PUBLICATIONS (SINCE 2017, SELECTED)

 

Domínguez Romero, E., Martín de la Rosa V., Moraes V. (2022). Evidentiality in Portuguese. In Evidential Marking in European Languages, eds. Björn Wiemer and Juana I. Marín-Arrese. Berlin / Boston: De Gruyter Mouton.

DOI: 10.1515/9783110726077-014

 

González Gómez, M., Domínguez Romero, E. (2022). Evidentiality in Galician. In Evidential Marking in European Languages, eds. Björn Wiemer and Juana I. Marín-Arrese. Berlin / Boston: De Gruyter Mouton. DOI: 10.1515/9783110726077-014

 

Domínguez Romero, E. (2022). Reportive evidentiality. A perception-based complement approach to digital discourse in Spanish and English. Journal of Pragmatics. 201 (2022) 134-148. DOI: 10.1016/j.pragma.2022.09.011

 

Martín de la Rosa V.; Domínguez E. (2021). Epistemic and non-epistemic modals: The key to interpreting the spirit of counter-terrorism in United Nations Security Council resolutions. Journal of Pragmatics 180: 89.101. DOI: 10.1016/j.pragma.2021.04.009

 

Domínguez Romero, E. (2020). Reframing (inner) terror: A digital discourse-based approach to evidential repositioning of reader reactions towards visual reframing. EPI. 29.6. DOI: 10.3145/epi.2020.nov.36

 

Martín de la Rosa V., Domínguez Romero, E., Pérez Blanco, M., Marín Arrese Juana I. (2020). Epistemic and Effective Stance in Political Discourse: The European Refugee Crisis. Positioning and Stance in Political Discourse: The Individual, the Party, and the Party Line. Wilmington, DE: Vernon Press. 141-156.

 

Martín de la Rosa V., Domínguez Romero, E. (2019). A modality-based approach to the United Nations Security Council’s ambiguous positioning in the resolutions on the Syrian armed conflict. Intercultural Pragmatics, 16(4): 363-387.

 

Domínguez Romero, E.; Martín de la Rosa, V. (2017). “Experiential and Cognitive ‘See / Ver’ Domain Overlap in English and Spanish Journalistic Discourse”. In Juana I. Marín-Arrese, J. I.; Lavid-López, J.; Carretero, M.; Domínguez Romero, E.; Martín de la Rosa, V.; Pérez Blanco, M. Evidentiality and Modality in European Languages. Bern: Peter Lang.

 

Marín-Arrese, Juana I., Julia Lavid-López, Marta Carretero, Elena Domínguez Romero, M. Victoria Martín de la Rosa and María Pérez Blanco, eds. (2017). Evidentiality and Modality in European Languages. Discourse-pragmatic Perspectives. Bern: Peter Lang.

 

Domínguez Romero, E., Martín de la Rosa V. (2017). “A percept/concept/ual approach to stereotype reading”. C. Arts & Humanities, Francis & Taylor. 4 (1): 1-12. DOI: 10.1080/23311983.2017.131584

 

 

Applied Linguistics. Innovation in Language Teaching:

 

Domínguez Romero, E., Bobkina, J. (2021). Exploring Critical and Visual Literacy needs in Digital Learning Environments: The Use of Memes in the EFL/ESL University Classroom. Thinking Skills and Creativity, 40. DOI: 10.1016/j.tsc.2020.100783

 

Domínguez Romero, E., Bobkina, J. (2021). Exploring the perceived benefits and drawbacks of using multimodal learning objects in pre-service English teacher inverted instruction. Education Information Technologies, 26(3), 2961-2980.  DOI: 10.1007/s10639-020-10386-y

 

Bobkina, E., Domínguez Romero, E., Sastre Merino, S. (2021). Exploring teachers’ views on teaching foreign language through literature in bilingual secondary schools in Madrid (Spain). AILA Review, 34(2), 145-186. DOI: 10.1075/aila.21003.bob

 

Bobkina, J., Domínguez Romero E. (2020). Exploring the Perceived Benefits of Self-Produced Videos for Developing Oracy Skills in Digital Media Environments. Computer-Assisted Language Learning, 35(7), 1384-1406.  DOI: 10.1080/09588221.2020.1802294

 

Bobkina, J., Domínguez Romero E., Gómez Ortiz, M.J. (2020). Educational mini-videos as teaching and learning tools for improving oral competence in EFL/ESL university students. Teaching English with Technology, 20(3), 85-95.

 

Bobkina, J., & Domínguez Romero, E. (2019). Towards an inclusive model for teaching literature in multimodal frameworks: The case of a film-based workshop in the Complutense EFL/ESL teacher training program. In I. Vanderschelde & C. Herrero (Eds.), Using Film and Media in the Language Classroom: Reflections on Research-led Teaching (pp. 141-156). Bristol: Multilingual Matters.

 

Domínguez Romero, E., & Bobkina, J. (2019). Exploring the implementation of effective practices in a context of critical literacy pedagogy: The use of movie scenes to increase students’ empathy levels in the EFL/ESL classroom. In Díaz Larenas, C., Díaz Vargas C., Sanhueza Campos, C. (Eds.), Innovations in EFL Teaching, Learning and Assessment: on the Threshold of the University of Concepción’s Centennial (pp.127-139). Concepción: Editorial Universidad de Concepción.

 

Bobkina, J., & Domínguez Romero, E. (2018). Video-Literature Teaching in the EFL/ESL Classroom: A Multimodal Framework for Teaching Visual Literacy and Literature through Films. In Domínguez, E., Bobkina, E. & S. Stefanova (Eds.), Teaching Literature and Language through Multimodal Texts (pp. 35-53). Hershey, Pennsylvania: IGI Global.

 

Bobkina, J., & Domínguez Romero, E. (2017). Multimodal listening through movie trailers: Towards a framework for classroom implementation. In Hua Xiang, C. (Ed.), Case on Audio-Visual Media in Language Education (pp. 69-92). Hershey, Pennsylvania: IGI Global.

 

Domínguez Romero, E., Bobkina, J. (2017). Teaching visual literacy in the language classroom. In Donaghy K. & Xerri, D. (Eds.) Preface by Gunther Kress, The Image in English Language Teaching. ELT Council: La Valetta, Malta. 59-71.