Motivation plays an important role in all forms of the success, especially in language learning. Motivation in English language learning often conditions the academic achievement of the students. This and similar predicaments led SLA researchers to develop different methodologies to determine the level of motivation among different types of students. Therefore, this paper aims to determine motivation components of English language learning; preferred learning components/methods; and the relationships between motivational components and preferred learning components/methods among IUS students. For testing the main research questions, Smidth's (2006) adopted questionnaire was distributed to 70 students at the International University of Sarajevo. The research findings indicated that extrinsic motivation (M = 34.15) was the highest motivational factor for the students. Expectation as a motivational factor (M = 26.4) was at the second place for the students. Motivational strength with the (M = 13.00) followed as the next motivational factor. Intrinsic motivation (M = 12.97), stereotypical attitudes toward Americans & British (M = 12.15), personal psychological needs (M = 9.06) with their means as shown in the brackets were the least influential factors in students motivation. We have also found the correlation between the Motivational Components and the Preferred Learning components.

This study examines the willingness to communicate, communication apprehension and communication competence among Turkish and Bosnian students at IUS. Willingness to communicate as defined by McCroskey and Richard (1987) means an individual personal's general personality orientation towards talking. Communication apprehension according to McCroskey (1984) is an individual level of fear or anxiety associated with either real or anticipated communication with other person or persons. Communication competence according to McCroskey and McCroskey (1986) is ones people's perception of his/her communication competence. Data for this study was collected from students enrolled in freshman classes at IUS. Survey method was used to collect data from the participants using questionnaires. T-test was used to analyze data for this study for all measures (WTC, PRCA, and SPCC) in order to determine the difference in willingness to communicate, communication apprehension and communication competence among Bosnian and Turkish students. The results of this study showed that there is no statistically significant difference between Turkish and Bosnian students regarding their willingness to communicate. However, the results showed that there are differences among Bosnian and Turkish students regarding their communication apprehension. The results also showed that there is difference between Bosnian and Turkish students regarding communication competence. However, the results did not show any statistically significant difference between Turkish and Bosnian students regarding student's willingness to communicate, communication apprehension and communication competence.Keywords: willingness to communicate (WTC); communication apprehension (PRCA); communication competence (SPCC) and international university of Sarajevo.European Researcher. Series A, 2016, Vol.(107), Is. 6 331 Introduction Willingness to communicate contributes to both language learning and language acquisition. Therefore, Dörnyei (2005) argues that "it is not uncommon to find people who tend to avoid entering L2 communication situations even if they possess a high level of communicative competence" (p. 207). Since communication is a crucial part of L2 acquisition, MacIntyre and Charos (1996) explain that the primary reason for language learning often is aimed at using of language for basic communicate purposes. No matter for what purpose the language learning might be, (e.g., meeting new people, traveling, experiencing other cultures, or even using language in one's job) people use language to convey the message and communicate their ideas and opinions.Individual learners' differences influence second language learning, motivation, aptitude, language learning styles and strategies. Therefore, many studies have been completed on language learning and teaching which has already established the importance of individual differences (IDs) in second language acquisition

Twenty-seven years after the end of the war, Bosnia and Herzegovina (BiH) is still considered a post-conflict state dealing with war memories, genocide, socio-political divisions, and political and socio-economic challenges like ethno-nationalism, unemployment, social inequalities, a complex education system, high levels of corruption, migration, and depopulation. The article aims to investigate the role of female academics in peace-building, state-building and gender equality in Bosnia and Herzegovina. For this purpose, a survey questionnaire was distributed to female academics aiming to obtain data regarding female academic's role in the post-conflict society, how they have contributed to peace-building processes and the future of the country, the main issues and challenges they face as women in academia, their engagement in gender equality and women empowerment activities, the ways they cope with the COVID-19 pandemic in their professional and private life, and their work-life balance. Descriptive statistics and a thematic analysis of the participants' responses to open-ended questions were conducted. Female academics in Bosnia and Herzegovina hold that women play a pivotal role in post-conflict societies and that they should be actively engaged in peace-building and state-building processes. Women themselves should be the leaders of positive changes and female empowerment through education and by providing support to other women.

Towards the end of 1960s there was a huge hippie movement which was marked as Turbulent Decade. In Britain the labor party gained power in 1964, in France the protests in 1968 forced President Charles de Gaulle to leave the country. For some people in Europe, May 1968 meant the end of traditional collective action and the beginning of a new era to be dominated mainly by different social movement emerging at that time throughout the world (Brinkley, 1997;Erlanger, 2008). Harold Pinter's The Caretaker (1960) and Martin Amis' Money: The Suicide Note (1984) are embedded with violence and mistreatement among the main characters. With an attempt to reflect social dimensions of the society of that time, both novels deal with violence between very close people who have family or very close friendship ties. The Cartaker is the play in which people are portrayed as living on the edge, and are ready to accept any possibility presented in order to fulfill their individual psychological needs. The Money is a novel about John Self, a film director, a man who makes deals, spends a lot of money, abuses alcohol, tobacco, pills, pornography, and as a result he is portrayed as extremely violent. This paper attempts to analyze the question of violence that is presented and described in these two works. More importantly, this paper uses socio-psychological approaches and the historical context in analyzing violence in these two works. An analysis of absurd and satirist worlds presented by Pinter and Amis is especially valuable because of their relevance for describing and tackling present-day violence in our societies.

We are living in a time and space where you constantly need to improve yourself. Numerous seminars, diverse courses, various trainings, and everlasting efforts. All of them serve the same purpose: our mental and intellectual improvement. When one examines those attempts closely, foreign language education will be one of some others in the foreground. Nowadays, people have the urge to acquire at least one foreign language and consider it as a must for educational and business purposes since it brings a large number of profits. Engaging with people from different countries and cultures and carrying your business to a more global and international environment are a few examples of benefits of L2 education. Likewise, attaining higher education abroad would give any learner a new perspective and a more widened horizon because, as Federico Fellini says, "a different language is a different vision of life." However, there are even more significant benefits of L2 education apart from these. In fact, learning a second language helps to improve cognitive skills such as intelligence and memory, while diminishing risks of developing brain-related diseases such as dementia and Alzheimer's.