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Introduction
I studied Russian philology (Tadeusz Kotarbiński Higher Pedagogical School in Zielona Góra, Poland) and English philology (Adam Mickiewicz University, Kalisz, Poland). My main areas of interest include, among other things, boredom, willingness to communicate, language anxiety and the application of new technologies in foreign language learning and teaching.
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December 2012 - present
Publications
Publications (113)
In a dynamic system, time-dependent links between affective factors can provide more information than the level of response within a single isolated system. In the present study, influenced by the positive psychology movement and the complex dynamic systems theory in the domain of second language acquisition, first, we dealt with change in terms of...
The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university EFL students from 11 universities in China participated in the questionnaire survey. Descriptiv...
Free eprints:
https://www.tandfonline.com/eprint/ZPBHIEIZDDAQJV7SXG2S/full?target=10.1080/09588221.2021.1907416 The paper presents the results of a quasi-experimental study which was conducted with a view to determining the effect of an intervention in the form of the application of teacher-designed Internet-based resources (i.e., websites, pod-ca...
For a free online copy please visit: https://www.tandfonline.com/eprint/QXK9H3R63XPXEUPUWXKD/full?target=10.1080/09571736.2022.2161206
Recently research on boredom has gained momentum in the field of applied linguistics. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) have been used to validate the Boredom in Practical English Classes – Revised scale (BPELC-R). Yet, these techniques are not free from limitations. In order to address these limitations,...
The fifth paper, titled A study of language learners’ time perspective and their L2 motivation: A retrospective approach, is a result of Mariusz Kruk and Joanna Zawodniak’s international cooperation with an Iranian colleague, Masoud Mahmoodzadeh. The authors examine whether the way learners perceive temporal characteristics of events has a bearing...
The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correla...
The proposed book will be divided into two sections. The first section will incorporate theory-based papers that will provide comprehensive rationales for the use of advanced digital technologies in CALL that are informed by developments in contemporary SLA research. The second section will focus on learner-based implementation studies. Chapters wi...
This study aimed to test a model of classroom social climate, growth language mindset, boredom, and student engagement among English as a foreign language (EFL) learners. In addition, the mediating role of boredom in this structural model was examined. To this end, 287 English major students from various universities in Iran participated in the stu...
This book syntheses cutting-edge research on the role of individual differences (IDs) in the field of SLA and in computer assisted language learning. It also outlines the theoretical and methodological issues at the heart of this research, presents empirical findings and charts future directions of this research. Pawlak and Kruk provide an overview...
Grit is among the individual difference (ID) variables that have recently come to the attention of researchers investigating second language acquisition. While some empirical evidence has been accumulated, it is clearly scant and limited, also because of the fact that many studies have looked into domain-general grit rather than this attribute as r...
Relatively few studies in the field of second language acquisition have undertaken to investigate the interrelationships of constellations of individual difference variables. This is certainly true of how complexes of ID factors impact motivation to learn an additional language. In order to address this gap, the paper reports a study that examined...
Although research into boredom has gained popularity in traditional, in-person English classes over the past few years, still little is known about this context-bound, aversive, and multifaceted emotion in other settings such as those prompted by the sudden COVID-19 outbreak. With this gap in mind, and given the situated nature of boredom, in this...
The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners’ enjoyment and boredom during an EFL course. To this aim, a bivariate latent growt...
The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which has features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of the potentia...
The present research aimed to explore the dynamic growth of two
emotional constructs: foreign language enjoyment (FLE) and foreign
language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners’ enjoyment and boredom during an EFL course. To this aim, a bivariate latent growt...
Learning a second and/or a foreign language (L2) is accompanied by both positive and negative emotions which influence the quality, dynamics and efficiency of this process. One of the achievement emotions that has only recently been recognized by second language acquisition (SLA) researchers as an important individual difference (ID) factor is bore...
This book contributes to overcoming the deficit in research on emotions in foreign language learning in the domain of computer-assisted language learning (CALL) in both traditional and virtual settings.
The authors divide emotions into positive (i.e., enjoyment and curiosity) and negative (i.e., boredom and language anxiety) and explore their role...
Free eprints: https://www.tandfonline.com/eprint/J2FGTD4FSIJ86NCC69DQ/full?target=10.1080/09588221.2019.1677722 The first part of the paper offers the characteristics of the affective variables of willingness to communicate, motivation, language anxiety and boredom as located within the framework of the complex dynamic systems. The second part aims...
The concept of boredom has recently attracted the attention of researchers in L2 education. As most of the available literature has focused on traditional, in-person classes, very little is known about how L2 students experience this aversive emotion in online classes, especially those prompted by the COVID-19 pandemic. To fill this gap, this large...
Although boredom has been the subject of increasing scrutiny in second language (L2) learning recently, very little is known about how this emotion can affect teachers and students involved in Covid-19 prompted online English education. To address this gap, through maximum variation sampling, this qualitative study surveyed the opinions of 34 teach...
The foreign and second language (L2) learning process is shaped by a constellation of individual difference (ID) factors, some of which (e.g., age, anxiety, motivation, aptitude, learning styles, language learning strategies) have long been investigated by specialists, whereas others have only recently attracted their attention. One of such underex...
The study aimed to examine temporal change of boredom in English classes (BPELC) and test the longitudinal validity of the boredom in practical English classes-revised (BPELC-R) scale via longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach. This approach ensures measurement invariance of BPELC over time, deals with...
In this study we used a factor of curves model (FCM) to examine the codevelopment
of the subdomains of boredom in practical English
language classes in an online setting (BPELC) over time in four phases
of an online L2 course to explore the covariance of the initial level and
slope of the sub-domains, as well as to check to what extent the
variatio...
In countries in which opportunities to use a foreign language are mostly limited to the language classroom, teachers and students need to seek occasions to practice it. Luckily for them, virtual worlds provide many ways of practicing the language they study and communicate with many target language speakers. This paper reports a study that investig...
Despite the fact that boredom appears to be one of the most commonly experienced emotions in school settings, this negative emotion remains vastly underappreciated in the field of SLA. This is the gap this article seeks to rectify by reporting the findings of a classroom-based study whose purpose was to investigate changes in the experience of bore...
Nauczaniu i uczeniu się języka obcego towarzyszą emocje – tak o negatywnym, jak i pozytywnym zabarwieniu oraz o różnej intensywności ich odczuwania. Autorzy artykułu oferują krótki przegląd badań empirycznych koncentrujących się na obu grupach emocji i wskazują, że każda z nich powinna być uwzględniana w klasie językowej. Zwracają też uwagę na to,...
Despite the growing body of research on boredom in traditional, in-person English classes, little is known about how this silent, aversive emotion is experienced by students learning English in online classes prompted by the current COVID-19 health crisis. To fill this gap, the present study explores causes of and solutions to boredom as well as th...
The paper reports on the findings of a classroom-based study whose main purpose was to investigate changes in the levels of foreign language anxiety among individual language learners over the course of several weeks. The participants were seven senior high school learners. More precisely, there were four learners who tested high and three who test...
Boredom is one of the most pervasive and unpleasant emotions in school settings, yet it still remains a neglected and underappreciated research area (Daschmann, Goetz, and Stupnisky, 2011. “Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales.” British Journal of Educational Psychology 81: 421–...
Second language acquisition (SLA) researchers have long been engaged in investigating the effect of a range of learner individual differences (IDs, e.g., motivation, anxiety and aptitude) on L2 learning and achievement. At the same time, there are no more than a few studies focusing of on learner personality and its place in SLA and the relationshi...
Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classroom and they deserve to be investigated in their own right. The article focuses on boredom, a construct that has been explored in educational psychology but has received only...
A number of variables have an influence on language learners’ success in the learning of a foreign/second language. Some variables, such as motivation, language anxiety or willingness to communicate (WTC), have been researched extensively in the field of second language acquisition, while others, such as boredom, still remain among “the most neglec...
This book has been devoted to individual difference variables of WTC, motivation, boredom and language anxiety experienced by the participants of the present study in one of the largest and well-known virtual worlds Second Life.
The present chapter offers an overview of empirical investigations into the phenomena of WTC, motivation, language anxiety and boredom with a particular focus on changes in their levels over longer and shorter periods of time as well as factors influencing such fluctuations in traditional and digital contexts.
This chapter is dedicated to the presentation and discussion of the results of the empirical investigation undertaken for the purpose of the present book. It concentrates on the outcomes of the in-depth analysis of the patterns of WTC, motivation, boredom and language anxiety, the relationships of these variables as well as the influences shaping t...
This chapter discusses issues concerning the design and implementation of the research project dealing with the changes in the levels of willingness to communicate, motivation, boredom and language anxiety, their relationships and factors influencing them in the course of the participants’ visits to the virtual world Second Life.
This book focuses on the dynamic relationships among individual difference (ID) variables (i.e., willingness to communicate, motivation, language anxiety and boredom) in learning English as a foreign language in the virtual world Second Life. The theoretical part provides an overview of selected issues related to the four ID factors in question (e....
Despite a growing focus on positive psychology in recent years, negative emotions have not ceased to play a crucial role in learning additional languages in the classroom. This paper reports a study that investigated one such negative emotion – boredom – as experienced by 115 advanced learners of English. They were asked to write a descriptive para...
Edukacja hybrydowa (ang. blended learning) to kompromis między tradycyjną lekcją a używaniem w procesie nauczania i uczenia się nowych technologii oraz zasobów internetu. Chcąc połączyć te dwie formy, warto wykorzystać potencjał światów wirtualnych, tak podczas zajęć, jak i przy zadawaniu prac domowych. Artykuł prezentuje wyniki ankiety dotyczącej...
The present paper presents the results of a study which examined fluctuations in the levels of foreign language anxiety (FLA) in the virtual world Second Life (SL) and factors accounting for such changes as reported by a female student of English philology. The student participated in 14 sessions over the period of one semester. Using data gathered...
The paper presents the results of a study that aimed to investigate fluctuations in the levels of boredom in the virtual world of Second Life (SL) and factors accounting for such changes as reported by a single student of English philology. The participant took part in 15 sessions over the period of one summer semester. The learner was free to expl...
This study investigates whether there is a significant difference in experiencing boredom between the L2 and L3 classroom. It begins with a comparison between L2 and L3 acquisition, after which the phenomenon of boredom is highlighted, including its definition, typology, causes, and related research. This is followed by a description of the study i...
The present chapter is devoted to the presentation and discussion of the results of the study undertaken for the purpose of the present volume. Specifically, it focuses on the outcomes of the in-depth analysis of the patterns of boredom as well as the influences shaping these patterns in the four integrated skills classes taught to two groups of Po...
The previous two chapters have provided an overview of crucial issues related to the experience of boredom in educational contexts, thus offering a backdrop to the study reported on in the remainder of this book. To be more specific, Chapter One focused on the efforts to define boredom, the theoretical perspectives that have striven to shed light o...
This chapter aims to delve into the essence of boredom and specify its place in the process of second and foreign language learning. The concept of boredom has only recently attracted the attention of second language acquisition (SLA) researchers, which explains why it is still an insufficiently researched and thus poorly understood emotion in this...
The present monograph has been dedicated to the experience of boredom, an academic emotion that is pervasive in educational contexts, including such that involve the learning and teaching of additional languages, but at the same time it has been sidelined by both SLA researchers and foreign language teachers. This is because, on the one hand, there...
The present chapter aims to provide an overview of empirical investigations into the much neglected phenomenon of boredom, first, with respect to educational psychology, and, second, in relation to L2 learning.
This paper explores the underappreciated phenomenon of boredom and its causes in relation to practical English classes attended by university students majoring in English as a foreign language. It begins with a brief description of boredom where the focus is on its components, intensity and factors contributing to the experience of this negative em...
The book focuses on boredom, a construct that has been explored in educational psychology but has received only scant attention from second language acquisition researchers. Although recent years have seen a growing interest in positive emotions in second or foreign language learning and teaching, negative emotions are always present in the classro...
Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. T...
Although boredom is among the most commonly experienced emotions in the foreign and second (L2) language classroom, it has so far been given little empirical attention compared to other learner variables, such as anxiety, joy or interest. This paper provides an overview of previous research examining various aspects of boredom in L2 learning and re...
New Technological Applications for Foreign and Second Language Learning and Teaching is a scholarly publication that explores how the latest technologies have the potential to engage foreign and second language learners both within and outside the language classroom and to facilitate language learning and teaching in the target language. Highlighti...
Although boredom is among the most frequently experienced emotions in the L2 classroom, so far it has not received due attention on the part of researchers and teachers (Chapman, 2013; Malkovsky, Merrifield, Goldberg, & Danckert, 2012; Merrifield & Danckert, 2014). Consequently, the present paper seeks to investigate the reasons for student boredom...
Examining boredom in practical English classes as viewed from the macro and micro perspectives Although boredom is among the most frequently experienced academic emotions, it has received surprisingly little attention from L2 researchers and teachers. This paper aims to discuss and evaluate the existing quantitative and qualitative instruments that...
Boredom is one of the few individual learner variables whose negative influence on foreign language learning has not yet been fully realized and examined, although this negative emotion is reported to pervade school settings. This is why this paper focuses on the place of boredom in the foreign language classroom. It consists of two parts, theoreti...
The book entitled “New technological applications for foreign and second language learning and teaching” will offer a wide-ranging exploration of the latest advances in technology-enhanced language learning. This publication combines theoretical and applied research from an interdisciplinary viewpoint. The volume will encompass contributions from i...
Free eprints:
https://www.tandfonline.com/eprint/Z6q4ratStyhf2CdcHxiS/full
The present paper presents the results of a study which examined the changes in the levels of willingness to communicate (WTC) in the virtual world of Second Life (SL) reported by a single student of English philology in 19 sessions spanning the period of one semester, and...
This paper attempts to explore the dynamic nature of L2 motivation through a retrospective study. To this end, a group of 25 Polish students majoring in English philology, enrolled in the final year of a three-year bachelor program (BA), took part in the study. The students completed a motivational questionnaire designed by the current researchers...
Over the last few decades, the use of virtual technologies in education, including foreign/second language instruction, has developed into a substantial field of study. Through virtual technologies, language learners can develop metacognitive and metalinguistic skills, and they can practice the language by interacting with real/virtual users or vir...
This paper focuses on examining the differences between boredom as experienced in learning the L2 and the L3. Its first part provides a theoretical background including the definition, causes of boredom and an overview of research findings, whereas the second part approaches boredom from an empirical perspective and as such it is devoted to the dis...
The first, theoretical, part of the present paper is devoted to the characteristics of the affective variables of motivation, language anxiety and boredom as situated within the framework of complex dynamic systems. The second part discusses results obtained from a six-month research project intended to examine the effect of Second Life on four Eng...
This article reports the findings of a classroom‐based study whose main purpose was to investigate the changes in the levels of FLA over the course of one semester. In addition, the study sought to understand causes of such changes. The participants were 52 Polish senior high school students, aged 17–19, who were all learners of English. The study...
The main aims of the chapter are to investigate the use of ActiveWorlds (AW) for teaching the English simple present tense as compared to traditional instruction and to find out the difference between the use of AW and traditional teaching when it comes to individual students. In the theoretical part, issues concerning virtual worlds are highlighte...
FREE online copies: https://www.tandfonline.com/eprint/N5wAGySCFzJVr7yjiwDM/full?target=10.1080/17501229.2017.1420654 L2 classroom is a place and process that undergoes an array of incessant and concurrent changes affecting its main agents, i.e. the teacher and students in a non-linear and unpredictable manner. Various aspects of their cognitive an...
The aim of this study is to examine the relationship between metaphor and a group of English students’ awareness of and engagement with various ELT methodology issues (feedback, induction, error, etc.). The study, conducted among 27 EFL students of English philology, was based on the triangular approach intended to yield both quantitative and quali...
Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177–191). Zielona Góra: Uniwersytet Zielonogórski.
The main aim of this small-scale study was to investigate the use of mobile devices for learning English by advanced learners of English representing different levels of autonomy. The sample consisted of 149 Polish students majoring in English in years 1–3 of the B.A. program. The data were gathered by means of a questionnaire and analysed quantita...
p>The paper discusses the results of a study which explored advanced learners of English engagement with their mobile devices to develop learning experiences that meet their needs and goals as foreign language learners. The data were collected from 20 students by means of a semi-structured interview. The gathered data were subjected to qualitative...
The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motiva...
Boredom in practical English language classes Although boredom is among the most common academic emotions experienced by students at all possible levels of education, so far it has not received due attention from SLA theorists and researchers. Accordingly , the present paper aims to discuss the concept of boredom from the L2 classroom perspective w...
The purpose of this study was to investigate prospective teachers' experiences in utilizing Second Life for learning English, differentiating between personal use of the said virtual world for learning the English language and its potential use for teaching English in the future. The results showed that the students perceived the use of Second Life...
In the first, theoretical part of the present paper the authors will concentrate on the concept of willingness to communicate (WTC) with regard to the cognitive, affective and cultural factors likely to foster its development. Also, the overview of WTC-focused research will be presented. As for the second, empirical part, it is intended to discuss...
Boredom is one of the few learner factors that have not yet received due attention in foreign language pedagogy, although for decades it has been widely discussed from a psychological perspective. The main reason for underestimating boredom in language learning environments is that teachers usually associate it with laziness , anxiety or depression...
The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motiva...
The article presents the results of a study whose main aim was to investigate the changes in motivation, language anxiety and boredom in learning English in Second Life. The sample consisted of 16 second year students of English philology. The study was conducted over the period of a summer semester. During that time the participants in the study w...
According to Ellis (2008), motivation has received a lot of interest in language learning. It is unfortunate, however, that little attention has been paid to the dynamic nature of the construct, particularly changes in motivation within single classes and series of lessons. The study whose results are reported in this paper aims at investigating th...
This article reports the findings of a classroom-based study whose main purpose was to capture the changing nature of boredom during English lessons. The sample consisted of 32 second and fourth year students studying English at a Polish senior high school. The study comprised eight naturally occurring English classes. The data were collected by me...
This chapter reports the findings of a classroom-based study whose main purpose was to investigate the impact of using Internet resources and a browser-based virtual world on foreign language anxiety levels among Polish senior high school students. Two groups, one treatment (n = 13) and one control (n = 14), participated in the research project. Th...
The main purpose of the study was to determine the usefulness of using Active Worlds in teaching the English grammar. Specifically, the study examined the immediate and delayed effectiveness of using the chat feature of the Active Worlds' virtual environment for teaching the English present simple tense. In addition, the study explored the attitude...
The paper presents the results of a research project whose main aim was to investigate the impact of Active Worlds on students’ motivation to communicate in English. In addition, the study investigated changes in motivation during language lessons and sequences of such lessons. The sample consisted of 19 third-year students studying English at a Po...
The paper presents the results of a quasi-experimental study whose aim was to investigate the effectiveness of using Internet resources and browser-based virtual worlds in teaching and learning the English past simple tense. The sample consisted of 51 third year students studying English at a Polish senior high school. They were randomly divided in...
The article presents the results of a study whose main aim was to investigate the effects of using Active Worlds on the participants’ willingness to communicate in English during lessons and to capture the dynamic character of the issue in question. The sample consisted of 19 third year students studying English at a Polish senior high school. They...
The main aim of this paper is to contribute to the ongoing discussion about the importance of autonomy in language learning and teaching by addressing the issue of the development of autonomy in learning pronunciation by means of Internet resources among Polish senior high school learners. The data were collected by means of learners’ logs, group a...
Online virtual worlds are becoming important tools in foreign/second language instruction in view of the fact that they enhance learner motivation, promote autonomy and social presence in a 3D environment. Virtual worlds are a type of reality in which students can meet and communicate with other learners in the target language using text, voice or...
The paper presents the results of a research project whose aim was to investigate the extent to which the use of virtual worlds affects the development of learner autonomy in foreign language learning. The sample consisted of 37 second-year students studying English at a Polish senior high school. They were randomly divided into two groups. The stu...
Projects
Projects (3)
The main aim of the event is to celebrate the success of the journal Studies in Second Language Learning and Teaching (https://pressto.amu.edu.pl/index.php/ssllt), which was launched little over a decade ago but has still managed to be ranked among the best journals in the field.
As has been stated by Marianne Celce-Murcia (2001, p. 3), “[t]he field of second (or foreign) language teaching has undergone many fluctuations and shifts over the years. Different from physics or chemistry, in which progress is more or less steady until a major discovery causes a radical theoretical revision, language teaching is a field in which fads and heroes have come and gone in a manner fairly consistent with the kinds of changes that occur in youth culture.” Accordingly, despite a continually growing body of research data, the L2 learning/teaching processes remain, at least to some extent, a mystery waiting to be further unveiled, explored and reflected upon. Over a decade EFL educational contexts have gradually ceased to be viewed in terms of unidimensional, cause-effect relationships, whereas more and more attention has been given to the nonlinear, temporally determined changes that irrevocably though not always explicitly shape the learning and teaching environment (MacIntyre & Legatto, 2011; Mercer, 2011; Waninge, Dörnyei, & de Bot, 2014). Following this line of reasoning, the present special issue of Konin Language Studies aims to look at the L2 classroom through the lens of teachers’ and students’ retrospective records of experience in relation to prospective directions for language learning and teaching improvement. We hereby invite papers that investigate qualitative and quantitative swings in various L2 classroom areas from a temporally situated perspective. The issues discussed in this volume may refer to the following topic strands: • Learner variables • The assessment of learning achievements • The use of new technologies • Classroom discourse • Language skills and subsystems • Language and metaphor • Language and specific learning difficulties • Dual code use • Intercultural communicative competence • Young learner SLA // January 31st, 2019 – Deadline for the papers // Proposed publication date – 4/2019 // Please send your papers to: J.Zawodniak@in.uz.zgora.pl
More info: http://www.ksj.pwsz.konin.edu.pl/?page_id=1085&lang=en