Articoli in inglese

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• Recensione: Pennisi, Giulia Adriana (2025). English for legal studies. Carocci

  Roxanne Barbara Doerr

  113-117

• Language education and inclusion: Insights from Italian University Language Centres and students’ perspectives

  Anna Maria De Bartolo, Vanessa Marcella

  65-81

• Teachers, parents and partners as social mediators of L2 motivation among Italian informal users of English

  Camilla De Riso

  33-48

• Recensione: Frabotta, Simona (2025). L’analisi del materiale didattico di italiano L2/LS in prospettiva di genere. Dykinson.

  Franco Pauletto

  118-123

• Motivation and multilingual identity in Maltese adolescents: An investigation through structural equation modelling

  Michelle Panzavecchia, Loredana Muscat

  82-95

• Review: Ward, Martin, Eugeni, Carlo, & Walker, Callum (Eds.), 2025. Teaching Translation. Context, Modes and Technology. Routledge.

  Marianna Bracco

  129-134

• Language learning using XR. Gen Z and new acquisitional paradigms

  Mariasophia Falcone, Patrizia Anesa

  96-112

• The role of laughter and gender identity in the construction of humor

  María Belén Alvarado Ortega

  49-64

• 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

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

  Elina Banzina

  58-75

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

  Audrey Willoughby

  80-83

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

  Judith Ainsworth, Virginia Pulcini

  1-6

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

  Jane Strong

  115-143

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

  Michael Meredith

  53–73

• 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

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

  Antonella Giacosa, Virginia Pulcini

  36–52

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

  Ilaria Parini

  74-97

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

  Mariasophia Falcone

  144-147

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

  Michelle Panzavecchia

  1-26

• 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

• L'impatto percepito di un corso riguardante le strategie di apprendimento linguistico e la didattica plurilingue sulla consapevolezza linguistica multilingue dei docenti

  Camilla Spaliviero

  27-52

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

  Huseyin Uysal, Peter Sayer

  74-83

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

  Angela Sileo

  88-91

• Recensione: 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