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Nare Hakobyan

V. Brusov State University, Armenia

 

María Pilar Agustín Llach

Leah Geoghegan

Universidad de la Rioja, Spain

 

Professor Dodigovic, Marina, is not just a professor with an impressive teaching and research background, but an absolute master educator. Her work is internationally recognized and admired, widely quoted and read, and her dedication to her students is exemplary. As an English teacher, she achieved the remarkable feat of having ten of her students’ stories published in the prestigious Qatari Narratives anthology series.

 

Her commitment to mentoring new generations is vast. She has successfully supervised over 50 Master’s theses, several PhD dissertations, and a large number of BA capstone projects. Going above and beyond, she has consistently actively involved her students as researchers on grant-funded projects, and even provided them with the opportunity to publish in peer-reviewed volumes alongside established academics. She accomplishes all this while editing multiple scholarly volumes and pursuing challenging European funding calls.

 

On a personal level, Prof. Dodigovic is known for being an exceptionally hardworking person and for her deep commitment to seeing her students progress and improve. She is, without a doubt, a wonderful colleague and a loving and caring mentor whose impact on our research field and the lives of her students is immeasurable.

 

This special issue dedicated to Prof. Dodigovic aims to acknowledge and reflect on the enduring legacy she has built through her scholarly and professional achievements. Although a single volume cannot fully capture the breadth of her contributions, the papers presented here offer innovative insights into vocabulary research and the application of AI in language education. Collectively, the studies extend current understanding of vocabulary instruction in EFL and bilingual contexts across diverse learner populations. The AI-focused contributions further engage with essential questions concerning the ethical use of AI, performance areas requiring improvements, and its integration within LSP contexts. We trust that readers of this special issue will find valuable insights to inform and inspire their own approaches to vocabulary teaching and the thoughtful inclusion of AI in educational practice.