About the Journal

Armenian Folia Anglistika is the official peer-reviewed academic journal of the Armenian Association for the Study of English (established in 2005) and Yerevan State University (affiliated since 2015). Its primary objective is to provide a platform for the dissemination of original research and critical thought in the fields of English Language and Linguistics, Literature, Methodology, Culture, Translation Studies, and Gender Studies, fostering academic dialogue and collaboration among scholars, researchers, and educators within Armenia and across the global scholarly community.  

In 2007, the Editorial Board of Armenian Folia Anglistika inaugurated a new section entitled Armenological Studies, designed to encourage valuable and innovative research in the areas of Armenian Linguistics, Literature, Ethnic Studies, History, Cultural History, and Genocide Studies. This section aims to promote interdisciplinary dialogue and contribute to a deeper understanding of Armenia’s cultural and intellectual heritage within a global academic context.

The journal is published twice a year and welcomes original scholarly articles.  Submissions are reviewed by a multi-national Editorial Board, which is committed to maintaining high academic standards and fostering international collaboration in the humanities.

Current Issue

Vol. SI-2 (2026)
View Vol. SI-2 (2026)
DOI: https://doi.org/10.46991/AFA/2026.SI-2
Published: 2026-03-13

Front Matter

Methodology

  • Methodology

    STUDENTS' REFLECTIONS ON ORAL PRESENTATIONS IN AN ENGLISH AS A LINGUA FRANCA CONTEXT: A CASE STUDY

    Laura Lucía Laurenti, Rosa Muñoz-Luna
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    Abstract

    Mastering verbal communication is a key component of any academic and professional setting. However, oracy instruction can be considered a neglected aspect in students’ curricula, assuming perhaps that this skill does not need to be taught and can, instead, be acquired spontaneously along the academic pathway. This helps explain the numerous endeavours of scholars in developing writing courses. In fact, academic literacy has generally been associated with the mastery of composition skills, probably due to the long-standing tradition of scholarly publication. This study intends to highlight the importance of developing oral discourse by examining how postgraduate students from a Master’s Degree in English Studies perceive their own performance in oral academic presentations delivered in English as an L2 and lingua franca. By examining their experiences, attitudes, and perceived training needs, the study seeks to illuminate how learners conceptualise the challenges of oral academic discourse in ELF settings.

    References

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    Cogo, A. (2016). “They all take the risk and make the effort”: Intercultural accommodation and multilingualism in a BELF community of practice. In L. Lopriore & E. Grazzi (Eds.), Intercultural communication: New perspectives from ELF (pp. 365-383). Roma Tre Press.

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    Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Pearson Education.

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    Hood, S., & Forey, G. (2005). Introducing a conference paper: Getting interpersonal with your audience. Journal of English for Academic Purposes, 4(4), 291-306. https://doi.org/10.1016/j.jeap.2005.07.002

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    Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin.

    Jenkins, J. (2015). Global Englishes: A resource book for students. Routledge.

    Jenkins, J. (2022). The future of English as a lingua franca? Routledge.

    King, J. (2014). Silence in the second language classroom. Palgrave Macmillan.

    Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

    Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.

    Mauranen, A., & Jenkins, J. (2021). Linguistic diversity on the EMI campus: Insider accounts and perspectives. Routledge.

    O'Halloran, K. L., Tan, S., & E, M. K. (2017). Multimodal analysis for critical thinking. Learning, Media and Technology, 42(2), 147-170. https://doi.org/10.1080/17439884.2016.1101493

    Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.

    Sifakis, N. C., & Lopriore, L. (2022). ELF-aware pedagogy: Rethinking English language teaching. In J. Jenkins & W. Baker (Eds.), The Routledge handbook of English as a lingua franca (pp. 427-439). Routledge.

    Wingate, U. (2015). Academic literacy and student diversity: The case for inclusive practice. Multilingual Matters.

  • Methodology

    THE INTEGRATION OF MONDLY VR IN CHINESE EFL CLASSROOMS: A CASE STUDY

    Gevorg Grigoryan, Ning Huichun, Naira Gasparyan
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    Abstract

    The emergence of Virtual Reality (VR) has drastically altered the overall layout of language education. VR-powered technology enables language learners to practice their speaking skills in real-life, stress-free, and interactive conversational scenarios, which conventional teaching methods fail to meet. Hence, the present paper seeks to examine the efficacy of integrating VR-powered technology in English as a Foreign Language classroom settings for the development of speaking skills. To evaluate the impact of VR technology in improving students’ speaking skills, the paper employs a mixed-method approach, namely, in-depth case studies and quantitative data analysis. The findings provide evidence-based insights into how VR-supported tools ameliorate students’ conversational skills in terms of fluency and accuracy. The applicability of the content in developing conversational skills underlines the strong practical value of the research, as well as makes a solid case for its massive integration in language teaching. Considering its transformative potential, future research is not only warranted but crucial to modernizing and enriching EFL pedagogy.

    References

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    Alfiras, M., & Bojiah, J. (2020). Printed textbooks versus electronic textbooks: A study on the preference of students of Gulf University in the Kingdom of Bahrain. International Journal of Emerging Technologies in Learning (iJET), 15(18), 40-54. https://doi.org/10.3991/ijet.v15i18.15217

    Alrasheedi, A. (2020). Psychological factors influencing EFL learners’ speaking performance. International Journal of Social Science and Human Research, 3(12), 3676-3684.

    Asrifan, A., Zita, C. T., Vargheese, K., Syamsu, T., & Amir, M. (2020). The effects of computer-assisted language learning on students’ English achievement and attitudes. Journal of Advanced English Studies, 3(2), 1-10. https://doi.org/10.47354/jaes.v3i2.88

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    Azir, M., Khan, R., & Lee, J. (2024). Virtual reality–based learning environments and student motivation: An experimental study. Journal of Educational Technology Research, 32(1), 45-62.

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    Chea, P. (2024). Beyond “My English is poor”: Unpacking the speaking challenges of Chinese EFL learners in China. Journal of Higher Education and Academic Advancement, 1(11), 18-41. https://doi.org/10.61796/ejheaa.v1i11.1007

    Garduño, H. A. S., Martínez, M. I. E., & Castro, M. P. (2021). Impact of virtual reality on student motivation in a high school science course. Applied Sciences, 11(20), 9516. https://doi.org/10.3390/app11209516

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    Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 100434. https://doi.org/10.1016/j.edurev.2022.100434

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  • Methodology

    LEGAL ENGLISH: LEXICAL COMPETENCE AND CURRICULUM DESIGN

    Anahit Voskanyan
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    Abstract

    This paper examines both linguistic and pedagogical aspects of legal vocabulary instruction in English for Law courses. The research examines legal language through its formal, precise, and culturally specific nature by studying vocabulary classification, polysemy, synonymy, and lexical field structure in legal discourse. The study aims to develop an effective teaching method for legal lexis to improve students' subject-specific fluency, legal reasoning abilities, and English communicative competence. The research applies theoretical models from applied linguistics, legal semiotics, and ESP curriculum design to achieve its objectives. The research employs descriptive and comparative methods to study authentic legal texts, analyze legal genre terminology and lexical patterns, and develop practical teaching methods for Armenian higher education. The paper examines content-based  instruction and conceptual field mapping as recommended instructional methods. The research demonstrates that successful legal vocabulary instruction requires cognitive, contextual, and functional methods that move beyond memorization to develop semantic understanding and cultural awareness. The interdisciplinary approach leads to legal English curriculum innovation through recommendations for developing vocabulary-intensive ESP syllabi.

     

     

    References

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    Haigh, R. (2018). Legal English. Routledge.

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  • Methodology

    AI-ASSISTED DIFFERENTIATED INSTRUCTION AND EFL WRITING MOTIVATION: A CORRELATIONAL STUDY

    Bouchra Si-Mohammed, Souhila Hellalet
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    Abstract

    The integration of artificial intelligence (AI) for learning personalization has emerged as an approach to address diverse learner needs. This quantitative correlational study examined the relationship between the perceived value of AI-assisted differentiated instruction and task motivation (intrinsic and extrinsic) among first-year English as a Foreign Language (EFL) students at Batna-2 University. A convenience sample of 120 students participated in the study, completing a questionnaire measuring perceived value of AI-assisted differentiated instruction and task motivation in EFL writing. Descriptive statistics revealed moderate levels of perceived value and task motivation. Pearson correlation analysis indicated a significant positive correlation between perceived value of AI-assisted differentiated instruction and overall task motivation. Additionally, separate analyses showed stronger correlations with intrinsic motivation than extrinsic motivation. These findings suggest that students who perceive greater value in AI-assisted differentiated instruction demonstrate higher levels of motivation in EFL writing tasks.

    References

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    Graham, S., & Harris, K. R. (2019). Evidence-based practices in writing. Best practices in writing instruction, 3, 3-28.

    Hyland, K. (2016). Teaching and researching writing. Routledge. https://doi.org/10.4324/¬9781315717203

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  • Methodology

    EMI TEACHERS AND AI: A TAM PERSPECTIVE

    Mohamed Meddah, Amel Belmihoub
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    Abstract

    This study aims to investigate and analyze the perceptions and the attitudes of English as a Medium of Instruction (EMI) teachers regarding the integration of AI technologies. In the context of language teaching, AI has gained increased attention among researchers; yet, the perspectives of teachers, who play an indispensable role in implementing and utilizing such technologies, remain underexplored. As such, the research aims to understand how these innovative tools are perceived and whether they help bridge existing language gaps or, conversely, deepen them in EMI settings. To this end, using the Technology Acceptance Model (TAM) and a structured Likert‑scale questionnaire administered to 31 EMI teachers at M'sila University, this paper seeks to investigate EMI teachers’ acceptance of these AI tools, their perceived usefulness and ease of use, and the skills required for effective integration. Results indicate strong perceived usefulness (PU) and a highly favorable attitude toward use (ATT; M = 4.62, SD = 0.61), whereas perceived ease of use (PEU) is comparatively moderate. Despite positive PU and ATT, results further show that actual use (AU) remains modest (M = 2.20, SD = 1.12), suggesting a gap between favorable perceptions and pedagogical adoption. The findings corroborate prior studies reporting a gap between favorable perceptions and sustained classroom implementation, and offer insights into the growing literature on the conditions required to translate positive attitudes toward AI into actual use in EMI classrooms.

     

     

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  • Methodology

    CULTURAL CAPITAL, STUDY HABITS, AND EARLY ENGLISH ACHIEVEMENT: EVIDENCE FROM ALGERIAN PRIMARY SCHOOLS

    Saida Tobbi
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    Abstract

    This study investigates how cultural capital and study habits influence fifth-year primary school pupils’ performance in English as a Foreign Language (EFL) in El-Kantara, Algeria. Drawing on Bourdieu’s theory of cultural capital, we employed an explanatory mixed-methods design combining structural equation modeling (SEM) of survey data (n = 532) with thematic analysis of teacher interviews. Results indicate that objectified cultural capital (books, digital tools, learning spaces) exerts the strongest direct effect on EFL outcomes, while institutionalized (parental education, occupational status) and embodied capital (language routines, parental involvement) also make significant contributions, primarily through their influence on study habits. Study habits emerged as a powerful mediator, linking family resources to classroom achievement. Qualitative findings illuminated these dynamics by revealing how access to resources fosters engagement, how family discipline shapes preparedness, and how French English hierarchies affect motivation. Together, the results demonstrate that EFL achievement cannot be understood solely through individual effort or pedagogical factors, but rather through the unequal distribution of cultural resources in early schooling. We believe that this study can contribute to debates on cultural capital by extending its application to a multilingual North African context, while offering implications for policy aimed at reducing educational inequalities.

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