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

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

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

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

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

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

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

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.

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.

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

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

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

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

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

Hampel, Regine (2001). 'I write therefore I am?' Fictional autobiography and the idea of selfhood in the postmodern age. Bern: Peter Lang Publishing.

Hampel, Regine (2019). Disruptive Technologies and the Language Classroom: A Complex Systems Theory Approach. Palgrave Macmillan.

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

Hubscher-Davidson, Séverine 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.

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

Kan, Qian (2007). Colloquial Chinese 2: The Next Step in Language Learning. London, UK: Routledge.

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

Lamy, Marie-Noëlle and Hampel, Regine (2007). Online communication for language learning and teaching. Basingstoke: Palgrave Macmillan.

Proudfoot, Anna and Cardo, Francesco (2005). Modern Italian Grammar: a practical guide (2nd edition). Modern Grammars. London: Routledge.

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

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

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

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

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

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

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

von Lindeiner-Stráský, Karina (2006). ‘Sammlung zur heiligsten Aufgabe’: Politische Künstler und Intellektuelle in Klaus Manns Exilwerk. Würzburg: Königshausen & Neumann.

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.

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

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.

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Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle: Volume 1, Normes et variations géographiques et sociales. Espaces discursifs, 1. Paris: L'Harmattan.

Abécassis, Michaël; Ayosso, Laure and Vialleton, Elodie eds. (2008). Le français parlé au XXIe siècle : Volume 2, Normes et variations dans les discours et en interaction. Espaces discursifs, 2. Paris: L'Harmattan.

Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. (2024). La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company.

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

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

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

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

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

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.

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

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

Fayram, Jo; Austen, Samantha and Phillips, Helen eds. (2024). Online Teaching and Learning in a Changing Pedagogic and Linguistic Landscape. Developing Online Language Pedagogies. Castledown.

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

Hampel, Regine and Stickler, Ursula eds. (2024). The Bloomsbury Handbook of Language Learning and Technology. Bloomsbury handbooks. London, New York: Bloomsbury Publishing.

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.

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

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

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

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.

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.

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

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). La enseñanza del español mediada por tecnología: de la justicia social a la inteligencia artificial (IA). Routledge Advances in Spanish Language Teaching. Routledge.

Muñoz-Basols, Javier; Fuertes Gutierrez, Mara and Cerezo, Luis eds. (2024). Teknologiak bideratutako hizkuntzen irakaskuntza. Justizia sozialetik adimen artifizialera (AA). Gipuzkoa (Donostia), Spain: HABE.

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

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.

Rienties, Bart; Hampel, Regine; Scanlon, Eileen and Whitelock, Denise eds. (2022). Open World Learning: Research, Innovation and the Challenges of High-Quality Education. Routledge Research in Digital Education and Educational Technology. London: Routledge.

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.

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.

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

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.

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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.

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.

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.

Álvarez, Inma; Beaven, Tita and Garrido, Cecilia (2008). Strategies for acquiring intercultural communication. In: Hurd, Stella and Lewis, Timothy eds. Language Learning Strategies in Independent Settings. Bristol, UK: Multilingual Matters, pp. 179–195.

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.

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 (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 (2023). Der Brexit und seine Subjektpositionen. Soziale und sprachliche Prozesse der Subjektivierung im Diskurs. In: Dang-Anh, Mark ed. Politisches Postionieren. Sprachliche und soziale Praktiken. Akademiekonferenzen, 33. Heidelberg, DE: Winter Verlag, pp. 67–98.

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.

Angermuller, Johannes (2023). Structuralism. In: Grasso, Maria and Giugni, Marco eds. Elgar Encyclopedia of Political Sociology. Cheltenham and Camberley: Edward Elgar, pp. 580–582.

Angermuller, Johannes (2023). Interpelando os sujeitos do Brexit. Processos linguísticos e sociais da subjetividade discursiva. In: Oliveira, Teresa; Teixeira, Carla; Marques, Isabelle Simões; Rosa, Rute; Gonçalvez, Matilde and Valentim, Helena Topa eds. Gramática e Texto: Contextos, usos e propostas didáticas. Lisboa, PT: Colibri | CLUNL, pp. 47–82.

Angermuller, Johannes (2024). Representing Discourse Studies: The unequal actors of an international and multidisciplinary field. In: Xu, Shi ed. The Routledge Handbook of Cultural Discourse Studies. Abingdon, UK: Routledge.

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.

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

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

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 (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 (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 (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 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.

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; 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 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.

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.

Astruc, Lluïsa and García, M. Paz Marín (2024). Current challenges for bilingual teacher education – the multilingual classroom. In: Ramírez-Verdugo, M. Dolores ed. Transnational Approaches to Bilingual and Second Language Teacher Education. New York: Routledge, pp. 137–158.

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.

Bárkányi, Zsuzsanna (2024). Pronunciation anxiety in Spanish online learning. In: Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company, pp. 240–254.

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, pp. 160–185.

Bárkányi, Zsuzsanna In: De Beni, Matteo; Hourani Martín, Dunia and Sartor, Elisa eds. Comunicación, traducción pedagógica y humanidades digitales en la enseñanza del español como LE/L2/LH. Verona: QuiEdit, pp. 43–51.

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 (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.

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.

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 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 Hampel, Regine (2006). Medien - von der Zeitung zum Internet. In: Baumann, Uwe and Duensing, Annette eds. Developing writing skills in German. London: Routledge, pp. 60–84.

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; 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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Journal ItemTo Top

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

(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.

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.

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.

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.

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.

Álvarez, Inma; Fuertes Gutierrez, Mara and Gallardo Barbarroja, Matilde (2024). Team teaching in languages: a scoping review of approaches and practices in higher education. Innovation in Language Learning and Teaching, 18(1) pp. 59–77.

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.

Andújar Molina, Olvido and Tudela Isanta, Anna (2024). FD-U: Formación a docentes voluntarios de español como lengua de acogida a personas acogidas de Ucrania. Lengua y migración, 1(16) pp. 55–76.

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

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

Angermuller, Johannes (2023). Culture et capitalisme: le renouveau marxiste de Fredric Jameson [The Marxist revival of Fredric Jameson]. La pensée, 416(4) pp. 108–119.

Angermuller, Johannes (2024). [Book Review] Die Wissenssoziologie nach Foucault und ihre Forschungsprogramme. Soziologische Revue, 47(4) pp. 480–487.

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.

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 (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). 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 (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 (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 (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 (2008). Analyser les pratiques discursives en sciences sociales: Journee d'Etudes du CEDITEC a L'Universite Paris XII, le 27 Avril 2007. Bulletin of Sociological Methodology, 97(1) pp. 39–47.

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

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.

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

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

Panchenko, Yuri; García Folgado, María José and Fuertes Gutiérrez, Mara (2024). Enseñanza del español en la Rusia estalinista (1947-1955): análisis de los manuales para la escuela general. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 21 pp. 93–119.

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

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

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 (2024). My foreign body: exploring lived experiences of speaking a foreign language. Language and Intercultural Communication, 24(1) pp. 52–64.

Pérez Cavana, Maria Luisa; Edwards, Chris and Luelmo del Castillo, Maria José (2023). Older language learners: 'always too late' vs 'never too late'. A mixed-methods approach. Widening Participation and Lifelong Learning, 25(2) pp. 88–113.

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.

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.

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

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, 3(1) pp. 70–100.

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

Proudfoot, Anna (2008). ‘Andante’: Beginners’ Italian at the Open University. Tuttitalia(35) pp. 17–18.

Pulker, Hélène and Vialleton, Elodie (2024). Distance, Flexibility and New Teaching Modes: From the COVID Emergency to Sustainable Transformations. Distances et médiations des savoirs(47 | 2024)

Pulker, Hélène and Vialleton, Elodie (2024). Distance, flexibilité et nouveaux modes d’enseignement : de la crise du COVID à des transformations durables. Distances et médiations des savoirs(47 | 2024)

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.

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; 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.

Rosell-Aguilar, Fernando (2006). Online tutorial support in open distance learning through audio-graphic SCMC: tutor impressions. The JALT CALL Journal, 2(2) pp. 37–52.

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

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.

Rosell-Aguilar, Fernando (2005). Task design for audiographic conferencing: promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning, 18(5) pp. 417–442.

Rosell-Aguilar, Fernando (2006). The face-to-face and the online learner: a comparative study of tutorial support for Open and Distance Language Learning and the learner experience with audio-graphic SCMC. The Reading Matrix, 6(3) pp. 248–268.

Rosell-Aguilar, Fernando (2007). Top of the Pods - In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5) pp. 471–492.

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.

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

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

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.

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

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.

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.

Sánchez Moreano, Santiago; Miranda, Norbella; Tejada-Sánchez, Isabel; Barrera, John; González, Adriana; Hernández, Olga Camila; Ortega, Yecid and Cortés, Yenny (2023). Por una praxis educativa bi/pluri/multi/lingüe en Colombia. Notas de Política en Educación(8)

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

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.

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

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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.

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.

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.

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.

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; 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.

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

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.

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.

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Stickler, Ursula (2024). Online language teaching in times of change: A CALL to action for language teachers and educators. Journal of China Computer-Assisted Language Learning (Early access).

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). ‘Distant Classmates: speech and silence in online and telephone language tutorials’. European Journal of Open, Distance and e-Learning, 2007(2)

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.

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

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

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.

Stickler, Ursula (2008). Chatting, Chatten or Chattare: Using a Multilingual Workspace for Language and Culture Learning. International Journal of Emerging Technologies in Learning (iJET), 3 pp. 69–76.

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

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

Stickler, Ursula; Batstone, Carolyn; Duensing, Annette and Heins, Barbara (2007). Distant Classmates: Speech and silence online and telephone language tutorials. European Journal of Open, Distance and e-Learning, 2

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

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

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.

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.

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.

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

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

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

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.

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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.

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.

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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, 77(3) pp. 476–477.

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, 77(3) pp. 474–475.

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

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Conference or Workshop ItemTo Top

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.

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.

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.

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 (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 barrier. In: OER 13 Creating a virtuous circle, 26-27 Mar 2013, Nottingham, UK.

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.

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

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.

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.

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.

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; 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.

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.

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 (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.

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 (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.

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

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

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

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.

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.

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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). Invited research workshops. In: Doctoral and Teacher-Training Translation Studies Summer School (DOTTSS), 5-16 Jul 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 (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, 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, 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 (2023). Keynote Speaker: ‘The psychology of sustainability and professional translation: taking the long view’. In: The annual KäTu Symposia on Translation and Interpreting Studies, 13-15 Apr 2023, University of Turku (Finland).

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

Hubscher-Davidson, Séverine (2023). Emotion and Stress Management. In: Trans/Actions: Translation as Activism Inaugural Event, 15 Sep 2023, Future Humanities Institute, University College, Cork.

Hubscher-Davidson, Séverine (2023). Emotional health and wellbeing for professional translators. In: Global event for International Federation of Translators, 17 Nov 2023, Online.

Hubscher-Davidson, Séverine (2024). Studying psychological translation processes: towards an application in practice. In: Workshop for Network on Translators’ Job Satisfaction and Sustainability in the Translation Professions, 5-6 Dec 2024, Sigtuna, Sweden.

Hubscher-Davidson, Séverine (2025). Coaching for wellbeing: A study of the benefits and drawbacks for translators in the workplace. In: 11th European Society for Translation Studies (EST) Congress, 30 Jun - 04 Jul 2025, Leeds, UK.

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 (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.

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

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 (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 (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 (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.

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.

Hubscher-Davidson, Severine (2009). Verbalising Strategies: an Ethnographic Study of Translator Behaviour. In: Research Seminar Series, University of Toruń, Poland, Apr 2009.

Hubscher-Davidson, Severine (2009). An Ethnographic Analysis of Translator Behaviour. In: Research Seminar Series, Mar 2009, University of Durham.

Hubscher-Davidson, Severine (2009). Keynote Speaker. In: ‘Writing for Translation’ Conference, Sep 2009, University of Málaga.

Hubscher-Davidson, Severine (2007). Personalities in Translation. In: Research Seminar Series, Nov 2007, University of Newcastle.

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 (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, 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, 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.

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

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

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

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 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].

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

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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.

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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.

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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.

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Stickler, Ursula and Hampel, Regine (2007). "What I think works well...." Learners' evaluation and actual usage of online tools. In: Interactive Computer Aided Learning (ICL) International Conference, 26-28 Sep 2007, Villach, Austria.

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

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.

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 (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.

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.

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.

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Woodthorpe, John; Shaw, Jill; Hauck, Mirjam and Beaven, Tita (2009). What’s in it for me? The stick and the carrot as tools for developing academic communities. In: 7th International Conference on Education and Information Systems, Technologies and Applications: EISTA 2009, 10-13 Jul 2009, Orlando, Florida, USA.

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

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. Doctor of Philosophy (PhD) thesis The Open University.

Diallo, Ibrahima (2024). Exploring the impact of individual and collaborative reflection on novice EFL teachers’ professional development in Senegal. Doctor of Philosophy (PhD) thesis The Open University.

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

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. Doctor of Education (EdD) thesis The Open University.

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

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

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

Shi, Lijing (2006). Internet-based development of cultural knowledge and awareness among Chinese students of English : attitudes, obstacles and potential. Doctor of Philosophy (PhD) thesis The Open University.

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

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

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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.

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Hardie, Liz; Lowe, Jonquil; Pride, Mychelle; Waugh, Kevin; Hauck, Mirjam; Ryan, Francine; Gooch, Daniel; Patent, Volker; McCartney, Kieran; Maguire, Claire; Richards, Mike and Richardson, Heather (2024). Developing robust assessment in the light of Generative AI developments.

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

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

Hubscher-Davidson, Séverine (2023). Emotional skills training – it matters to all language professionals.

Hubscher-Davidson, Séverine (2023). What the 2024 Paris Olympics can tell us about French language policy today.

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

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

Hubscher-Davidson, Severine (2019). Emotional Intelligence.

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

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

Spicer, Barbara (2020). All about Eve: Evolutionary anatomy of a literary translation from first draft to published product through a feminist lens.

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.

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

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Research Dataset RecordTo Top

Fuertes Gutierrez, Mara and Barkanyi, Zsuzsanna Spanish varieties in the language classroom: questionnaire to teachers. https://doi.org/10.21954/ou.rd.7971401.v1

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