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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. ISSN 1310 – 0270 (Print), ISSN 1314 – 8575 (Online) DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Indrayani, S. (2026). A structural model of coaching supervision based on the education trilogy, digital instructional leadership, distributed leadership, and teacher performance. Doctoral dissertation. University of Lampung, https://digilib.unila.ac.id/101290/3/DISERTASI%20TANPA%20BAB%20PEMBAHASAN.pdf |
30.06.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2020). Pragmatic functions of interrogatives in media texts. Media Linguistics, 7 (4), 501–515. ISSN 2312-0274; eISSN 2312-296X. https://doi.org/10.21638/spbu22.2020.409. Cited in: Olajimbiti, E. O. & Ellah, S. (2026). A corpus-based approach to interrogatives as a pragmatic strategy in Twitter(X) children-related interactions. International Journal of African Language and Media Studies, vol.6 (1), pp. 110-128. https://doi.org/10.5281/zenodo.20737070
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22.06.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2017). Teachers’ awareness of the benefits of continuing professional development. Studies in Linguistics, Culture, and FLT, 2, 205-218. Cited in: Akano Benedict Ubawuike, A. B. & Abubakar, U. (2026). The State of Basic Science and Technology Teacher Capacity Development in the Junior Secondary Schools in Niger State and Kebbi State, Nigeria. Journal of Contemporary Education Research, 12(8). https://doi.org/10.70382/hujcer.v12i8.050 |
22.06.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Ivanova, I. (2020). Making sense of research: university students’ difficulties in writing academic summaries. Studies in Linguistics, Culture and FLT, vol.8, issue 1. Exloring English Studies: Aspects of Language, Culture and Education, pp. 16-34. Cited in: Ãåðîâà, Ã. (2026). Ïèñàíåòî íà ÷óæä åçèê â åðàòà íà èçêóñòâåíèÿ èíòåëåêò. Øóìåí: Óíèâåðñèòåòñêî èçäàòåëñòâî „Åïèñêîï Êîíñòàíòèí Ïðåñëàâñêè“. ISBN: 978-619-201-902-0.
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22.06.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Ivanova, I. (2018). Teachers perceptions of the role of pragmatics in the EFL classroom. In Studies in Linguistics,Culture and FLT. Vol. 3, 2018. 27- 45. ISSN 2534-9538. Cited in: Berdugo, L. (2026). Intercultural and pragmatic competence of ESOL teachers in North Georgia: an exploratory case study. Doctoral Dissertation submitted to the Department of Graduate Studies, Ponce Campus of the Inter-American University of Puerto Rico. https://www.proquest.com/openview/f3cf9c68c0d6a680d0b9b54e41e6b2f9/1?pq-origsite=gscholar&cbl=18750&diss=y |
22.06.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2017). Teachers’ awareness of the benefits of continuing professional development. Studies in Linguistics, Culture, and FLT, 2, 205-218. Cited in: Darmawan, D., & Qomariyah, G. F. A. N. (2026). Kompetensi Profesional dan Kreativitas Guru dalam Pembelajaran Berkualitas. Indo-MathEdu Intellectuals Journal, 7(2), 2740–2754. https://doi.org/10.54373/imeij.v7i2.5242
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14.04.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Äîêëàäè
| Ivanova, I., Borisova, E. (2026). Teachers’ perceived reasons for code-switching in teaching and learning Bulgarian as a heritage language abroad. International conference \"Bilingualism and Intercultural Dialogue: Callenges of the 21st century\". Parma-Milan, 12-14 March 2026. |
09.04.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Weicht, R., Ivanova, I., Gikopoulou, O. (2020). The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils. Entrepreneurship Education. vol.3. pp. 265-285. Springer electronic ISSN: 2520-8152, https://doi.org/10.1007/s41959-020-00036-2. Cited in: Ved, T. (2026). The role of foreign languages in fostering transversal skills in higher education learners. The X International scientific and practical conference «Dynamics of development of science and education: integration and innovation», March 09-11, 2026. - Sofia, Bulgaria, 2026. pp. 103-108. https://repository.hneu.edu.ua/handle/123456789/39192
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07.04.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2017). The Effect of School-based Internship for Trainees Before and After the Teacher Training Course. BETA E-Newsletter, 30 (July-August), 147-181. ISSN 1314-6874. Cited in: Shill, S. (2025). Problems And Prospects of School Internship Program of D.El.Ed. Course in Dakshin Dinajpur. Revista review Index Journal of Interdisciplinary 5 (2), 109-115. DOI: 10.31305/rrijm2025.v05.n02.014. Indexed in Crossref, Index Copernicus, WorldCat, etc. |
07.04.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 íàó÷íî ñïèñàíèå
| Öèòèðàíèÿ
| Ivanova, I. (2017). Teachers’ awareness of the benefits of continuing professional development. Studies in Linguistics, Culture, and FLT, 2, 205-218. Cited in: Kihwele, R. E., Kihwele, J. E. (2025). In-service teachers’ perceptions of the effectiveness of the cascading model for continuous professional development in Tanzania. Journal of Issues and Practices in Education (JIPE), Vol 17(2), December 2025, pp. 77-97. DOI: 10.61538/jipe.v17i2.1980
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05.03.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Kamal, F. (2025). Synergistic leadership: Multifaceted approaches for holistic educational development. Parandala Educasia Culture, vol.1 (1), pp. 1-16. Indexed in: Mendeley, Google scholar, Zotero. https://parandala-saintifika.org/index.php/pec/article/view/1 |
15.02.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2020). Pragmatic functions of interrogatives in media texts. Media Linguistics,
7 (4), 501–515. ISSN 2312-0274; eISSN 2312-296X., ÐÈÍÖ, ERIH PLUS. https://doi.org/10.21638/spbu22.2020.409. Cited in: Îâèøåâà, Í. Ë. (2025). Î ïðàãìàòèêå çàãîëîâêîâ â æóðíàëàõ àíãëîÿçû÷íîãî ãàçåòíîãî äèñêóðñà. Ìèð – ÿçûê – ÷åëîâåê. Ìàòåðèàëû VIII ìåæäóíàðîäíîé íàó÷íî-ïðàêòè÷åñêîé êîíôåðåíöèè, Âëàäèìèð 2025, ISBN 978-5-9984-2303-1, ñ. 217-225.
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29.01.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Äîêëàäè
| Ivanova, I. (2025). Critical thinking as a bridge between academic literacy and media literacy in a higher education context. IX Ìåæäóíàðîäíàÿ íàó÷íàÿ êîíôåðåíöèÿ \"ßçûê â êîîðäèíàòàõ ìàññìåäèà\". Ñàíêò-Ïåòåðáóðã, 25-28 èþíÿ 2025 ã. |
26.01.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). Ñòð. 27-46. Öèòèðàíà â: Áîðèñîâà, Å., Ñòîÿíîâà Å. (2026). Ìåäèéíèÿò äèàëîã è ãðàíèöèòå íà äîáðèÿ òîí. Ñåðèÿ îáùåñòâåíè êîìóíèêàöèè, ò. 15, ñòð. 214-242. Indexed in CEEOL. https://www.ceeol.com/search/article-detail?id=1388413.
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23.01.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
Äðóãè
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Garrison, L. C., (2025). Perceptions of K-5 teacher challenges in supporting military-connected children overseas who experience trauma. Walden University ProQuest Dissertations & Theses. 2025. 32281314. |
21.01.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Ivanova, I.N. (2018). Teachers perceptions of the role of pragmatics in the EFL classroom. Studies in Linguistics, Culture, and FLT, Vol. 3 No. 1, pp. 27-44. Cited in: Koc, F. S, & Course, S. (2025). An analysis of negotiation sequences in a higher education EFL context. Studies in Linguistics, Culture, and FLT, 13(3), 67-87. https://doi.org/10.46687/XCPM5755. Indexed in Scopus, Q3. |
21.01.2026 |
|
Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
 íàó÷íî ñïèñàíèå
| Öèòèðàíèÿ
| Weicht, R., Ivanova, I., Gikopoulou, O. (2020). The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils. Entrepreneurship Education. vol.3. pp. 265-285. Springer electronic ISSN: 2520-8152, https://doi.org/10.1007/s41959-020-00036-2. Cited in: Nepal, S. R. (2025). Exploring entrepreneurship in academic writing: Language teachers’ experiences and emerging opportunities at Tribhuvan University. Educational Journal, vol. IV, issue II, pp. 73-85. DOI: https://doi.org/10.3126/ej.v4i2.88541. |
10.01.2026 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Zamani, M., Rungsuk, A., Prempeh, G., K. (2025). Integration of SDG 4 and leadership in education: A Pathway to inclusive and quality learning. Advances in Consumer Research, isuues 4, pp. 5080-5084. Indexed in Scopus, Q4. |
08.12.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Ivanova, I. (2020). Making sense of research: university students difficulties in writing academic summaries. Studies in Linguistics, Culture and FLT, vol. 8 (1), pp. 16-34. DOI: 10.46687/SILC.2020.v08i01.002. Cited in: Li, J. (2025). The role of transformation in summary writing of Chinese EFL learners. Language Education & Assessment, 8(1), 102808. https://doi.org/10.29140/lea.v8n1.102808. Indexed in Scopus, Q1. |
08.12.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Äîêëàäè
| Ivanova, I. (2025). Teacher identity and professional competence in the context of foreign language teaching. Plenary talk at the ²² International Scientific and Practical Conference «Professional competence of a teacher: methodology, theory, technique, practice»,
7th November 2025, Odesa, Ukraine.
|
10.11.2025 |
|
Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Lape, L. J., Baradillo, D. (2025). Pedagogical approaches and assessment practices in the teaching of Filipino among Filipino Non-major teachers: A multiple-case study. Psychology and Education. A Multidisciplinary Journal, 48 (7), pp. 1109-1154. DOI: 10.70838/pemj.480708. Indexed in: Google scholar, Open AIRE, Zenodo, etc. |
07.11.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Zamani, M., Rungsuk, A., Prempeh, G. K. (2025). Integration of SDG 4 and leadership in education: A pathway to inclusive and quality learning. Advances in Consumer Research, 2 (4), 5080-5084. Indexed in Scopus, Q4. https://www.scimagojr.com/journalsearch.php?q=11600153426&tip=sid |
04.11.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
Äðóãè
| Öèòèðàíèÿ
| Ivanova, I. (2020). Making sense of research: university students difficulties in writing academic summaries. Studies in Linguistics, Culture and FLT, vol. 8 (1), pp. 16-34. DOI: 10.46687/SILC.2020.v08i01.002. Cited in: Mahakaew, V. (2024). Robot-assisted language learning (rall) of community of inquiry based on cognitive flexibility approach to enhance undergraduate students’ critical thinking skills and academic writing skills. Chulalongkorn University Theses and Dissertations (Chula ETD). 74362. https://digital.car.chula.ac.th/chulaetd/74362 |
03.11.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2023). Lesson observation: the challenge of seeing beyond observable behaviours. Studies in Linguistics, Culture, and FLT, vol. 11, issue 3, pp. 9-26. DOI: https://doi.org/10.46687/WXCC7206. Indexed in Scopus. Cited in: Demetriou, P. E. (2025). Mentoring New Teachers in Post-Compulsory Education. London: Routledge. Ebook ISBN 9781003527374, https://doi.org/10.4324/9781003527374. |
29.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Ñòàòèè
| Ivanova, I. (2025). Critical thinking as a bridge between academic literacy and media literacy in a higher education context. Ìåäèàëèíãâèñòèêà, âûï. 12. ßçûê â êîîðäèíàòàõ ìàññìåäèà. Ìàòåðèàëû IX ìåæäóíàðîäíîé íàó÷íîé êîíôåðåíöèè. Ñàíêò-Ïåòåðáóðãñêèé ãîñóäàðñòâåííûé óíèâåðñèòåò, Ñàíêò-Ïåòåðáóðã, Ìåäèàïàïèð, 2025, ISBN 978-5-00110-545-9, ñòð. 718-722. |
15.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ñáîðíèê
| Ñòàòèè
| Èâàíîâà, È. (2025). Òèïîëîãèÿ è íàïðàâëåííîñòü ðåàêöèé ÷èòàòåëåé íà ïîëèòè÷åñêèå ñîîáùåíèÿ â îíëàéí ìåäèà. XVII Congres International (Extraordinaire) des Slavists. Livre des resumes III. Blocs tematiques. Tables rondes. Posters. Interventions en commissions. Paris 2025. Institut d’etudes slaves 2025. ISBN 978-2-7204-0689-8. Pp. 78-84. |
08.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Äîêëàäè
| Ivanova, I. (2025). Òèïîëîãèÿ è íàïðàâëåííîñòü ðåàêöèé ÷èòàòåëåé íà ïîëèòè÷åñêèå ñîîáùåíèÿ â îíëàéí ìåäèà. XVII Congres International (Extraordinaire) des Slavists. Sorbonne Universite, Paris, 25-30.08. 2025. |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). Ñòð. 27-46. Öèòèðàíà â: Ëåáåäèíñêàÿ, Å. Þ. (2025). Èðîíè÷íîå âîçðàæåíèå â ìåäèàðå÷è. Ñàíêò-ïåòåðáóðãñêé Ãîñóäàðñòâåííûé Óíèâåðñèòåò. https://disser.spbu.ru/files/2025/disser_lebedinskaya.pdf |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Ivanova, I. (2019). Strengthening teacher identity and professionalism as a way to increase the appeal and status of teaching profession. In Studies in Linguistics, Culture and FLT, vol. 6, pp. 33-47. Cited in: Derakhshan, A., Jun Zhang, L. (2025). Psycho-emotional factors and language teachers’ creativity, identity and emotional development: An introduction. International Journal of Applied Linguistics. Special Issue Introduction, https://doi.org/10.1111/ijal.12867. Indexed in Scopus, Q1 |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). Ñòð. 27-46. Öèòèðàíà â: Áåëîóñîâà, Ì. Â. (2025). Ðå÷åâîå âîçäåéñòâèå â ñïîðòèâíîì ìåäèàäèñêóðñå (íà ìàòåðèàëå èíòåðíåò òåêñòîâ î ôèãóðíîì êàòàíèè). Ñèáèðñêèé ôåäåðàëüíûé óíèâåðñèòåò, https://elib.sfukras.ru/bitstream/handle/2311/156924/belousova_m_dissertaciya.pdf?sequence=1 |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Gerova, G., Ivanova, I. (2023). University students’ and instructors’ perceptions of challenges in academic writing. Lyuboslovie, 23, pp. 36-55. ISSN: 1314-6033. DOI: https://doi.org/10.46687/WMGB7773. Cited in: Khojasteh, L., Kafipour, R., Pakdel, F., Mukundan, J. (2025). Empowering medical students with AI co-pilots: design and validation of AI self-assessment toolkit. BMC Medical Education, vol. 25, 159, https://doi.org/10.1186/s12909-025-06753-3. Indexed in: Scopus |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
|
 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Anderson, P., England, D. (2025). The action research network: a collaborative initiative driving school improvement in the UAE – implications for policy and practice. Gulf Education and Social Policy Review, 6 (2), 146-155. DOI: 10.18502/gespr.v6i2.18726. Indexed in: EBSCO, Google Scholar, DOAJ, etc. |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2019). Strengthening teacher identity and professionalism as a way to increase the appeal and status of teaching profession. In Studies in Linguistics, Culture and FLT, vol. 6, pp. 33-47. Cited in: Leonard, S., Danladi, M., Ojochide, A. C., & Onyemowo, O. L. Strategies for Restraining Classroom Disruptive Behaviours Among Public Secondary Schools Students in Ekiti State. International Journal of Changes in Education. 2025, vol. 2 (2), pp. 88-95. https://doi.org/10.47852/bonviewIJCE42023005. Referenced in: Google Scholar, WorldCat, etc. |
07.10.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2017). Becoming an English language teacher: From theory to practice. Shumenski universitet: UI Episkop Konstantin Preslavski. Cited in: Yanbastieva-Petrova, L. (2024). Beyond the textbook: Exploring the effects of Mozabook’s 3D scenes on reading instruction in the EFL classroom. The Scientific Heritage, v.150, pp. 30-35. DOI: 10.5281/zenodo.14378584. Indexed in: Zenodo, Index Copernicus, Google Scholar, etc. |
21.09.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). Ñòð. 27-46. Öèòèðàíà â: Ïàâëîâà, À. À. (2024). Ìåæäîìåòèÿ êàê ñðåäñòâà ýìîöèîíàëüíîé ðåàêöèè àóäèòîðèè íà íîâîñòíóþ èíôîðìàöèþ. Èñêóññòâî ñëîâà â äèàëîãå êóëüòóð: íîâîå êîììóíèêàöèîííîå èçìåðåíèå. Ýëåêòðîííûé ñáîðíèê ìàòåðèàëîâ Ìåæäóíàðîäíîé íàó÷íî- ïðàêòè÷åñêîé êîíôåðåíöèè, Áðåñò, 22.03. 2024. ISBN 978-985-22-0776-8. ñ. 229-232. |
21.09.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
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| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). Ñòð. 27-46. Öèòèðàíà â: Ëåáåäèíñêàÿ, Å. (2024). Ñòðóêòóðà èðîíè÷íîãî âîçðàæåíèÿ â íàó÷íî-ïîïóëÿðíûõ ìåäèà. Ìåäè@ëüìàíàõ, ¹2, ñ. 104-111. Ðåôåðèðàíî â EBSCO, ÐÈÍÖ. |
21.09.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2020). Making sense of research: university students difficulties in writing academic summaries. Studies in Linguistics, Culture and FLT, vol. 8 (1), pp. 16-34. DOI: 10.46687/SILC.2020.v08i01.002. Cited in: Mahakaew, V., Na-Songkhla, J., Peytcheva-Forsyth (2024). An investigation of components and the development of an instrument for measuring academic writing skills: a case study of undergraduate students in a private university. Rangsit Journal of Educational Studies, vol. 12, ¹2, pp. 208-230. Thai-Journal Citation Index. |
21.09.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
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| Weicht, R., Ivanova, I., Gikopoulou, O. (2020). The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils. Entrepreneurship Education. vol.3. pp. 265-285. Springer electronic ISSN: 2520-8152, https://doi.org/10.1007/s41959-020-00036-2. Cited in: Benavides Cevallos, D. A., Rosales Muenala, F. E. (2025). Students’ perceptions on factors influencing the development of oral communication in A1 English major learners. Universidad Tecnica de Cotopaxi, https://repositorio.utc.edu.ec/server/api/core/bitstreams/55979b8c-f797-45bd-a180-e799eec63135/content |
12.08.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ñáîðíèê
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| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). ñòð. 27-46. https://doi.org/10.21638/spbu22.2023.102. Cited in: Ïàâëîâà, À. À. (2024). Ìåæäîìåòèÿ êàê ñðåäñòâà ýìîöèîíàëüíîé ðåàêöèè àóäèòîðèè íà íîâîñòíóþ èíôîðìàöèþ. Èñêóññòâî ñëîâà â äèàëîãå êóëüòóð: íîâîå êîììóíèêàöèîííîå èçìåðåíèå. Ýëåêòðîííûé ñáîðíèê ìàòåðèàëîâ ìåæäóíàðîäíîé íàó÷íî-ïðàêòè÷åñêîé êîíôåðåíöèè. Áðåñò, 22.03.2024 ã. ISBN 978-985-22-0776-8, ñòð. 229-232. |
22.07.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). ñòð. 27-46. https://doi.org/10.21638/spbu22.2023.102. Cited in: Ëåáåäèíñêàÿ, Å. (2024). Ñòðóêòóðà èðîíè÷íîãî âîçðàæåíèÿ â íàó÷íî-ïîïóëÿðíûõ ìåäèà. Ìåäèà Àëüìàíàõ, 2024, ¹2, ñòð. 104-111. DOI: 10.30547/mediaalmanah.2.2024.104111. |
22.07.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Èâàíîâà, È. (2023). Âåêòîðíàÿ âàðèàòèâíîñòü è õàðàêòåð ðåàêöèé ÷èòàòåëåé íà ñîîáùåíèÿ â îíëàéí-ìåäèà. Ìåäèàëèíãâèñòèêà, òîì 10 (1). ñòð. 27-46. https://doi.org/10.21638/spbu22.2023.102. Cited in: Ãóêîñüÿíö Î.Þ. (2023). Íåêîòîðûå ìàðêåðû êîíôëèêòîïðîâîöèðóþùåé èíòåíöèè àâòîðîâ èíòåðíåò-êîììåíòàðèåâ â ïåðèîä ïàíäåìèè COVID-19. Ìåäèàëèíãâèñòèêà, 10 (3), 301–318. https://doi.org/10.21638/spbu22.2023.302 |
22.07.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
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| Gerova, G., Ivanova, I. (2023). University students’ and instructors’ perceptions of challenges in academic writing. Lyuboslovie, 23, pp. 36-55. ISSN: 1314-6033. DOI: https://doi.org/10.46687/WMGB7773. Cited in: Bamgbose, A. (2025). Action research project: How AI learning tools can support learners who experience study-related challenges in vocational education. Diploma in Education and training. https://www.mklc.co.uk/ |
21.07.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I. (2020). Making sense of research: university students difficulties in writing academic summaries. Studies in Linguistics, Culture and FLT, vol. 8 (1), pp. 16-34. DOI: 10.46687/SILC.2020.v08i01.002. Cited in: Çàâàðûêèíà Ë. Â. Îáó÷åíèå ðàçëè÷íûì æàíðàì àêàäåìè÷åñêîãî ïèñüìà â ñîâðåìåííîì óíèâåðñèòåòå. Íåïðåðûâíîå îáðàçîâàíèå: XXI âåê. 2025. Ò. 13. ¹ 2. DOI: 10.15393/j5.art. 2025.10404. Indexed in: ERIH PLUS, ÐÈÍÖ.
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09.07.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
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| Ivanova, I.N. (2018). Teachers perceptions of the role of pragmatics in the EFL classroom. Studies in Linguistics, Culture, and FLT, Vol. 3 No. 1, pp. 27-44. Cited in: Atiyah, S. A. (2025). The significance of pragmatic competence in English language teaching: Behdini Kurdish University teachers’ perspectives. Journal of University of Raparin. Vol. 12 (2), pp. 630-650. DOI:10.26750/Vol(12). No(2).Paper29. Indexed in Google Scholar, World Cat, ICI World of Journals, DRJI, etc. |
19.05.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Ñ èìïàêò ôàêòîð
| Öèòèðàíèÿ
| Weicht, R., Ivanova, I., Gikopoulou, O. (2020). The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils. Entrepreneurship Education. vol.3. pp. 265-285. Springer electronic ISSN: 2520-8152, https://doi.org/10.1007/s41959-020-00036-2. Cited in: Fan, M.F., Alias, N. & D. De Witt (2025). Teachers’ perceptions of entrepreneurial persuasive communication skills among primary school learners: A needs analysis. Pertanika Journal of Social Sciences and Humanities, vol. 33 (2), pp. 483-514. DOI: https://doi.org/10.47836/pjssh.33.2.01. Indexed in Scopus, Q2.
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08.05.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ðåôåðèðàíè èçäàíèÿ
| Öèòèðàíèÿ
| Ivanova, I.N. (2018). Teachers perceptions of the role of pragmatics in the EFL classroom. Studies in Linguistics, Culture, and FLT, Vol. 3 No. 1, pp. 27-44. Cited in: YAT Pangemanan, Y.A.T., Lalira, J.E., Scipio J.E., Suoth, R. M. (2025). Teaching pragmatic competence in EFL classrooms: The impact of speech act instruction on pre-service English teachers. Voices of English Language Education Society Journal, E-ISSN 2579-7484, vol. 9 (1), pp. 151-162. DOI: http://dx.doi.org/10.29408/veles.v9i1.29561. Indexed in Scilit, Google Scholar, Dimensions, etc. |
05.05.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
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| Ivanova, I. (2019). Strengthening teacher identity and professionalism as a way to increase the appeal and status of teaching profession. In Studies in Linguistics, Culture and FLT, vol. 6, pp. 33-47. Cited in: Lamsal, H. L. (2025). Exploring English language teachers’ professional development for improving quality education. NELTA ELT Forum, March 2025. https://neltaeltforum.wordpress.com/2025/03/01/exploring-english-language-teachers-professional-development-for-imparting-quality-education/ |
15.04.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 ñáîðíèê
| Öèòèðàíèÿ
| Weicht, R., Ivanova, I., Gikopoulou, O. (2020). The CRADLE teaching methodology: developing foreign language and entrepreneurial skills in primary school pupils. Entrepreneurship Education. vol.3. pp. 265-285. Springer electronic ISSN: 2520-8152, https://doi.org/10.1007/s41959-020-00036-2. Cited in: Åãîðîâà, Ç. Â. (2024). Îñíîâíûå âîïðîñû ìåòîäèêè íà÷àëüíîãî îáó÷åíèÿ èíîñòðàííîãî ÿçûêà. Èíîñòðàííûé ÿçûê: òðàäèöèèè, îïûò, èííîâàöèè. Ìàòåðèàëû âòîðîé ìåæäóíàðîäíîé íàó÷íî-ïðàêòè÷åñêîé çàî÷íîé êîíôåðåíöèè. Êàçàíü, 12 äåêàáðÿ 2024. Òîì.1, ñòð. 83-87. |
15.04.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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 íàó÷íî ñïèñàíèå
| Öèòèðàíèÿ
| Ivanova, I., Kozhuharova, P., Todorova, R. (2022). Sustainable professional development through coaching: benefits for teachers and learners. Strategies for Policy in Science and Education, vol. 30, (5), pp. 480-499. DOI: https://doi.org/10.53656/str2022-5-3-sus. Cited in: Kamal, F. (2025). Synergistic leadership: Multifaceted approaches for holistic educational development. Parandala Educasia Cultura, vol.1.(1), pp. 1-16. https://parandala-saintifika.org/index.php/pec/article/view/1/1. Indexed in: Google Scholar, Mendeley, Zotero, etc. |
14.04.2025 |
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Äîö. ä-ð Èðèíà Íèêîëîâà Èâàíîâà
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Äðóãè
| Öèòèðàíèÿ
| Ivanova, I.N. (2018). Teachers perceptions of the role of pragmatics in the EFL classroom. Studies in Linguistics, Culture, and FLT, Vol. 3 No. 1, pp. 27-44. Cited in: Heras Urgiles, E. (2025). La pragmatica en la ensenanza del ingles como lengua extranjera a nivel secundario: Un estudio de caso. Tesis previa a la obtencion del titulo de Doctor en Ciencias de la Educacion. Universidad Nacional de La Plata. |
14.04.2025 |
