<abstract xmlns="http://www.w3.org/1999/xhtml">This study offers a collocate analysis of the modal marker <italic>no doubt</italic> (ND) in the EEBO, ECCO and EVANS combined corpora using Sketch Engine. The purpose is to determine the diachronic patterns of usage of ND, and secondly to compare results with the conclusions of existing diachronic pragmatic studies of modal markers. The first step identified five patterns of behaviour based on AM score in decreasing order of frequency: 1 – NDB (<italic>no doubt but</italic>); 2 – TISND (<italic>there is no doubt</italic>); 3 – MND (<italic>make no doubt</italic>); 4 – (ND (<italic>parenthetical use</italic>); 5 – Ndont (<italic>no doubt on’t</italic>). The second step consisting in partitioning of the corpus following Hilpert and Gries (2016) produced 3 distinct periods based on EHBO data (1580-1669, 1670-1759, 1760-1799). The findings showed that the relative usage of ND for each period remained remarkably consistent, especially the persistence of non-grammaticalized behaviours MND and TISN. The two major disparities, concerning NDont and parenthetical (ND, were shown to be of likely significance for the changing pragmatic behaviour of ND, which further diachronic study may be able to ascertain.</abstract>

Diachronic patterns of usage of <italic>no doubt</italic> in the English Historical Book Collection (EEBO, ECCO and EVANS)

<abstract xmlns="http://www.w3.org/1999/xhtml">Studies have shown that second language (L2) motivation can have an impact on L2 learning processes. The aim of this study was to investigate gender differences in L2 motivation among Croatian university students from the perspective of the L2MSS. The results indicated that females were more motivated than males to learn English, had higher levels of interest in English, while differences in L2 anxiety were somewhat ambiguous. Females also demonstrated that their L2 motivation was linked to motives related to the avoidance of negative outcomes suggesting that females are perhaps more conscientious learners compared to males. These findings point to a complex motivational state among females, which may indicate important gender-based differences in language learning.</abstract>

The L2 motivational self system, L2 interest, and L2 anxiety: A study of motivation and gender differences in the Croatian context

<abstract xmlns="http://www.w3.org/1999/xhtml">The aim of this qualitative study was to investigate boredom among Croatian primary and secondary school teachers of English. The data was gathered by means of an open-ended survey that focused on the teachers’ experiences with classroom boredom. The findings pointed to different causes of boredom in the Croatian FLT context, such as grammar tasks and uninteresting subject matter. Croatian teachers reported various manifestations of boredom, i.e. cognitive and motivational, as well as diverse emotion regulation strategies employed, such as introducing new content or engaging in physical activity. Majority of the teachers stated that boredom did not affect their instructional quality, however there were those who reported having observed adverse effects in their classrooms.</abstract>

Investigating boredom among EFL teachers

<abstract xmlns="http://www.w3.org/1999/xhtml">With the advent of the global perspective on English, the live issues of the ownership and culture of English (<xref ref-type="bibr" rid="j_exell-2019-0007_ref_001_w2aab3b7b3b1b6b1ab1ab1Aa">Akbari, 2008</xref>; <xref ref-type="bibr" rid="j_exell-2019-0007_ref_037_w2aab3b7b3b1b6b1ab1ac37Aa">Seidlhofer, 2005</xref>) have begun to shake up numerous conventional notions of the field. In the wake of this landmark shift, this study attempts to probe EFL teachers’ cultural attitude toward prospective English words. To this end, identifying twelve highly Persian culture-specific words, the researchers devised an attitude questionnaire, which was administered to 351 EFL teachers to examine their right of <italic>cultural encoding</italic> (<xref ref-type="bibr" rid="j_exell-2019-0007_ref_021_w2aab3b7b3b1b6b1ab1ac21Aa">Kirkpatrick, 2014</xref>) as English users. The study concludes with granting a legitimate <italic>norm-overriding role</italic> to EFL teachers in order to gate-keep their required concepts in English.</abstract>

EFL teachers’ role in English: Letting the silent majority voice their words

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 ExELL (Explorations in English Language and Linguistics) is an international peer-reviewed electronic journal, published as a joint project of the School of English Studies of the University Josip Juraj Strossmayer Osijek, Croatia and English Language and Literature Department of Tuzla University from Tuzla, Bosnia and Herzegovina.  The aim of the journal is to promote and facilitate academic exchange in English theoretical and applied linguistics. Our mission is to provide a linguistics journal based on data drawn from the English language that would reflect a wide range of interests and opinions. We want to create opportunities for scholarly communication by encouraging the dissemination of theoretical and research-informed insights using the Internet as a medium in order to make linguistics accessible to the widest possible audience.  The journal offers a wide range of theoretical, methodological, and educational approaches to English. We encourage submission of various topics about the English language and　 linguistics, such as: theoretical and descriptive approaches to English, synchronic and diachronic variability of English, cognitive approaches to English, discourse analysis, corpus linguistics, contrastive linguistics, applied linguistics, ELT/TEFL/ESP, second language acquisition, translation studies, the structure of contemporary varieties of English (phonology, morphology, syntax and semantics) and other topics related to exploration of English language and linguistics.  The journal is interested in papers which focus on defining new problems for the study of the English language and linguistics, providing new insights into the known problems and developing new methodologies to approach old and new problems.  The journal does not have article processing charges (APCs) nor article submission charges.  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

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Volume 6 (2018): Issue 1 (October 2018)

Diachronic patterns of usage of no doubt in the English Historical Book Collection (EEBO, ECCO and EVANS)

The L2 motivational self system, L2 interest, and L2 anxiety: A study of motivation and gender differences in the Croatian context

Investigating boredom among EFL teachers

EFL teachers’ role in English: Letting the silent majority voice their words

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