The unanticipated product of a survey involving 190 non-professional readers, this first-report paper looks at the way memories from different source media overlap, along with the potential consequences of this phenomenon for existing approaches to reader behaviour.

The paper begins with a focus on how everyday readers articulate their recollection of literary works, in particular those moments they found most memorable. We identify a common situation in which participants ‘mix up’ recollections of a book's content with memories of their respective film or TV adaptations. We offer the term spontaneous transmedia co-location to describe this form of effortless recall involving memories of literary texts which spontaneously trigger memories of other, visual media. We outline five preliminary modes of spontaneous transmedia co-location (STC) and explain what they consist of.

Finally, we elaborate how STC ties into wider theories of how readers and other consumers interact with media, and how they tend to remember and otherwise connect them in a transmedia space.

This article aims to track and tackle the #ŠtoTeNema hashtag to analyse the meanings generated by Twitter end-users who employed #ŠtoTeNema together with other hashtags, texts, visuals, hyperlinks, and metadata. ŠTO TE NEMA (Why are you not here?) first appeared as an alternative commemorative practice (in 2006) to remember the victims of the Srebrenica genocide (1995). In 2012, the #ŠtoTeNema hashtag emerged to commemorate human loss on Twitter and provide even more comprehensive access to this space of memory and suffering. Using multimodal discourse analysis, I examine how Aida Šehović, the artist behind ŠTO TE NEMA, with her team and Twitter's end-users, portrayed the Srebrenica genocide by employing #ŠtoTeNema. I argue that ŠTO TE NEMA has become an influential and recognisable representation of the Srebrenica genocide not only on-site but also online. This research concludes that #ŠtoTeNema gained momentum during the global pandemic peak (2020), creating inclusive access to commemorate the 25th anniversary of the genocide locally, regionally, and transnationally.

The rise of digital technology has led to fundamental changes in how individual and collective perspectives on the past are transmitted and engaged. An immediate implication of these changes relates to the shift away from human communication as a single form of communication about memory towards multiple models which involve non-human (or robotic) agents. These non-human agents are primarily constituted by artificial intelligence (AI)-driven systems, such as search engines and conversational agents, which retrieve information about the past for human users and are increasingly used to generate memory-related content. To account for the growing complexity of memory-related digital communication, the article introduces three agency-based models of such communication: (1) human-to-human; (2) human-to-robot; and (3) robot-to-robot. It discusses examples of communication practices enabled by these models and scrutinises their implications for individual and collective memory transmission. The article concludes by outlining several directions for memory communication research increasingly shaped by non-human agents.

This study offers a comprehensive bibliometric analysis of artificial intelligence (AI) applications in the field of second language (L2) teaching and applied linguistics, spanning from the early developments in 1995 to 2022. It aims to uncover current trends, prominent themes, and influential authors, documents, and sources. A total of 185 relevant articles published in Social Sciences Citation Index (SSCI) indexed journals were analyzed using the VOSviewer bibliometric software tool. Our investigation reveals a highly multidisciplinary and interconnected field, with four main clusters identified: AI, natural language processing (NLP), robot-assisted language learning, and chatbots. Notable themes include the increasing use of intelligent tutoring systems, the importance of syntactic complexity and vocabulary in L2 learning, and the exploration of robots and gamification in language education. The study also highlights the potential of NLP and AI technologies to enhance personalized feedback and instruction for language learners. The findings emphasize the growing interest in AI applications in L2 teaching and applied linguistics, as well as the need for continued research to advance the field and improve language instruction and assessment. By providing a quantitative and rigorous overview of the literature, this study contributes valuable insights into the current state of research in AI-assisted L2 teaching and applied linguistics and identifies key areas for future exploration and development.

Previous research on audiovisual input attests to a significant effect of on-screen text and proficiency on learning gains. However, there is scarce research on whether these factors affect viewers’ feeling of learning, a variable that can affect overall second language (L2) learning outcomes (Ellis, 2008). Moreover, there is a lack of research exploring whether viewing experience prompts viewers to switch from one viewing mode (subtitles, captions, no on-screen text) to another and what factors affect those choices. This study explores learners’ perspectives on learning from audiovisual input and their preferred viewing mode before and after participating in a prolonged viewing intervention. A total of 136 participants of varying L2 English proficiency levels (from A1 to C2) completed pre-viewing and post-viewing questionnaires. The results show that vocabulary and expressions were perceived to be learnt the most. The elementary proficiency group were more likely to be positive about learning from the intervention than higher proficiency students. Concerning the preferred viewing mode outside of the classroom, the participants favoured no on-screen text or first language (L1) subtitles over L2 captions. At the end of the intervention, the elementary-level participants found that viewing without any L1 support was too challenging for leisure viewing, while the intermediate- and advanced-level students gained confidence in watching without any textual support.

Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners’ immediate vocabulary gains and retention under different learning conditions across three experimental sessions, including (a) immediate repeated viewing, (b) spaced repeated viewing, and (c) no repeated viewing. Participants were 60 Chinese-speaking lower-intermediate university EFL learners. They were divided into three groups and given each of the three treatments in each experimental session. ANOVA results revealed that viewing dual-subtitled videos with repetition allowed learners to achieve greater vocabulary gains than viewing with no repetition, with evidence indicating the superiority of immediate repetitions over spaced repetitions.

This paper is based on research conducted in February–April 2022. It describes and illuminates what was happening with tech-savvy educated people between 20 and 40 years old in Russia, while their usual digital tools and places for the autobiographical process were changing in the spring of 2022. Facing censorship of platforms, surveillance, and the inability to pay for services, people who were keeping important memories of their lives online were deleting their profiles, migrating to other platforms, censoring themselves, and creating archives of autobiographically meaningful materials. The paper examines these disruptions as a case that illuminates the role of online platforms in autobiographical memory and expands some concepts within autobiographical memory studies, such as evocative objects and autotopography.

This paper examines the notion of wilding pedagogy and its potential for comprehensive transformation through educational policy. This paper argues that given current unsustainable human practices, significant changes can be achieved by aligning education and policy. This paper begins by defining wilding pedagogies and providing an overview of Botswana’s background and prospects. It contends that Botswana has the potential to enhance the quality of education by promoting active and transformative learning experiences. Furthermore, this policy can lead to improved academic performance by acknowledging cultural linkages, honouring land, returning to a holistic approach aligned with the principles of the wild in education.

Research into young learners' metalinguistic awareness has led to both definitions of the construct and key findings about its role in children's cognitive and linguistic development. I briefly summarise this research before introducing two established theoretical models that can help us understand the concept of metalinguistic awareness more broadly: Ellen Bialystok's classic dichotomy of analysis of knowledge and control of processing, and Rod Ellis's notion of explicit (second language) knowledge. This is followed by an overview of measures of metalinguistic awareness that have been used in empirical studies to date as well as an illustration and critique of selected measures. As a result, I propose a model that combines features of the two previous frameworks by conceptualising knowledge representations and processes in terms of (1) how implicit/explicit and (2) how specific/schematic they are. I explain this model to illustrate how it can serve as a useful thinking tool. In particular, I argue that the model not only allows us to theorise measures of metalinguistic awareness more clearly and easily, but that it can also capture tasks aimed at assessing other linguistic and cognitive abilities. The article concludes with a brief outlook on future research into metalinguistic awareness.