Research on attitudes toward English varieties has been identified as a crucial contextual issue that is relevant to the implementation of the Teaching English as an International Language approach. Thus, the current study explores the attitudes of 400 Bosnian respondents toward different English varieties, employing a verbal guise technique for attitude elicitation. It also examines the respondents’ perceived intelligibility of these varieties and their conative responses and recognition rates. The results consistently showed that inner‐circle varieties, Standardised British in particular, were rated more favourably than expanding‐circle varieties and were perceived as more desirable and better understood. Their correct recognition rates were also much higher than those for expanding‐circle varieties. Expanding‐circle varieties were rated much less favourably, with the exception of moderately accented Bosnian English. All the other expanding‐circle varieties, heavily accented Bosnian English, Arabic and Turkish English, were not perceived as desirable. They were also considered less easily understood, and their recognition rates were low.

Exonormatively oriented EFL speakers are well-disposed towards native varieties, particularly British and American English. Due to the varieties’ overlapping domains of influence, the ques-tion of consistency and preferences for one of the varieties comes into focus. Hence, this study explores Bosnian respondents’ preference for British or American English in pronunciation, orthography, lexis and grammar and their ability to recognise language units as characteristic of one variety or the other. Additionally, the study investigates whether students maintain con-sistency or whether they are inclined to use both varieties interchangeably. The obtained results confirm that Bosnian respondents have a solid knowledge of varietal differences but are highly inconsistent. Still, they prefer the American variety in all domains of language use, to a differing extent though. Keywords: consistency; English in Bosnia and Herzegovina; standardised British English; standardised American English; the System of World Englishes

The aim of the current study was to analyse receptive and productive knowledge development of words belonging to 2000, 3000, and 5000 frequency levels in the Global South setting. The data were collected from 278 first-year university students after they finished both elementary and high school in the English as a foreign language (EFL) context of Bosnia and Herzegovina. The study researched the dependency of receptive and productive knowledge on a few variables, namely the students’ grammatical competence, the methods of vocabulary teaching, the use of English within EFL classes, and the outside-school exposure to it. The results revealed a significant relationship between all the aforementioned variables and students’ productive and receptive vocabulary knowledge. Such findings are expected to provide assistance to educators and students in similar environments, giving direct guidelines for practice leading to greater receptive and productive EFL vocabulary knowledge, i.e. showing how EFL vocabulary learning challenges can be faced to open up favorable opportunities for its development.

This study aimed to explore the use of nominal and verbal Anglicisms by Bosnian high school students, the students’ familiarity with these Anglicisms and their attitudes towards them and it also aimed to see whether these factors vary with respect to the frequency of students’ use of English in speaking, listening, reading and writing. The findings point to a very frequent use of Anglicisms among Bosnian participants, particularly verbal Anglicisms which tended to be significantly more frequently employed than nominal Anglicisms, and slightly greater familiarity with the English form rather than with the Bosnian equivalent form. Moreover, the frequency of the use of Anglicisms was related to the frequency of reading and writing in English, while the familiarity with the Bosnian equivalent was significantly related to speaking and reading and familiarity with the English equivalent form to all four aspects of English language use. The participants also expressed rather positive attitudes towards Anglicisms, perceiving them as a useful addition and not a serious threat to their native language.

Introduction. Despite the fact that error correction has significant and long-term effects on facilitating language learning and development, there has not been any research that investigates its influence on learners' motivation within the classroom context of Bosnia and Herzegovina. Purpose. This research aims to examine the impact of written and oral corrective feedback on students' motivation and achievement within this EFL context. Method. For this quantitative study, the questionnaire has been used to collect the data from 160 middle and high school students in central Bosnia and Herzegovina. Results. The findings indicated that the respondents generally like to be corrected and they are moderately to highly motivated to speak and write in English as a foreign language. Furthermore, learners with positive attitudes towards the received feedback feel significantly more motivated to keep learning than those with negative attitudes. Conclusion. The study is expected to provide teachers with suggestions on how to transform their classrooms into an environment conducive to the development of higher levels of writing and speaking motivation and how to provide corrective feedback that will positively influence students' EFL achievement.

This book presents a critique of current English as a Business Lingua Franca (BELF) practices using research conducted in Bosnia and Herzegovina. The authors identify English communication behaviours that hinder or promote success in the workplace, and trace these back to curricula and teaching practices.

The book English in B&H: posh or casual? by Amna Brdarević-Čeljo and Vildana Dubravac makes a significant contribution to the sociolinguistic perspective on the status of English in the world and particularly in Bosnia and Herzegovina. Introducing readers to a wide array of sociolinguistic topics, the authors focus on the variability of English among its users and the prevalent impact of two most prominent world Englishes, namely Standardised British and Standardised American English. The theoretical discussion is further strengthened by research into Bosnian EFL users’ and EL teachers’ preference for one or the other variety in different domains of language use. Taking into consideration both perspectives, the authors ultimately put forward practical suggestions as to how to approach variability and consistency in language education in Bosnia and Herzegovina.

The importance of applying cooperative learning and aiming toward an increase in motivation to maximize the effectiveness of the learning process has not sparked an intense research interest in the Bosnian EFL context. Thus, the current study, conducted among 211 high-school participants, explores the impact of gender and grade level on students’ cooperative learning and motivation for EFL learning and aims to determine whether any cooperative learning components are significant predictors of students’ motivation and their EFL achievement. The findings showed no significant gender and grade level differences in cooperative learning and motivation. Additionally, the results revealed that individual accountability and interpersonal skills are significant predictors of participants’ motivation and that promotive interaction and interpersonal skills are significant predictors of their EFL achievement. The research points to the importance of incorporating cooperative learning strategies and motivation-strengthening activities into EFL teaching, which will eventually lead to the improvement in students’ EFL achievements.

The linguistic knowledge of foreign language learners appears to be partly implicit and partly explicit. Learners rely on implicit knowledge when involved in spontaneous everyday com- munication, while explicit knowledge enables them to reflect on language structures and reco- gnise or use metalanguage. The present study investigated the explicit and implicit foreign language learners’ knowledge of English tenses in the Bosnian context at the end of the first educational cycle, i.e., primary school, by means of a metalinguistic test, an untimed gram- maticality judgement test and an elicited imitation test. The study aimed at exploring the var- iability in the quantity and quality of EFL learners’ knowledge and the relationship between different types of knowledge based on three factors, namely gender, average grade, and start- ing age. While revealing quite limited knowledge of the target structures, the findings showed no significant difference between explicit and implicit knowledge, while the correlation co- efficients between them were relatively high. Out of the three factors, a three-way ANOVA showed that only average grade proved to have a significant main effect on EFL knowledge. The interaction effect of gender and grade was significant on the participants’ overall EFL knowledge and their explicit knowledge, whereas a significant interaction effect of all three factors was confirmed only on explicit knowledge.

Regular curriculum modifications and the shift from a teacher-centered to a learner-centered paradigm in educational institutions are meant to enhance the teaching-learning process and fulfill learners' needs as successfully as possible. This study aimed to examine learners' attitudes towards learning English, their needs/wants, learning preferences, strategies, and lesson topics. Moreover, it also investigated the differences in learning preferences based on grade level.  The data were gathered from a survey administrated to 200 elementary school students in Central Bosnia and Herzegovina. The findings illustrated that the participants generally have a positive attitude towards learning English with more significant extrinsic reasons motivating them to learn it. Regarding students' needs, the analysis revealed that overall, students found writing the most challenging and speaking the most desirable language skill. Furthermore, the majority of the participants reported that they like to learn by reading texts or stories, finding the discussion in the classroom the most annoying classroom activity. While learning vocabulary by translating new words is regarded as the most beneficial method, doing written exercises at school presents the most significant way of acquiring grammar. Moreover, the study identified a significant influence of a grade level on the preferred ways of learning English.