Publications

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MONOGRAPHS & EDITED VOLUMES

1. Schwieter, J., Angelovska, T., & Heredia, R. (in prep.). Language and the Brain. Cambridge: CUP.

2. Benati, A. G., & Angelovska, T. (2026). Second Language Acquisition: A Theoretical Introduction to Evidence-Based Language Teaching (2nd ed.). London: Bloomsbury Academic. https://www.bloomsbury.com/uk/second-language-acquisition-9781350467415/

3. Angelovska, T. (2017). (ed.) Special Issue “Instructed L2 Grammar Acquisition and Beyond,” Studies in Second Language Learning and Teaching (SSLLT).

4. Angelovska, T. & Hahn, A. (eds.) (2017). L3 Syntactic Transfer: Models, New Developments, and Implications.In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. Schwieter, J. Amsterdam: John Benjamins (329 p.).

5. Benati, A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real-World Applications. London: Bloomsbury (183 p.)

Bloomsbury’s best-selling book (2020), reviewed by:

6. Angelovska, T. (2012). Second Language Pronunciation: Attainment and Assessment. European University Studies. Series 14: Anglo-Saxon Language and Literature. Vol. 495, Frankfurt am Main: Peter Lang (209 pp.)

  • Reviewed by: Haser, Verena; Auer, Anita; Botma, Bert; Elenbaas, Marion; Gyuris, Beáta; Allan, Kathryn; Mehl, Seth; Vobornik, Erin; Anderwald, Lieselotte; Schröder, Anne; Miličević, Maja; Kraš, Tihana; Schekulin, Claudio; Dorn, Nora; Callies, Marcus, and Montoro, Rocío (2014) “English Language.” Year’s Work in English Studies 9 (3): 1–174. (page 102).

7. E-learning: How to Focus on the Functional Aspect of Business English (Unpublished master’s thesis, LMU Munich)

JOURNAL ARTICLES (double-blind peer-reviewed, with Impact Factor)

  1. Angelovska, T. & Walenta, M. (under review). One Size Does Not Fit All: Examining the Impact of ADHD Traits on Variability in Second Language Gains using Content-Based Structured Input and Input Flooding.
  2. Angelovska, T. (under review). Regulation Load in Inclusive European EFL Classrooms: A CEFR-Calibrated Observation Framework for Learners with ADHD.
  3. Angelovska, T. & Gluhareva, D. (under review). Audio-Supported Quizlet Versus Paper Flashcards in Lower-Secondary EFL: Effects on Meaning and Spoken-Form Recognition.
  4. Schaipp, K., & Angelovska, T. (accepted). Teacher Decision-Making in Multilingual EFL Task Selection: Evidence from Scenario-Based Concurrent Think-Aloud Protocols. *Education Sciences* ( IF: 3.5).
  5. Roehm, D. & Angelovska, T. (2024). Working memory of young school-age learners acquiring L2 English morphology: An experimental exploratory lab study with structured input intervention. Special Issue "The role of individual differences on the effects of processing instruction and structured input practice". Ampersand: An Interdisciplinary Journal of Language Sciences and Bilingualism. https://doi.org/10.1016/j.amper.2024.100192 (IF: 1.6)
  6. Angelovska, T. & Roehm, D. (2023). A Selective Review of Event-Related Potential Investigations in Second and Third Language Acquisition of Syntax. Special Issue “Multilingualism: Consequences for the Brain and Mind.” Languages. No. 1: 90. https://doi.org/10.3390/languages8010090(IF: 0.9)
  7. Heredia, R. R., Angelovska, T., & Cieślicka, A. B. (2022). An online (r)examination of frequency and context effects in code-switching using the auditory moving window. International Journal of Bilingualism. https://doi.org/10.1177/13670069211056003 (open access) (IF: 1.693)
  8. Angelovska, T., Mercer, S., & Talbot, K. (2021). Personality traits as predictors of language learner engagement. Language Learning in Higher Education, 11(2), 285–310. https://doi.org/10.1515/cercles-2021-2026 (IF: 0.7)
  9. Angelovska, T., Roehm, D., & Weinmüller, S. (2020). Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments. Applied Linguistics Review, 000010151520190075. https://doi.org/10.1515/applirev-2019-0075 (IF: 2.655)
  10. Angelovska, T., & Roehm, D. (2020). Processing instruction effects regardless of input modality and developmental processing constraints? A school lab classroom study on the morphosyntactic acquisition of L2 English. Instructed Second Language Acquisition, 4(2), 180–202. https://doi.org/10.1558/isla.40640
  11. Angelovska, T., Krulatz, A., & Surkalovic, D. (2020). Predicting EFL teacher candidates’ preparedness to work with multilingual learners: Snapshots from three European universities. The European Journal of Applied Linguistics and TEFL 9 (1), 183–208.
  12. Angelovska, T. (2018). Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness, 27(1–2),135–52. DOI: 10.1080/09658416.2018.1431243 (IF: 1.654)
  13. Angelovska, T. (2017). Editorial to the Special Issue “Instructed L2 Grammar Acquisition and Beyond,” Studies in Second Language Learning and Teaching
  14. Angelovska, T. (2017). “Beyond instructed L2 grammar acquisition: theoretical insights and pedagogical considerations about the role of prior language knowledge,” Special Issue “Instructed L2 Grammar Acquisition and Beyond,” Studies in Second Language Learning and Teaching 7 ( 3): 397–419. https://doi.org/10.14746/ssllt.2017.7.3.3 (cite score: 6.1)
  15. Benati, A. & Angelovska, T. (2015). The effects of Processing Instruction on the acquisition of the English simple past tense: Age and cognitive task demands. International Review of Applied Linguistics in Language Teaching 53(2), 249–269. https://doi.org/10.1515/iral-2015-0012 (IF: 0.970)
  16. Hahn, A., B. Raaf, & T. Angelovska. (2007). “Methods Box: Start Early with Pronunciation Training.” In: Take off! Journal for Early English Learning 4, 44.

BOOK AND HANDBOOK CHAPTERS (peer-reviewed)

  1. Angelovska, T. & Roberto, H.R. (2027). The auditory-moving window paradigm. In Loureda, Ó., Ivanova, O., Gelormini, C., Cruz, A., Teucher, M., Hernández Pérez, C. (eds.). Manual of Experimental Tests for Contemporary Linguistics. Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781003636410/m%C3%A9todos-experimentales-para-la-ling%C3%BC%C3%ADstica-hisp%C3%A1nica-Olga-Ivanova-Adriana-Cruz-Rubio-Carlos-Gelormini-Lezama-Celia-Hernández-Pérez-Óscar-Loureda-Lamas-Mathis-Teucher
  2. Kałdonek-Crnjaković, A. & Angelovska, T. (in press). Theoretical considerations for the well-being of Chinese international students in the context of dyslexia and ADHD. In Pang, B., Curdt-Christiansen, X.L., & Mu, M. (in prep.). The Health and Educational Experiences of Chinese International Students. Springer Nature.​​
  3. Angelovska, T. (2026). The Role of Context in L2 Processing and Acquisition of (Morpho-)syntax: A Psycholinguistic Perspective with Implications for L2 Instruction. In: Clare Wright, Pauliina Peltonen, Thorsten Piske & Anja Steinlen (eds.). Context Matters in SLA. Bristol: Multilingual Matters.​
  4. Angelovska, T., & D. Roehm (2025). The Use of Electroencephalography in Second Language Instructional Contexts: Assets and Challenges for the Classroom. In Benati (ed.), Language Teaching and Pedagogy ( Bloomsbury Applied Linguistics, Volume 4). London: Bloomsbury.​
  5. Angelovska, T. & Hahn, A. (2023). Third Language Acquisition in the Classroom (Chapter 18). In Cabrelli, J., Chaouch-Orozco, A., González Alonso, J., Puig-Mayenco, E., Pereira Soares, S. M., & Rothman, J. (eds.). The Cambridge Handbook of Third Language Acquisition. Cambridge: Cambridge University Press.
  6. Angelovska, T. (2022). Cognitive aspects of Processing Instruction. In T. Piske & A.K. Steinlen (eds.) Cognition and Second Language Acquisition. Tübingen: Narr.
  7. Angelovska, T. (2022). The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language. In A. Krulatz, G. Neokleous, & A. Dahl (Eds.), Educational Implications of Classroom-Based Research on Teaching Foreign Languages in Multilingual Settings. Bristol: Multilingual Matters.
  8. Angelovska, T. (2021).“When a psycholinguist enters the multilingual classroom”: Bridging the gap between psycholinguistics and pronunciation teaching (pp. 40–59). In Kirkova-Naskova, A., Henderson, A., & Fouz-González, J. (2021). English Pronunciation Instruction: Research-based insights. (AILA Applied Linguistics Series 19). Amsterdam: John Benjamins. https://doi.org/10.1075/aals.19.03ang
  9. Angelovska, T. & Riehl, C. M. (2018). “Multilingualism and Language Acquisition Processes: Dynamics, Individuality, and Variation.” In Ballis, Anja & Hodaie, Nazli (Eds.): Perspectives on Multilingualism. Individual—Education—Society (DaZ Research Series 16). Berlin: de Gruyter ISBN 3110522500
  10. Hahn, A. & Angelovska, T. (2017). “Input-Practice-Output: A Method for Teaching L3 English after L2 German with a Focus on Syntactic Transfer.” In Angelovska, T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments, and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. J. Schwieter. Amsterdam: John Benjamins. (pp. 299–319)
  11. Angelovska, T. (2017). “(When) Do L3 English Learners Transfer from L2 German? Evidence from Spoken and Written Data by L1 Russian Speakers.” In Angelovska, T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments, and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. J. Schwieter. Amsterdam: John Benjamins. (pp. 195–222).
  12. Angelovska, T. & Hahn, A. (2017). “L3 Syntactic Transfer—An Integrative Approach.” In Angelovska, T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments, and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. J. Schwieter. Amsterdam: John Benjamins. (pp. 1–9).
  13. Angelovska, T. (2016). “Similarities and Differences Between First and Second Language Acquisition.” In Benati, A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real-World Applications. London: Bloomsbury (pp. 31–59).
  14. Angelovska, T. (2016). “How the internal system develops in a second language.” In Benati, A., & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real-World Applications. London: Bloomsbury (pp. 85–109).
  15. Angelovska, T. (2016). “How Learners Learn to Communicate in a Second Language.” In Benati, A., & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real-World Applications. London: Bloomsbury (pp. 109–133).
  16. Angelovska, T., & Hahn, A. (2014). “Raising language awareness for learning and teaching L3 grammar.” In: Benati, A., Laval, C., & M. Arche (Eds.). The Grammar Dimension in Instructed Second Language Learning. In Advances in Instructed Second Language Acquisition Research Book Series, Ed. Benati, A. London: Bloomsbury Academic (pp. 185–207).
  17. Angelovska, T. & Benati, A. (2013). "Processing Instruction and the Age Factor: Can Adults and School-Age Native Speakers of German Process the English Simple Past Tense Correctly?" In: Benati, A., & Lee, J. (eds.) Individual Differences and Processing Instruction. London: Equinox (pp. 131–153).
  18. Angelovska, T. & Hahn, A. (2012). "Written L3 (English): Transfer Phenomena of L2 (German) Lexical and Syntactic Properties." In Gabrys-Barker, D. (eds.) *Crosslinguistic Influences in Multilingual Language Acquisition*, Heidelberg: Springer (pp. 23–40).
  19. Angelovska, T. & Hahn, A. (2009). "English with a ‘native-like’ accent: An empirical study on proficiency." In: Benati, Alessandro (eds.). Issues in Second Language Proficiency. London: Continuum (pp. 147–169).

ENCYCLOPEDIA ENTRIES

  1. Angelovska, T. (2024). Heterogeneity in TEFL: A Focus on Teachers’ Competencies for and in the Multilingual Classroom. The TESOL Encyclopedia of English Language Teaching. Wiley Publ.
  2. Angelovska, T. & Kałdonek-Crnjaković, A. (2024). Attention deficit hyperactivity disorder in second and additional language learning and teaching. In The TESOL Encyclopedia of English Language Teaching. Wiley Publ.
  3. Angelovska, T. & Roehm, D. (2020). Neurolinguistic implications for L2 learning and teaching. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching Updates. Hoboken, NJ: Wiley.
  4. Angelovska, T. (2020). From L3 acquisition to teaching English. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching Updates. Hoboken, NJ: Wiley.
  5. Angelovska, T. & Schaipp, K. (2020). Heterogeneity in TEFL: A focus on teachers’ competencies for and in the multilingual classroom. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching Updates. Hoboken, NJ: Wiley.
  6. Angelovska, T. (2018). Instructed L3 Acquisition of English. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching Updates. Hoboken, NJ: Wiley.
  7. Roehm, D. & Angelovska, T. (2018). Neurolinguistic accounts of L2 learning and teaching. In J. I. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching Updates. Hoboken, NJ: Wiley.

CONFERENCE PROCEEDINGS

  1. Angelovska, T., Hargaßner, J., Prikoszovits, M., Rückl, M. (2021). Language Pedagogy: Young Scholars in Dialogue. Extended Abstracts from the 12th ÖGSD Conference for Young Scholars. ÖGSD Conference Proceedings (Vol. 6). Available here: https://www.oegsd.at/wp-content/uploads/2021/03/OeGSD-NWT-Tagungsband-final.pdf
  2. Angelovska, T. (2017). Phonologically Induced Syntactic Transfer in L3 Acquisition of English: Evidence from Late Sequential Russian-German Bilinguals. ISMBS 2017 Proceedings (7 pages).
  3. Kolb, E., & Angelovska, T. (2017). “Researcher-Teacher Platform: Grammar in Competence-Oriented Foreign Language Instruction: What and How?” In: Appel, Joachim; Jeuk, Stefan; Mertens, Jürgen (Eds.). Teaching Languages. Schneider Hohengehren: Balltmannsweiler (pp. 327–330).
  4. ​Angelovska, T. & Hahn, A. (2016). “English in Multilingual Individuals, Societies, and Schools.” In C. Ehland, I. Mindt & M. Tönnies (Eds.), Proceedings of the 2015 Anglistentag in Paderborn. Trier: Wissenschaftlicher Verlag Trier (WVT) (pp. 245–253).
  5. Angelovska, T. & Hahn, A. (2013). "Features of Spoken L3 English in an Online Discourse." In: Röder, Kathrin & Wischer, Ilse (eds.). Anglistentag 2012 Potsdam: Proceedings, WVT: Trier (pp. 371–383).
  6. Angelovska, T. (2013). “The role of (meta-)linguistic awareness in cross-linguistic interferences of L3 English.” In: Archibald, A. N. (eds.). Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. London: Scitsiugnil Press (pp. 15–19).
  7. Angelovska, T. (2010). “An empirical study of individual differences in L2 oral proficiency. What makes native-like speakers special?” In Henderson, A. (eds.). (2010). English Pronunciation: Issues and Practices (EPIP), Proceedings of the First International Conference, Université de Savoie, France (pp. 95–117).

REVIEWS, COMMENTARIES, INTERVIEWS, AND PRESS

  1. PDF Seminar “What Can You Learn from Solving (Foreign-Language) Crossword Puzzles?”, Children’s University 2020, University of Salzburg https://www.uni-salzburg.at/fileadmin/multimedia/Kinderbuero/20KinderUNI_Kreuzwortr%C3%A4tsel_WEB.pdf
  2. Interview for Deutsche Welle, Culture and Lifestyle: “Is it good to be bilingual?” (February 21, 2019) https://p.dw.com/p/3Dmuu?maca=ru-EMail-sharing
  3. Feature for the Austria Press Agency (APA Science): "What’s the Fastest Way to Learn English?" (August 2, 2018)
  4. Angelovska, T. (2007). Review: Motivation, Language Attitudes, and Globalization: A Hungarian Perspective. Z . Dörnyei, Kata Csizér, and Nóra Németh (2006). Clevedon, England: Multilingual Matters. Working Papers in TESOL and Applied Linguistics 7 (1), 1–4.

TEACHING MATERIALS

  1. Angelovska, T. (2025). EFL practicum e-portfolio: Guidelines on goals, tasks, and self-assessment. University of Kassel. www.uni-kassel.de/fb02/index.php
  2. Teaching materials for an accompanying self-study course at the Language Center of LMU Munich
  3. Teaching, Practice, and Assessment Materials on EFL Grammar (Past Simple, Present Simple, Past Simple, Causative, etc.)
  4. Accompanying teaching materials developed for teacher training programs