELP for the 21st Century. In: European Confederation of Language Centres in Higher Education (CercleS) Seminar, The Role of the Common European Framework of Reference for Languages and the European Language Portfolio in Higher Education, 17-19 Sep 2009, Padua, Italy.

Brash, Baerbel and Warnecke, Sylvia (2009). Shedding the ego: Drama-based role-play and identity in distance language tuition. Language Learning Journal, 37(1) pp. 99–109.

Comas-Quinn, Anna; Mardomingo, Raquel and Valentine, Chris (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21(1) pp. 96–112.

Demouy, Valérie; Eardley, Annie; Kukulska-Hulme, Agnes and Thomas, Rhodri (2009). The L120 Mobile Project. In: Mobile Learning and autonomy in second language acquisition (MLASLA), 17-19 Sep 2009, Toledo, Spain.

Fernandez-Toro, Maria (2009). What do adult learners make of their own errors? Understanding individual differences in foreign language learning. Reflecting Education, 5(2) pp. 66–84.

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Ohly, Kim (2008). Language learning strategies: a study of older students of German at the University of the Third Age. PhD thesis The Open University.

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Shrestha, Prithvi (2008). Book Review: Language Planning and Policy in the Pacific, Vol. 1: Fiji, The Philippines and Vanuatu by Richard B. Baldauf, Jr. and Robert B. Kaplan. Language Policy, 7(4) pp. 369–371.

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von Lindeiner-Stráský, Karina (2008). Taking Sides für Profiteure? Zeitkommentar und Zeitanalyse in Klaus Manns “Mephisto”, Ronald Harwoods “Taking Sides” und István Szabós Verfilmungen. In: von der Lühe, Irmela and Amthor, Wiebke eds. Auf der Suche nach einem Weg. Forschungen zu Leben und Werk Klaus Manns. Peter Lang, pp. 173–186.

Wang, Liang (2008). Internet-mediated Intercultural Foreign Language Education: Access And Opportunities Within And Beyond The Classroom In China's Tertiary Institutions. MRes thesis The Open University.

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Angermuller, Johannes (2007). Nach dem Strukturalismus: Theoriediskurs und intellektuelles Feld in Frankreich. Sozialtheorie. Bielefeld: Transcript-Verl.

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Rosell-Aguilar, Fernando (2007). Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC. JALT CALL Journal, 3(1-2) pp. 81–94.

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Stickler, Ursula and Hampel, Regine (2007). Designing online tutor training for language courses: a case study. Open Learning, 22(1) pp. 75–85.

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Baumann, Uwe and Duensing, Annette eds. (2006). Developing writing skills in German. London: Routledge.

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Stickler, Ursula and Hauck, Mirjam (2006). What does it Take to Teach Online? Towards a Pedagogy for Online Language Teaching and Learning. CALICO Journal, 23(3)

Stickler, Ursula and Lewis, Tim (2006). Aprendizaje tándem y competencia intercultural. In: Ojanguren Sánchez, Ana and Blanco-Hölscher, Margarita eds. El Aprendizaje Autónomo de Lenguas en Tandem: Principios, estrategias y experiencas de integracion. Oviedo: Universidad de Oviedo, pp. 90–102.

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Adinolfi, Lina; Pleines, Christine; Harper, Felicity; Beaven, Tita; Smith, Pete; Hassan, Xaviere; Adams, Helga and Nicolson, Margaret (2005). Developing competence in the language (2): Writing and speaking skills. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. Routledge Study Guides. Abingdon, UK: Routledge, pp. 110–139.

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Lewis, Timothy; Pleines, Christine and Hurd, Stella (2005). Language learning and language learners. In: Hurd, Stella and Murphy, Linda eds. Success with languages. Routledge Study Guides. London, UK: Routledge, pp. 1–20.

Murphy, Linda; Hauck, Mirjam; Nicolson, Margaret and Adams, Helga (2005). Reflection and self-evaluation. In: ed. Success with Languages. Routeldge Study Guides. Abingdon, UK: Routledge, pp. 60–78.

Proudfoot, Anna (2005). Modern Italian Grammar Workbook (2nd edition). Modern Grammars. London: Routledge.

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Shield, Lesley; Rossade, Klaus-Dieter; Rosell-Aguilar, Fernando and Beaven, Tita (2005). Using ICT to support your language learning. In: Hurd, Stella and Murphy, Linda eds. Success with Languages. Oxford: Routledge in association with the Open University Press, pp. 161–184.

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Pérez Cavana, M.; Puleo, A. H. and Segura, C. eds. (2004). Mujeres y Ecologica: Historia, Pensamiento, Sociedad (Women and Ecology: History, Theory, Society). Madrid: Al-Mudayna.

Beaven, Tita (2004). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica, 29

Beaven, Tita and Álvarez, Inma (2004). Translation skills for intercultural purposes: An on-line course for non-specialist learners of Spanish. Language, Culture and Curriculum, 17(2) pp. 97–108.

Hampel, Regine and Hauck, Mirjam (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1) pp. 66–82.

Hampel, Regine; Hauck, Mirjam and Shield, Lesley (2004). Using Synchronous Conferencing to Support Distance Language Learning: a case study. In: Salmon, Gilly ed. E-Moderating: The Key to Teaching and Learning Online. Routledge Falmer.

Lamy, Marie-Noëlle (2004). Oral conversations online: redefining oral competence in synchronous environments. ReCALL, 16(2) pp. 520–538.

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Proudfoot, Anna; Batelli-Kneale, Tania; Di Stefano, Anna and Treveri-Gennari, Daniela (2004). The Routledge Intensive Italian Course. Routledge Intensive Language Courses. London: Routledge.

Rosell-Aguilar, Fernando (2004). WELL done and well liked: online information literacy skills and learner impressions of the web as a resource for foreign language learning. ReCALL, 16(1) pp. 210–224.

Stickler, Ursula (2004). “…and furthermore I will correct your mistakes”: Kulturelle Unterschiede bei der Fehlerkorrektur im Tandem. Theorie und Praxis: Österreichische Beiträge zu Deutsch als Fremdsprache., 8 pp. 79–93.

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Lewis, Tim and Walker, Lesley eds. (2003). Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Press.

Hauck, Mirjam and Hampel, Regine (2003). Using Lyceum, an audio-graphic conferencing system, to talk at a distance. In: Goodfellow, D; Fenner, A; Garrido, C and Tella, S eds. The educational use of ICT in teacher education and distance language learning. European Centre for Modern Language of the Council for Europe.

Lamy, Marie-Noelle (2003). Is there language teaching after global English? FULGOR (Flinders university languages group online review), 1(2) pp. 1–13.

Lamy, Marie-Noelle (2003). Innovative practices in French monolingual learners’ dictionaries as compared with their English counterparts. In: Hartmann, R.K.K. ed. Lexicography: critical concepts. London, UK: Routledge/Taylor & Francis, pp. 174–185.

Lamy, Marie-Noëlle and Hassan, Xavière (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning, 18(1) pp. 39–59.

Lewis, Tim (2003). De integratie van autonoom leren in het curriculum: de tademmodule aan der universteit Sheffield (The integration of language learning in the curriculum: The tandem module at the University of Sheffield). In: Gaßdorf, Annette and Vijgen, Mathi eds. Autonoom leren van talen in tandems, Handboek (Autonomous language learning in tandem: Handbook). Netherlands: e-Tandem, pp. 105–110.

Lewis, Timothy (2003). Integrering av autonom inlärning i en läroplan: tandemmodulen vid universitetet i Sheffield (Integration of autonomous learning in a curriculum: the Tandem Module at the University of Sheffield). In: Jonsson, Bengt ed. Självstyrd språkinlärning i tandem - en handbook (Autonomous language learning in tandem. A handbook). Institutionen för humaniora i Härnösand. Rapport (12). Härnösand, Sweden: Institutionen för humaniora i Härnösand/Department of Humanities, Mid Sweden University, pp. 123–129.

Proudfoot, Anna (2003). Italian Grammar. Teach Yourself (3rd Edition). London: Hodder & Stoughton.

Rosell-Aguilar, Fernando (2003). Electronic literacy with and attitudes towards the web as a resource for foreign language learning. In: Piqué-Angordans, Jordi; Esteve, Marie Jose and Gea-Valor, Maria Lluisa eds. Internet in language for specific purposes and foreign language teaching competence. Col-lecció Estudis Filològics (15). Castelló de la Plana, Spain: Publicacions de la Universitat Jaume I, pp. 423–444.

Stickler, Ursula (2003). Consulenza per l'apprendente tandem. In: Hehmann, G. and Ponti Dompe, D. eds. Apprendimento Autonomo Delle Lingue In Tandem. Torino: Trauben / Dipartimento di Scienze del Linguaggio e Letterature Moderne e Comparate, Universitate degli Studi di Torino, pp. 61–66.

Stickler, Ursula (2003). Handledning i samband me larande i tandem. In: Jonsson, Bengt ed. Självstyrd språkinlärning i tandem - en handbook (Autonomous language learning in tandem. A handbook). Institutionen för humaniora i Härnösand. Rapport (12). Härnösand, Sweden: Institutionen för humaniora i Härnösand/Department of Humanities, Mid Sweden University, pp. 67–72.

Stickler, Ursula (2003). Student-centred counselling for tandem learning. In: Lewis, Timothy and Walker, Lesley eds. Autonomous Language Learning in Tandem. Sheffield: Academy Electronic Publications, pp. 115–122.

Stickler, Uschi and Lewis, Tim (2003). Tandem learning and intercultural competence. In: Lewis, Timothy and Walker, Lesley eds. Autonomous language learning in tandem. Sheffield, UK: Academy Electronic Publications, pp. 93–104.

Warnecke, Sylvia (2003). Reynard the Fox for children in the GDR: the story of a tamed villain's adventures? Bulletin of the John Rylands University Library of Manchester, 84(3) pp. 171–187.

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Beaven, Tita (2002). The transitory, the fugitive, the contingent: Cristina Terzaghi’s mural in La Boca, Buenos Aires. In: Godsland, Shelley and White, Anne M. eds. Cultura Popular: Studies in Spanish and Latin American Popular Culture. Oxford, UK: Peter Lang.

Beaven, Tita (2002). La enseñanza de ELE a personas adultas inmigrantes no alfabetizadas. In: Perez Gutierrez, M. and Coloma Maestre, J. eds. El Español, Lengua del Mestizaje y la Interculturalidad. Universidad de Murcia, pp. 180–190.

Fernandez-Toro, Maria and Wilczynski, Andrea (2002). Learner training; from strategy awareness to actual language improvement. In: Setting the agenda: languages, linguistics and area studies in Higher Education, UMIST, Manchester.

Garrido, Cecilia and Beaven, Mary (2002). The European Framework of Reference for language teaching and learning: The OU experience. In: Council of Europe ed. Common European Framework of References for languages : Learning, Teaching, Assessment - Case studies. Strasbourg: Council of Europe.

Garrido, Cecilia and Beaven, Mary (2002). The European Framework underpinning the language teaching/learning process from curriculum design to the delivery of outcomes. In: Ruane, M ed. T'Qila: Today's Quality Issues in European Language Centres. CercleS Proceedings. Strasbourg: CercleS.

Goodfellow, Robin; Lamy, Marie-Noelle and Jones, Glyn (2002). Assessing learners' writing using lexical frequency. ReCALL, 14(1) pp. 133–145.

Lewis, Timothy (2002). A integraçao da aprendizagem autónoma nos programas curriculares: o módulo tandem na Universidade de Sheffield (Integrating Autonomous Learning into the Curriculum. The tandem module at the University of Sheffield). In: Delille, Karl Heinz and Chichorro, Adelaide eds. Aprendizagem autónoma de línguas em tandem (Autonomous language learning in tandem. Textos pedagogicos e didácticos (12). Lisbon, Portugal: Ediçoes Colibri, pp. 127–134.

Lewis, Timothy (2002). Intégration de l’apprentissage autonome dans le curriculum à l’université de Sheffield (Integrating autonomous learning into the curriculum at the University of Sheffield). In: Helmling, Brigitte; Brammerts, Helmut; Kleppin, Karin; Cintrat, Iva and Otto, Erik eds. L’apprentissage autonome des langues en tandem (Autonomous language learning in tandem). Collection C.R.E.D.I.F Essais. Paris, France: Les Editions Didier, pp. 123–128.

Proudfoot, Anna (2002). Advertising. In: Hainsworth, Peter and Robey, David eds. The Oxford Companion to Italian Literature. Oxford, UK: Oxford University Press.

Stickler, Ursula (2002). Conseils pratiques pour l'entretien. In: Helmling, Brigitte ed. L'Apprentissage Autonome des Langues en Tandem. Paris: Didier, pp. 117–120.

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Álvarez, Inma and Beaven, Tita (2001). Destrezas interculturales en una comunidad virtual. El sitio A buen puerto de la Open University. In: Gimeno Sanz, A. M. ed. Tecnologías de la información y de las comunicaciones en la enseñanza de E/LE, 5-8 de septiembre de 2001. Universidad de Valencia, pp. 239–249.

Fernandez-Toro, Maria and Jones, Francis R. (2001). DIY techniques for language learners. London, UK: CILT Publications.

Lamy, Marie-Noelle (2001). Langues en ligne: Des outils pour les langues. Les Dossiers de l'ingénierie éducative(35) pp. 41–42.

Lamy, Marie-Noelle (2001). L’étude d’une langue vivante assistée par ordinateur: réflexion collaborative sur l’object d’apprentissage. In: Bouchard, Robert and Mangenot, Francois eds. Interactivité, interactions et multimédia. Notions en question (5). Ecole Nationale Supérieure Editions.

Shrestha, Prithvi (2001). Huckleberry Finn as an African American Figure in Adventures of Huckleberry Finn. Tribuvan University, Kathmandu Nepal, MA thesis. (Unpublished)

Stickler, U (2001). Transcultural counselling and inter-cultural awareness raising. In: Killick, Frances; Parry, M. and Phipps, A. eds. Poetics and praxis of languages and intercultural communication: Proceedings of the Conference at Leeds Metropolitan University, December 1999, Volume 2. Glasgow, UK: University of Glasgow French & German Publications, pp. 187–195.

Stickler, Ursula (2001). Vejledning I forbindelse med tandemlaering. In: ed. ? Aalborg Universitet.

Stickler, Ursula (2001). Beratung für das Tandemlernen. In: Brammerts, Helmut and Kleppin, Karin eds. Selbstgesteuertes Sprachenlernen im Tandem: ein Handbuch. Forum Sprachlehrforschung (1). Tübingen, Germany: Stauffenberg.

Stickler, Ursula (2001). Using counselling skills for language advising. In: Mozzon-McPherson, Marina and Vismans, Roel eds. Beyond language teaching towards language advising. London: CILT, pp. 40–52.

Warnecke, Sylvia (2001). The GDR: a paradise for children's literature? Between idealism and control of Marxist-Leninist cultural policy. Literatuur Zonder Leeftijid, 15(56) pp. 343–353.

2000To Top

Beaven, Tita and Garrido, Cecilia (2000). El español tuyo, el mío, el de aquél… ¿Cuál para nuestros estudiantes? In: Martín Zorraquino, M. A.; Pelegrín, C. D. and Ballesteros, M. P. eds. Qué español enseñar?: norma y variación lingüísticas en la enseñanza del español a extranjeros. Universidad de Zaragoza.

Hassan, Xavière and Starkey, Hugh (2000). Civilisation. In: Byram, Michael ed. Routledge Encyclopedia of Language Teaching and Learning. London: Routledge, pp. 108–110.

Passot, Frédérique; Szlamowicz, Jean and Vialleton, Elodie (2000). Les interrogatives en anglais oral spontané: intonation et énonciation. Anglophonia-Sigma, 8 pp. 125–152.

Pérez Cavana, Maria (2000). Feminismo y psicoanalisis. In: Amorós, Celia and Agra Romero, María José eds. Feminismo y Filosofía. Síntesis Filosofía : Thémata (10). Madrid: Editorial Síntesis.

1999To Top

Beaven, Tita (1999). ”¡Pero si no se dice así!": Un estudio de las actitudes de los profesores de ELE hacia la enseñanza del español como "lengua mundial". In: Figueroa, M. F. ed. Nuevas perspectivas en la enseñanza del español como lengua extranjera: actas del X Congreso Internacional de ASELE, Cádiz, 22-25 de septiembre de 1999. Universidad de Cádiz, pp. 115–122.

Fernández-Toro, Maria (1999). Training Learners for Self-Instruction. London, UK: CILT.

Lamy, Marie-Noelle and Goodfellow, Robin (1999). Supporting language students' interactions in Web-based conferencing. Computer Assisted Language Learning, 12(5) pp. 457–477.

Lamy, Marie-Noelle and Goodfellow, Robin (1999). 'Reflective conversation' in the virtual language classroom. Language Learning & Technology, 2(2) pp. 43–61.

Warnecke, Sylvia (1999). Die 'visuelle Bibliothek' des Gerstenberg-Verlages: Klassiker fur Kinder. Deutschunterricht, 52(3) pp. 234–236.

1998To Top

Goodfellow, Robin and Lamy, Marie-Noelle (1998). Learning to learn a language – at home and on the Web. ReCALL, 10(1) pp. 68–78.

Lamy, Marie-Noelle and Goodfellow, Robin (1998). “Conversations réflexives” dans la classe de langues virtuelle par conférence asynchrone. Revue d'apprentissage des langues et des systèmes d'information et de communication ALSIC, 1(2) pp. 81–89.

1997To Top

Lamy, Marie-Noelle (1997). The Web for French grammar: a tool, a resource or a waste of time? ReCALL, 9(2) pp. 26–32.

1995To Top

Crooks, Beryl and Lamy, Marie-Noelle (1995). Using combinations of video,aAudio, and print to teach french at a distance: A case study of the formative evaluative cycle. European Journal of Psychology of Education, 10(2) pp. 131–144.

Warnecke, Sylvia (1995). Neu-und Nacherzalhlungen von Mythen, Sagen and Epen fur Kinder und Jugendliche in der DDR. In: Dahrendorf, Malte ed. Kinder- und Jugendliteratur : Material. Edition Literatur- und Kulturgeschichte. Berlin: Volk und Wissen.

1994To Top

Warnecke, Sylvia (1994). Mythen und Sagen als Schulexperiment. Deutschunterricht, 47 pp. 35–42.

1992To Top

Warnecke, Sylvia (1992). Prometheus in der Schule. Deutschunterricht, 45 pp. 35–42.

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