EuroGlobal Journal of Linguistics and Language Education
The Euro-Global Journal of Linguistics and Language Education (3030-1394) is a distinguished peer-reviewed journal that publishes cutting-edge research in linguistics and language education. Our editorial team, led by Editor-in-Chief Hasan Alisoy, comprises experts from top academic institutions. We are committed to advancing scholarly discourse and providing a platform for innovative research in the field.
This is an open access article published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://creativecommons.org/licenses/by/4.0/
Artificial Intelligence in Language Learning: Opportunities, Challenges, and Pedagogical Implications for EFL Classrooms
The rapid proliferation of artificial intelligence technologies has introduced transformative possibilities for English as a Foreign Language (EFL) instruction, simultaneously generating complex pedagogical, ethical, and institutional challenges that demand systematic scholarly attention. This article examines the multidimensional role of artificial intelligence in language learning, analyzing its applications across four principal domains: AI-driven personalization and adaptive learning systems, natural language processing tools for writing and grammar development, conversational AI for speaking practice, and AI-assisted assessment and feedback. Drawing on a synthesis of recent empirical research and theoretical frameworks from second language acquisition and educational technology, the study evaluates both the documented benefits and the structural limitations of AI integration in EFL contexts. The findings indicate that AI technologies substantially enhance vocabulary acquisition, grammatical accuracy, learner autonomy, and communicative practice opportunities, particularly for learners in non-anglophone contexts with limited access to authentic English interaction. However, significant challenges persist, including the risk of over-reliance on AI-generated output, the ethical dimensions of AI-assisted academic production, digital equity concerns, and the pedagogical imperative to maintain the irreplaceable human dimensions of language instruction. The article concludes by proposing principles for the pedagogically responsible integration of AI into EFL classrooms, arguing that the most effective approach positions AI as an amplifier of human pedagogical intentionality rather than a substitute for it.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Restoration of Archetypal Memory in Elchin's Novel Mahmud and Maryam
This article examines the artistic reconstruction of archetypal memory in Elchin Afandiyev's novel Mahmud and Maryam within a psychoanalytic and mythopoetic framework. Drawing on Carl Gustav Jung's theory of archetypes and the collective unconscious, Mircea Eliade's concept of sacred-profane dichotomy and mythological time, and Joseph Campbell's monomyth theory, the study analyzes how archetypal structures — particularly the mother, hero, wise old man, and cosmic symbolism — are represented and transformed within the novel's poetic system. The research employs close textual analysis supplemented by intertextual and comparative perspectives, tracing the novel's engagement with the Azerbaijani epic tradition of Kitabi-Dede Gorgud and the classical Eastern literary motifs of Nizami's Layla and Majnun. The findings demonstrate that the novel does not merely reproduce traditional archetypes but actively reinterprets them through historical, cultural, and social dimensions specific to sixteenth-century Azerbaijan. The character system functions as a symbolic model of collective memory: Maryam embodies the mother archetype as a figure of sacred origin and regeneration; Mahmud instantiates the hero archetype through his progression from idealistic innocence toward spiritual trial and maturity; and Havalı Ibrahim fulfills the function of the wise old man as a mediator between visible and metaphysical knowledge. The mythopoetic construction of time and space — particularly the city of Ganja as a symbolic locus of collective memory — reinforces the cyclical rather than linear temporality characteristic of mythological narrative. The article argues that Mahmud and Maryam constitutes a complex artistic model in which archetypal memory is reconstructed through the synthesis of mythological, historical, and literary traditions, offering a significant contribution to the study of mythopoetic thinking and collective identity in modern Azerbaijani prose.
Challenges in Learning German as a Foreign Language: Linguistic, Cognitive, and Affective Dimensions
German as a foreign language presents learners with a uniquely demanding set of challenges that span the full spectrum of linguistic, cognitive, and affective dimensions of language acquisition. This article provides a systematic analysis of the principal difficulties encountered by learners of German as a foreign language (GFL), with particular attention to the Azerbaijani tertiary educational context. Drawing on second language acquisition theory, cognitive linguistics, and motivational psychology, the study identifies and theorizes four major categories of challenge: the morphological complexity of German case grammar and nominal inflection; the difficulties of German word order, particularly verb-second and verb-final constructions; the affective and motivational challenges associated with acquiring a language perceived as structurally demanding; and the methodological challenges of assessment and evaluation in GFL instruction. The analysis demonstrates that these challenges are not merely incidental difficulties of individual learners but reflect systematic structural properties of German that interact in predictable ways with the typological distance between German and learners' first languages, the cognitive demands of explicit grammatical learning, and the motivational conditions prevailing in foreign language classroom contexts. The article proposes a framework of evidence-based pedagogical responses to each category of challenge, drawing on recent research in contrastive linguistics, task-based language teaching, and learner motivation, and concludes with implications for curriculum design, assessment practice, and teacher development in GFL instruction.
Digital Technologies in English Language Teaching: Transformative Potential, Pedagogical Frameworks, and Implementation Challenges
The accelerating integration of digital technologies into educational practice has fundamentally reconstituted the landscape of English language teaching (ELT), creating new possibilities for immersive, personalized, and globally connected language learning that were inconceivable within the constraints of the traditional classroom. This article examines the transformative potential of digital technologies in ELT across four principal dimensions: the simulation of authentic language environments through multimedia and virtual reality platforms; the personalization of learning trajectories through artificial intelligence and adaptive systems; the enhancement of learner motivation and participation through gamification; and the dissolution of spatial and temporal barriers to language learning through mobile and online platforms. Drawing on a synthesis of recent empirical research and theoretical frameworks from educational technology, second language acquisition, and applied linguistics, the study analyzes both the documented benefits and the structural challenges associated with technology-mediated language instruction. The findings indicate that digital technologies, when integrated within pedagogically coherent frameworks, substantially enhance vocabulary acquisition, communicative competence, learner motivation, and autonomous learning capacity. However, outcomes are critically dependent on the quality of pedagogical design, teacher digital literacy, equitable access to technological infrastructure, and the thoughtful alignment of digital tools with broader curricular objectives. The article concludes by proposing a framework for effective technology integration in ELT that places pedagogical intentionality rather than technological novelty at the center of instructional design.
Linguistic Kinship and Lexical Divergence: German-English Shared Vocabulary, Borrowing Patterns, and the Mechanisms of Cross-Linguistic Transfer
English and German, as co-descendants of the Proto-Germanic branch of the Indo-European language family, share a substantial stratum of common vocabulary rooted in their shared genealogical heritage. This article investigates the multi-layered lexical relationship between the two languages through three interconnected analytical dimensions: the identification and classification of cognate vocabulary deriving from their common Proto-Germanic ancestor; the systematic analysis of German loanwords in English and English loanwords in German as distinct borrowing streams; and the examination of the sociohistorical, cultural, and ideological mechanisms that have governed the trajectory of cross-linguistic lexical transfer across different historical periods. Drawing on historical linguistics, contact linguistics, and corpus-based lexicography, the study demonstrates that the German-English lexical relationship is neither symmetrical nor static but is structured by asymmetrical flows of cultural prestige, domain-specific borrowing, and degrees of phonological and orthographic assimilation. The analysis identifies academic, scientific, philosophical, and psychological discourse as particularly dense borrowing domains in English, while contemporary English loanwords into German are concentrated in digital technology, popular culture, and commerce. The article further examines the theoretical implications of German-English lexical contact for models of language change, the role of culturonyms in cross-cultural meaning transfer, and the pedagogical consequences of shared vocabulary for language learners navigating the two systems simultaneously.
Real Objects, Real Language: A Study of Realia in Second Language Acquisition
This study examines the pedagogical role of realia — authentic, tangible objects and materials — in second language acquisition (SLA). Realia-based instruction has been recognized as a powerful approach that connects classroom learning with real-world language use, yet systematic empirical investigation of its measurable effects remains limited. The present research investigates how realia-based instruction influences vocabulary retention, communicative competence, and learner motivation among undergraduate foreign language students. A quasi-experimental mixed-methods design was employed, comparing an experimental group receiving realia-based instruction with a control group receiving traditional textbook-based instruction over an eight-week period. Data were collected through pre- and post-tests, speaking assessments, Likert-scale questionnaires, classroom observations, and a teacher reflective journal. The findings reveal that students in the experimental group demonstrated significantly higher vocabulary retention gains (25% vs. 12%), superior communicative performance, and markedly higher levels of motivation and classroom engagement. Realia also contributed to improved cultural awareness and more spontaneous, contextually appropriate language use. The results are interpreted through the theoretical frameworks of Krashen's Input Hypothesis, Vygotsky's Sociocultural Theory, Depth of Processing Theory, and Self-Determination Theory. The study contributes to the growing literature on authentic materials in SLA and provides practical implications for educators seeking to develop more dynamic, learner-centred language learning environments.
Comparative Analysis of Participle I and II in English and Russian: Morphological, Syntactic, and Stylistic Dimensions
This study presents a systematic comparative analysis of Participle I and Participle II in English and their functional equivalents in Russian, examining morphological formation, syntactic roles, and stylistic distribution. Participles are investigated as hybrid non-finite verb forms that combine verbal and adjectival properties, enabling them to operate across multiple grammatical contexts with varying degrees of complexity in each language. The research adopts a qualitative descriptive-comparative methodology grounded in contrastive linguistics, drawing on established grammar references and authentic language examples from literary, academic, and media discourse. The findings reveal that English participles are structurally simple and invariant, reflecting the analytic character of the language, whereas Russian participles exhibit high morphological complexity, including systematic agreement in gender, number, and case. Significant differences are also identified in syntactic behavior: Russian participles are more frequently deployed in attributive constructions and function as condensed alternatives to relative clauses, while English participial forms operate flexibly across both written and spoken registers. A further functional divergence concerns adverbial expression: Russian employs a separate grammatical category — the gerund (деепричастие) — for adverbial participial functions, whereas English Participle I covers both adjectival and adverbial domains. These differences are interpreted through the broader typological distinction between analytic and synthetic language structure, and their implications for contrastive linguistics, second language acquisition, and translation practice are discussed.
Copyright (c) 2026 Lyudmila Guliyeva (Author) https://creativecommons.org/licenses/by/4.0
Negotiating Meaning in Global Contexts: Strategic Use and Perceptions of English as a Lingua Franca
As the global demographic of English speakers continues to shift — with non-native speakers substantially outnumbering their native counterparts — the traditional pedagogical fixation on native-speaker norms has been subjected to sustained and rigorous academic critique. This article investigates the paradigm of English as a Lingua Franca (ELF), with specific focus on the relationship between the pragmatic strategies deployed by users in intercultural encounters and their underlying perceptions of linguistic identity and legitimacy. Drawing on corpus data, discourse analysis, and qualitative interview evidence, the study identifies and theorizes the communicative strategies — including proactive repair, paraphrasing, accommodation, code-switching, and the avoidance of culturally localized idiomaticity — through which ELF users negotiate meaning across linguistic and cultural boundaries. The findings demonstrate that successful ELF communication is governed less by adherence to a standardized variety and more by the interlocutors' capacity for strategic adaptation. The article further examines the psychological dimension of ELF use, revealing the phenomenon of schizoglossia: the persistent tension between communicative efficacy and the internalized pressure to approximate native-speaker norms. This ideological constraint, rooted in the enduring hegemony of native-speakerism, generates measurable linguistic insecurity even among highly proficient ELF users. The article concludes by arguing for a fundamental reorientation of English Language Teaching (ELT) — from an accuracy-centred model predicated on the imitation of native norms to a capability-centred pedagogy that equips learners with the strategic competence required for effective global communication.
The American Family in Crisis: Socioeconomic Disintegration, Gender Dynamics, and Moral Collapse in Arthur Hailey's Airport
This article examines the representation of the American family in Arthur Hailey's novel Airport (1968) through the intersecting lenses of socioeconomic analysis, gender studies, and literary realism. Drawing on critical frameworks developed within American literary criticism and family sociology, the study investigates how Hailey deploys the dysfunctional family unit as both a narrative device and a vehicle for social critique. The analysis focuses on three principal axes of familial disintegration: economic marginalization and its psychological consequences, as evidenced in the Guerrero household; the corrosive effects of professional alienation and spousal incompatibility, as dramatized through the Bakersfeld marriages; and the redemptive function of loyal femininity as a counterweight to masculine crisis. The article argues that Hailey's realist aesthetics — grounded in meticulous social documentation and psychologically complex characterization — position Airport as a significant literary artifact of mid-twentieth-century American domestic fiction. By situating the novel within the broader tradition of American social realism and engaging with contemporary scholarship on family, gender, and literary form, this study demonstrates that Hailey's treatment of familial crisis constitutes a sustained, structurally embedded critique of post-war American society's failure to protect its most vulnerable members.
Phonetic and Lexical Characteristics of Australian English
Australian English (AusE) represents a distinctive variety of English with unique phonetic and lexical characteristics shaped by historical, social, and cultural factors. This study examines key phonetic features, including vowel shifts, non-rhoticity, intervocalic flapping, glottalization, and rising terminal intonation, as well as lexical characteristics such as diminutives, slang, and semantic shifts. Data were collected from the Australian National Corpus, ICE-AUS, audio recordings of spontaneous speech, and online surveys capturing regional and generational variation. Acoustic analysis and corpus-based frequency counts were employed to identify patterns, while sociolinguistic observation provided insight into usage contexts and social functions. Results demonstrate that Australian English exhibits dynamic phonetic variation and innovative lexical practices that reflect social identity, regional affiliation, and cultural adaptation. These findings highlight the interplay between linguistic structure and sociocultural factors, confirming Australian English as a socially meaningful and evolving variety of global English.
Naming Culture: The Linguistic Power of Culturonyms
Culturonyms are culturally bound lexical units that encode specific meanings, values, and worldviews unique to particular speech communities. This study examines the linguistic power of culturonyms through a qualitative, comparative analysis grounded in cultural linguistics and translation studies. Drawing on examples from multiple languages, the research explores how culturonyms function as carriers of cultural knowledge, their resistance to direct translation, and their role in intercultural communication. The findings reveal that culturonyms possess high semantic density and are deeply embedded in cultural contexts, making them difficult to translate without loss of meaning. Translators often employ strategies such as borrowing, paraphrasing, and explicitation to convey their significance. Additionally, culturonyms serve as markers of cultural identity and play a dual role in communication, acting both as bridges that introduce new cultural perspectives and as barriers when cultural knowledge is lacking. In a globalized world, the increasing circulation of culturonyms contributes to linguistic hybridity and cultural exchange, while also raising concerns about the preservation of original meanings. The study highlights the importance of integrating cultural competence into linguistic and translational practices. Overall, culturonyms are shown to be essential for understanding the dynamic relationship between language, culture, and communication.
Beyond the Ideal of Childhood: Structural Inequality, Conflict, and the Lived Realities of Vulnerable Children
. In societal, juridical, and cultural discourse, childhood is frequently defined as a protected phase of growth marked by safety, education, emotional support, and equitable developmental opportunities. Nevertheless, the lived circumstances of millions of children globally differ significantly from this idealistic notion. This article critically examines the structural variables that transform childhood from a time of protection into one characterized by vulnerability, exploitation, and premature responsibility. Drawing on empirical evidence and reports from global organizations including UNICEF, the International Labour Organization (ILO), and the United Nations High Commissioner for Refugees (UNHCR), the study examines how poverty, systemic inequality, child labor, armed conflict, forced migration, and institutional failures negatively impact children's psychological welfare and developmental trajectories. The scope of the issue is illustrated by key statistics: approximately 417 million children worldwide live below the poverty line, over 1.4 billion lack access to adequate social protection systems, and around 160 million are engaged in child labor, often in hazardous conditions. The research also examines the detrimental effects of armed conflict and humanitarian crises, incorporating findings from developmental psychology and neuroscience to demonstrate how toxic stress and long-term trauma affect brain development and impair cognitive and emotional functioning. The study further analyzes institutional gaps in international child protection frameworks and concludes with policy recommendations for coordinated, multi-level interventions.
The Impact of Mobile Apps on Incidental Vocabulary Acquisition in EFL Contexts
The rapid proliferation of mobile applications has fundamentally reshaped the landscape of English as a Foreign Language (EFL) education, offering learners unprecedented opportunities to encounter and internalize vocabulary outside the formal classroom setting. This paper examines the impact of mobile apps on incidental vocabulary acquisition — the process by which learners absorb new lexical items as a by-product of meaning-focused activities rather than through deliberate study. Drawing on a synthesis of theoretical frameworks including the Input Hypothesis, Dual Coding Theory, the Involvement Load Hypothesis, and sociocultural perspectives, the study investigates how mobile platforms such as Duolingo, Quizlet, and content-based reading and listening applications create conditions conducive to incidental lexical learning. The paper reviews empirical evidence on the effectiveness of mobile-assisted language learning (MALL) in promoting vocabulary retention, contextual word recognition, and communicative competence. Key factors analyzed include frequency of exposure, multimodal input, spaced repetition, learner engagement, and the role of authentic language use. The findings suggest that well-designed mobile applications can significantly enhance incidental vocabulary acquisition by increasing the quantity and quality of meaningful language encounters. However, outcomes depend heavily on app design, learner motivation, and pedagogical integration. The paper concludes with practical recommendations for EFL educators and app developers seeking to optimize mobile learning environments for vocabulary development.
From Lyrics to Fluency: The Power of Songs in Language Study
This article explores the effectiveness of songs as a pedagogical tool in second language acquisition (SLA), focusing on their impact on vocabulary development, pronunciation, listening skills, and learner motivation. The study combines a qualitative review of existing literature with classroom-based observations to examine how music enhances language learning. Findings indicate that songs facilitate vocabulary retention through repetition and melody, while also improving phonological awareness by exposing learners to natural rhythm, stress, and intonation patterns. Additionally, music creates an engaging and low-anxiety learning environment which increases learner participation and motivation. The study also highlights the cultural value of songs, as they provide authentic linguistic input and insights into the social and cultural contexts of the target language. However, challenges such as non-standard grammar and complex lyrical content require careful selection and guided instructional support. Overall, the results suggest that songs are an effective supplementary tool that can enrich traditional language teaching methods. By integrating emotional, cognitive, and cultural elements, music offers a holistic approach to language learning and supports the development of communicative competence and fluency.
English Terminology and Its Impact on Information Technology Development
The dominance of English terminology in Information Technology (IT) has significantly shaped the development, dissemination, and standardization of technological knowledge worldwide. As English functions as the global lingua franca of science, technology, and digital communication, the majority of programming languages, technical documentation, research publications, and professional interactions are conducted in English. This paper examines the role of English terminology in IT development from linguistic, educational, and professional perspectives. It explores how English-based terminology facilitates global collaboration, accelerates innovation, and promotes standardization, while also addressing the challenges faced by non-native English-speaking professionals and students. Drawing upon research in applied linguistics and globalization studies, the paper argues that proficiency in English terminology has become an essential component of professional competence in the IT sector. The study concludes that systematic integration of English terminology instruction into IT education is necessary to ensure equal access to knowledge and global competitiveness.
Foreign-Language Dental Terminology and the Development of Professional Communication Skills in Dental Students
The globalization of healthcare education has heightened the need for foreign language competence in specialized disciplines such as dentistry. For dental students, learning clinical terminology in a foreign language extends beyond accessing international textbooks; it is integrally connected to the development of professional communicative competence in multilingual academic and clinical contexts. This study investigates the relationship between foreign-language dental terminology acquisition and the development of professional communication skills among undergraduate dental students. Using a mixed-method design that incorporates a questionnaire survey and qualitative discourse analysis, the research examines how students perceive the relevance of foreign-language terminology to their academic progress, clinical confidence, and patient-centered communication. The findings indicate that familiarity with foreign-language dental terminology enables students to explain procedures more clearly, comprehend clinical materials more effectively, and communicate with greater confidence in simulated patient interactions. The study argues that foreign-language dental terminology should not be treated as a peripheral vocabulary component but as a pedagogical instrument central to professional identity formation in dental education.
The Main Principles of the Postmodernist Novel and English-American Examples
This article examines the main principles of the postmodernist novel with a focus on metafiction, ironic style, and genre hybridity, and analyzes their representation in English and American literature. Postmodernism, which emerged in the mid-twentieth century, challenges traditional literary conventions by rejecting linear narratives, stable meanings, and objective reality. Instead, it emphasizes fragmentation, plurality, and the active role of the reader in constructing meaning. The study adopts a qualitative analytical approach, exploring how key postmodern techniques function within selected works of Thomas Pynchon and John Fowles. Metafiction is analyzed as a self-reflexive strategy that exposes the artificial nature of narrative and disrupts the illusion of reality. Ironic style is examined as a critical tool used to question dominant ideologies and undermine conventional storytelling. Additionally, genre hybridity and intertextuality are discussed as mechanisms that blur the boundaries between different literary forms and create complex layers of meaning. The findings reveal that both Pynchon and Fowles employ these techniques extensively, demonstrating the core characteristics of postmodern fiction. Their works challenge readers' expectations, encourage multiple interpretations, and highlight the instability of truth and meaning. The article concludes that the postmodernist novel represents a significant shift in literary aesthetics, offering innovative narrative strategies that reflect the complexities of contemporary culture.
From Theory to Fluency: Cultivating Communicative Competence in the University Classroom
Teaching speaking skills to university students requires a multifaceted pedagogical approach that transcends traditional rote memorization, focusing instead on the development of both communicative competence and academic fluency within a learner-centered environment. In the contemporary higher education landscape, the primary objective of oral instruction is to bridge the gap between theoretical linguistic knowledge and practical, real-world application, ensuring that students can navigate both professional discourses and informal social interactions with confidence. Central to this process is the integration of Communicative Language Teaching (CLT) and Task-Based Learning (TBL), which prioritize meaningful interaction over mechanical repetition, allowing students to engage in authentic problem-solving and critical thinking activities. Furthermore, the role of the instructor shifts from a traditional lecturer to a facilitator or moderator, creating a low-affective filter environment where students feel linguistically secure enough to take risks without the immediate fear of correction. Modern strategies must also incorporate the use of sophisticated classroom activities such as academic debates, Socratic seminars, and simulated professional presentations, which challenge students to synthesize complex information and articulate nuanced arguments. The inclusion of digital tools and Artificial Intelligence-driven platforms has further revolutionized this domain, providing students with personalized feedback loops and opportunities for asynchronous speaking practice that reinforce classroom learning. Assessment in this context must balance the dual pillars of accuracy and fluency, utilizing rubrics that evaluate not only grammatical precision but also pragmatic appropriateness, rhetorical organization, and sociolinguistic awareness. Ultimately, an effective speaking curriculum for university students must be adaptive, culturally responsive, and intellectually stimulating, aiming to produce graduates who are not only proficient in the target language but are also capable of global citizenship and cross-cultural collaboration.
The Nature of Nouns in Conceptual Perspective
This article offers a multidisciplinary analysis of the conceptual nature of nouns and examines their significant role in language, culture, social interaction, and human cognition. Although nouns are generally treated as a grammatical category, they also function as fundamental cognitive tools through which human beings classify, interpret, and structure the world. To reveal the complexity of nouns, the study adopts a transdisciplinary perspective and draws on linguistics, philosophy, psychology, sociolinguistics, anthropology, and cultural studies. From a psychological perspective, the paper explores the role of nouns in perception, categorization, memory, and language acquisition, particularly in child development. From a sociocultural perspective, it investigates how nouns operate as carriers of symbolic capital, markers of identity, and transmitters of cultural codes. The study also considers the impact of globalization and digital transformation on contemporary naming practices, including brand names, usernames, and domain names. The article argues that nouns are not merely linguistic units but conceptual instruments deeply embedded in systems of thought, culture, and social organization. Their study therefore requires an interdisciplinary approach and remains highly relevant to both theoretical inquiry and modern communicative practice.
It’s Giving Linguistic Innovation: A Sociolinguistic Analysis of Gen Z Digital Slang
The rapid expansion of digital communication has given rise to new forms of linguistic expression, particularly among Generation Z, whose language practices are closely intertwined with social media environments. This study explores the distinctive features of Gen Z digital slang, focusing on expressions such as “slay,” “it’s giving,” “that part,” and “overstimmy.” Drawing on sociolinguistic and pragmatic frameworks, the paper examines how these forms function not merely as lexical innovations but as tools for identity construction, stance-taking, and efficient meaning-making in computer-mediated communication. The analysis demonstrates that many of these expressions involve processes such as semantic shift, pragmatic enrichment, and morphological creativity, enabling users to convey complex evaluative meanings in highly condensed forms. For example, the term “slay,” traditionally associated with violence, has undergone a positive semantic reconfiguration to express admiration, while constructions like “it’s giving…” operate as flexible discourse frames that invite shared interpretation. Importantly, these expressions often rely on contextual and cultural knowledge, making them both inclusive for in-group members and opaque to outsiders. By integrating theoretical insights from digital discourse analysis and cyberpragmatics, this study highlights how Gen Z slang reflects broader linguistic trends in online communication, including increased informality, intertextuality, and performative identity work. At the same time, the paper adopts an accessible and explanatory approach, aiming to bridge generational gaps by clarifying meanings and functions for readers unfamiliar with such expressions. Ultimately, the findings suggest that Gen Z digital slang should not be dismissed as superficial or ephemeral but recognized as a dynamic and meaningful component of contemporary language change.
Copyright (c) 2026 EuroGlobal Journal of Linguistics and Language Education https://creativecommons.org/licenses/by-nc-nd/4.0
From Mimesis to Narrative Modeling: The Evolution of Artistic Representation in Literature
This article examines the historical transformation of the object of artistic representation in literature, arguing that literary representation should be understood not as simple reflection but as a form of aesthetic and cognitive construction. The study aims to define the object of artistic representation, trace its evolution across major literary paradigms, and identify the new forms of the artistic world emerging in twenty-first-century literature. Methodologically, the article combines comparative literary analysis, philosophical aesthetics, narratology, and cultural theory. The discussion begins with the classical concept of mimesis in Aristotle, where literature is associated with the representation of possibility rather than mechanical imitation. It then analyzes realism through the works of Leo Tolstoy and Fyodor Dostoevsky, modernism through Franz Kafka, and postmodern narrative multiplicity through the prose of Olga Tokarczuk. Particular attention is given to the shift from external reality to inner experience, discursive plurality, memory, trauma, documentary hybridity, and digital mediality. The article concludes that the object of artistic representation is historically dynamic and that literature functions as an autonomous system of meaning production, a cultural laboratory, and an epistemological tool through which reality is modeled, interpreted, and reimagined.
Reproach Strategies and Reactions in Friendly Interaction in Cameroon
This article analyzes the interactional dynamics that structure reproach exchanges between friends in Cameroon. Drawing on a corpus collected between 2013 and 2022, the study examines (a) the types of interactional sequences involved (consensual, conflictual, mixed), (b) the strategies used to formulate reproaches (interrogation, exclamation, disagreement, accusation, threat, request for redress, moralization, expression of regret), and (c) the responses produced (apologies, justifications, promises, acknowledgment of fault). Attention is paid to the role of pragmatic modifiers (mitigators, intensifiers) and nominal forms of address. The findings indicate a strong orientation toward conflict mitigation: conciliatory responses predominate, whereas counter‑attacks and refusals remain marginal. The study thus highlights face‑management mechanisms and underscores the importance of localized sociolinguistic resources, code‑mixing, routinized phrasing, indigenized interjections, in regulating interactional tension.
AI-Assisted Scaffolding for Inclusive CLIL in Higher Education
The CLIL courses in universities frequently combine students of varying levels of academic and English literacy. Consequently, not all learners engage in reading and are unable to communicate complicated ideas when studying disciplinary content using English. This paper examines whether AI applied in a narrow and teacher-directed form can serve more inclusive CLIL by scaffolding both content and academic language differentially. The research will be carried out in a six-week CLIL module of an undergraduate course in which the instruction will be in English. Two intact groups with around 50-70 students will be subjected to the same syllabus, activities and the same standards of assessment. The support package of the experiment group will be a curated AI support package monitored by the instructor. It will offer adaptive glossary of important terms, concept-check prompts, levelled language frames in discussion and writing and feedback prompts which are based on a CLIL-oriented rubric. The conventional scaffolding of the comparison group will be the use of instructor-prepared materials without AI. It will consist of pre- and post-measures of content comprehension, academic vocabulary task which is discipline specific, and rubric based assessment of student writing. The indicators of participation will also be analyzed, i.e. frequency of contributions and the use of academic language in the classroom. To clarify the experience of using the scaffolds and what assistance proves the most valuable, short student and teacher interviews will be used. It is assumed that AI scaffolding through the teacher will enhance conceptual learning, reinforce academic language in student writing, and engage more learners with lower proficiency. The research provides useful suggestions on the responsible introduction of AI in the university CLIL with focus on academic integrity and quality control.
Assessing The Impact of Blended Learning on Early Childhood Education Teachers' Professional Development in Akinyele Local Government
This paper investigated the extent of access to blended learning platforms, effects of blended learning on pedagogical and instructional competencies of early childhood education (ECE) teachers, as well as the interconnection between participation in blended learning and attitudes towards using technology among ECE teachers in Akinyele Local Government. The study was conducted with four research questions and four purposes. The research design employed was the descriptive survey research design where the population was made up of all ECE teachers in Akinyele Local Government. The sample population was also stratified with the help of the random sampling technique thus including 100 ECE teachers in the sample population by including a representative of both the public and private institutions. Data collection took place on the basis of a structured questionnaire, which was verified by experts, and evaluated with respect to reliability on the basis of pilot test where the Cronbach alpha coefficient was found to be 0.8. The analysis of quantitative data was based on descriptive statistics (frequency, percentage, mean, and standard deviation) and Pearson correlation to study relationships. Open ended responses were analyzed through thematic analysis to offer more in-depth analysis. The results showed a low accessibility of blended learning platforms by ECE teachers and the importance of blended learning in enhancing the pedagogical and instructional skills. The participants in blended learning and attitude of the teachers towards technology integration were found to have moderate positive relationship. The major unfriendly issues were lack of proper infrastructure, training and unwillingness to adopt new practices. This study proposed that it should invest in sound technological infrastructure, partner with NGOs and international bodies to finance digital learning materials, and conduct periodic education to ECE teachers. It was recommended that teacher training colleges should include blended learning in their programs, and the policymakers were also called to come up with clear recommendations on how it should be adopted in schools.
The Impact of Language Barriers on Nurse–Patient Communication and Clinical Errors
Effective nurse–patient communication is a fundamental component of safe, ethical, and high-quality healthcare. In contemporary multicultural societies, however, language barriers remain a major obstacle to accurate assessment, therapeutic interaction, patient education, and clinical decision-making. This article examines the impact of language discordance on nursing practice and explores its relationship with clinical errors, patient safety, and quality of care. The study highlights how limited shared language between nurses and patients may lead to incomplete symptom reporting, misunderstandings during medication administration, difficulties in obtaining informed consent, poor discharge comprehension, and reduced adherence to treatment. Such barriers may also intensify emotional distress, weaken trust, and contribute to patient isolation within clinical settings. In addition, the article discusses the risks associated with the use of untrained family members or ad hoc interpreters, whose involvement may compromise confidentiality and distort medical information. Particular attention is given to strategies for reducing these risks, including the use of professional medical interpreters, visual communication tools, technological solutions such as video remote interpretation, and enhanced linguistic and cultural competence in nursing education. The article concludes that overcoming language barriers requires both institutional support and educational reform in order to reduce clinical errors and improve patient outcomes.
University Students’ Patriotic Education Through an Interdisciplinary Approach
This study examines the role of an interdisciplinary approach in strengthening patriotic education among university students in Azerbaijan. Interdisciplinary integration has recently gained increasing importance in higher education as an effective pedagogical model for developing critical thinking, creativity, and social responsibility. By combining knowledge, methods, and skills from different academic disciplines, this approach enables students to address real-life challenges more effectively and supports their intellectual as well as civic development. The study is based on observations and surveys conducted in teacher-training faculties at higher education institutions in Nakhchivan. The findings indicate that interdisciplinary teaching helps future educators understand the relationship between subject areas and their shared contribution to the formation of civic awareness, national identity, and patriotic values. The study also draws on international experience, particularly the Content and Language Integrated Learning (CLIL) model, which demonstrates the effectiveness of integrating subject knowledge with language learning. The article concludes that the broader implementation of interdisciplinary integration in higher education requires stronger methodological support, targeted teacher training, and improved institutional resources.
Human vs. Machine Communication: The Future Value of English for Employability and Mobility
This paper examines whether English will remain the most important career skill in future jobs amid rapid advances in artificial intelligence, automation, and digitalization. While AI-powered translation and automated communication tools reduce barriers to basic cross-linguistic interaction, the findings suggest that English is unlikely to lose its strategic value. Instead, its role is transforming from an elite advantage to a layered competence in which basic operational proficiency may be supported by AI, whereas advanced professional English remains crucial for negotiation, leadership, persuasion, intercultural interaction, and high-stakes decision-making. A sector-based review indicates sustained demand for English in international business, technology, academia, diplomacy, and remote work, alongside growing importance of multilingual repertoires in regional markets. The paper argues for a pedagogy-first framework in language education that integrates digital tools responsibly, strengthens career-oriented communication, and develops AI literacy to ensure ethical and effective use of emerging technologies.
Emerging Technologies and Pedagogical Innovations in Foreign Language Teaching
The integration of emerging technologies into foreign language teaching (FLT) has generated substantial pedagogical transformation, yet scholarly debate continues regarding their effectiveness, sustainability, and theoretical coherence. This analytical and comparative review examines the intersection of Artificial Intelligence (AI), mobile-assisted language learning (MALL), virtual and augmented reality (VR/AR), gamification, and learning analytics with contemporary pedagogical innovations such as blended learning, flipped classrooms, and task-based language teaching (TBLT). Rather than treating technology as inherently transformative, this study critically compares different technological applications in relation to established language learning theories—constructivism, socio-cultural theory, and connectivism. The review synthesizes empirical and conceptual research to evaluate the pedagogical affordances, limitations, and ethical implications of digital tools in FLT. Findings indicate that while AI-driven personalization and immersive environments enhance learner autonomy and engagement, their impact on communicative competence depends heavily on instructional design and teacher mediation. The article argues that sustainable innovation requires a pedagogy-first approach, critical digital literacy, and institutional alignment.
Modern Methodological Approaches in Teaching Russian as a Foreign Language
This article examines the role of traditional and modern methods in teaching Russian as a foreign language in higher education, with a special focus on the Azerbaijani educational context. The study argues that the main goal of university-level foreign language teaching is not the theoretical study of linguistic rules, but the practical acquisition of communicative competence. The paper discusses the theoretical foundations of language teaching, including the formation of lexical, grammatical, phonetic, and speech skills, and explains the four stages of skill development from familiarization to creative independent use. Traditional teaching technologies are analyzed through the class-lesson system and explanatory-illustrative methods, highlighting their strengths in systematic grammar instruction and their limitations in promoting learner autonomy and real communication. Modern teaching technologies are presented as student-centered and outcome-oriented, emphasizing differentiation, digital literacy, and project-based learning. Particular attention is given to Communicative Language Teaching and the comparative method, which supports effective learning by contrasting Russian with Azerbaijani and using visual aids. The article concludes that an integrated model combining structure and communication ensures the most effective development of students’ Russian language competence.
Riddles Formed on the Basis of Imperative and Interrogative Sentences in English
Riddles are a long-lived folklore genre in English, used in oral exchange as short puzzles that demand an answer. Because the genre is built around a prompt–solution pair, riddle language is closely tied to sentence types that ask for information or direct the addressee. This article examines English riddles from a syntactic and pragmatic perspective, focusing on interrogative and imperative constructions. It argues that interrogatives—especially wh-questions with what and who—provide the default grammatical frame for riddling, while many formally non-interrogative prompts (declaratives, fragments, couplets) are interpreted as questions due to performance conventions and frequent “tag” questions such as What am I? Special attention is paid to productive templates (What is/has/can…?), contrastive structures with but and other privative markers (no, never, without), and the marked but expressive role of imperatives, which often function as instructions that increase audience involvement (e.g., “Take away my first letter…”). The analysis shows that riddle syntax is best understood as a set of conventional patterns optimized for dialogic performance and for guiding the solver’s inferential search.