Artículos en inglés

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• Review: Sindoni, Maria Grazia & Moschini, Ilaria (Eds.) (2022). Multimodal Literacies Across Digital Learning Contexts. Routledge.

  Audrey Willoughby

  80-83

• Students smarter than teachers? Gen Z EFL student perceptions of English pronunciation learning and teaching

  Elina Banzina

  58-75

• Passive voice, first person pronouns and mental process verbs in the biological sciences research article

  David Banks

  1-14

• The impact of immersive educational environments on productive and receptive vocabulary in dyslexic university students of EFL: A case study

  Giulia Staggini

  15-36

• YouTube’s automatic subtitles in the ESL/ESP classroom

  Ilaria Parini

  74-97

• Innovation in course design to teach business discourse: students’ feedback and insights

  Antonella Giacosa, Virginia Pulcini

  36–52

• The development of a new multimodal genre for corporate communication: the case of video CEO statements

  Miguel Ruiz-Garrido, Juan Carlos Palmer-Silveira

  98–114

• Moving from theory to practice: Applying the four meta-literacy model to the business communication classroom

  Jane Strong

  115-143

• Multimodality and the digital turn in teaching business discourse. An Introduction to the Special Issue

  Judith Ainsworth, Virginia Pulcini

  1-6

• Insights from blended mobility: Combining COIL & short-term study abroad to enhance international business communication learning

  Michael Meredith

  53–73

• Book Review: Fei Victor Lim and Mercedes Querol-Julián (2024), Designing learning with digital technologies. Routledge.

  Mariasophia Falcone

  144-147

• El impacto percibido de un curso sobre las estrategias de aprendizaje de idiomas y la educación plurilingüe en la conciencia lingüística multilingüe de los docentes

  Camilla Spaliviero

  27-52

• Research-based projects and reflective journals to promote student engagement in a remote online English Linguistics course for Professional Business Communication

  Costanza Cucchi

  53-73

• Human capital, social mobility, and TESOL: An interview with Peter Sayer

  Huseyin Uysal, Peter Sayer

  74-83

• Diverse voices, dynamic classrooms: Exploring changing demographics, pedagogical shifts, and training perspectives in Maltese multilingual primary classrooms.

  Michelle Panzavecchia

  1-26

• Review: Talaván, Noa, Lertola, Jennifer, and Fernández-Costales, Alberto (2024). Didactic Audiovisual Translation and foreign language education. Routledge.

  Angela Sileo

  88-91

• Reseña: Lillie Padilla & Rosti Vana (Eds.) (2024). Representation, Inclusion and Social Justice in World Language Teaching: Research and Pedagogy for Inclusive Classrooms

  Lauren Miranda

  92-97

• Focusing on derivational-driven cognate patterns to promote vocabulary acquisition in Spanish

  Jamile Forcelini, Doo Young Kim

  18-35

• Parents’ multilingual storytelling in the school setting: exploring influence on family language practices

  Chiara Facciani

  1-17

• “We all contributed to tell stories to the best of our abilities”: Cooperative digital storytelling to promote students’ positive interdependence in an online course of Italian as a foreign language

  Ilaria Compagnoni, Graziano Serragiotto

  36-62

• The use of travel narratives to foster intercultural sensitivity and language awareness in the EAP classroom: the case of A House in Sicily by Daphne Phelps and its Italian translation Una Casa in Sicilia.

  Annalisa Bonomo, Simona Agata Giuffrida

  95-112

• Writing with “Academic Style”: theoretical considerations and preliminary findings on the new frontiers of EAP

  Roxanne Barbara Doerr

  78-94

• Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria

  Tolulope Akinseye

  44-61

• From learner corpus to data-driven learning (DDL) in EAP writing. Improving lexical usage in academic writing

  Sharon Hartle

  9-31

• Writing in English in Italy – from ‘compositions’ to ‘academic writing’

  Andrea Nava

  32-43