Mariusz Kruk
Datos Biográficos
| ID | 4598265 |
|---|---|
| NOMBRE | Mariusz Kruk |
| NOMBRES | Mariusz |
| APELLIDO | Kruk |
| FIRMA | KRUK M |
| AFILIACIONES | University of Zielona Góra |
| ORCID | 0000-0001-5297-1966 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 35 |
| TOTAL DE CITAS | 154 |
| TOTAL COMO AUTOR | 35 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Coexisting enjoyment and boredom in AI-mediated multilingual language learning
This study examined how enjoyment and boredom coexisted, changed, and acquired meaning during interactions with generative Artificial intelligence (AI) tools. Guided by Positive Psychology 2.0, Complex Dynamic Systems Theory, Self-Determination Theory, and Control-Value Theory, the study used a qualitative micro-phenomenological design involving four multilingual learners with Persian as L1, English as L2, and German as L3. Over four weeks, parti…
The (in)congruence of L2 grit and growth mindset in shaping engagement among Thai learners of Chinese as an additional language
L2 grit and growth mindset (GM) are increasingly linked to engagement in language education, yet prior work has largely assumed linear effects and focused on English learning. This study examined whether the alignment between L2 grit and GM, along with their potential nonlinear joint effects, predicts engagement among Thai learners of Chinese in a Languages Other Than English (LOTE) context. Survey data from 325 Chinese-as-an-additional-language …
Sacrifice in L2 teaching
Purpose This study investigates how second/foreign language (L2) teachers in China, Iran, and Turkey understand and experience the concept of sacrifice in their professional lives. Despite frequent references to sacrifice in relation to teacher well-being and emotional labor, it remains underexplored in L2 teaching research.Methodology A qualitative design was employed, utilizing an open-ended questionnaire completed by 63 L2 teachers (China: n =…
Introduction
Emotions play a pivotal role in shaping the processes and outcomes of second and foreign language (L2) education. While positive emotions have been widely recognized for their facilitative effects, negative emotional experiences, such as anxiety, boredom, frustration, and burnout, continue to pose significant challenges for both language learners and teachers. Despite growing scholarly interest, research on the dynamics and trajectories of negati…
A latent profile analysis of EFL teachers’ L2 grit
This study investigates (1) the distinct profiles of second or foreign language (L2) teacher grit based on global and specific factors, (2) the extent to which global and specific levels of L2 teacher emotions predict membership in the identified L2 teacher grit profiles, and (3) how L2 teachers’ self-efficacy varies across these profiles. A total of 279 Turkish English as a foreign language (EFL) teachers (178 male and 101 female) participated i…
Development and Validation of the Second or Foreign Language Boredom Coping Strategies Scale
In the present study, we developed and tested the psychometric properties of the Second or Foreign Language Boredom Coping Strategies Scale, an instrument for measuring language learners’ coping strategies in response to the experience of boredom. The research is based on a four-dimensional model of coping mechanisms, which includes the behavioral approach, cognitive approach, behavioral avoidance, and cognitive avoidance. Each factor comprises t…
Less is more
In line with current trends in the field to reduce the number of items in scales and to provide thorough validation evidence, the study aimed to develop and validate a short-form version of the 21-item Boredom in Learning English Outside of School (BLEOS) scale. A multinational dataset of n = 1,133 participants was divided into two samples: the first sample was used to develop the Short-form Boredom in Learning English Outside of School (S-BLEOS)…
A Longitudinal Investigation of the Relationship Between Achievement Emotions and Engagement Among Chinese EFL Students in a SPOC‐Based Blended Learning Context
Grounded in the control‐value theory (CVT), this study employed a sequential explanatory mixed‐methods design to examine the dynamic longitudinal relationships among achievement emotions (i.e., enjoyment and boredom) and engagement in a small private online course (SPOC)‐based blended English as a foreign language learning context in China. A three‐wave questionnaire survey was administered to 262 non‐English majors, followed by semi‐structured i…
Classroom environment and willingness to communicate in English
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 correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ra…
An exploration of psychological capital resources, mindfulness, L2 grit, and L2 achievement
This mixed-methods study involving intermediate English as a foreign language (EFL) learners explored the connections between psychological capital (PsyCap) resources, mindfulness, second language (L2) grit, and English achievement. Although positive psychology is gaining attention in language education, key gaps persist in understanding how these psychological factors work together to affect L2 achievement. Previous studies have shown mixed resu…
Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning
The integration of artificial intelligence (AI) in L2 teaching and learning is poised to revolutionise educational practices by enhancing both instructional methods and language development for L2 learners. This study employed a mixed‐methods design to comprehensively examine the impact of AI tools, machine translation systems, and traditional approaches on students' translation accuracy, emotions, and motivation. A total of forty‐nine undergradu…
The domain-specific grammar grit questionnaire
This cross-cultural validation study aimed to develop and validate the Domain-Specific Grammar Grit Questionnaire (DSGGQ) among Iranian and Polish university students majoring in English. The DSGGQ was developed based on the L2 grit scale proposed by Teimouri, Plonsky and Tabandeh (Citation2022. "L2 grit: Passion and perseverance for second-language learning." Language Teaching Research 26 (5): 893–918. https://doi.org/10.1177/1362168820921895) a…
Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom
Boredom strikes back
L2 teacher boredom is a critical yet underexplored issue that significantly impacts teacher well‐being and instructional quality, particularly in English as a foreign language (EFL) contexts. This study investigates the antecedents of L2 teacher boredom, as observed in EFL settings, and the strategies employed to mitigate its impact. Employing a qualitative approach, data were collected from 100 Iranian EFL teachers through open‐ended questionnai…
The stone left unturned
The present study explores the under-researched phenomenon of boredom, its antecedents, and solutions, as well as the boredom-generating parts of English classes among 227 young learners of English in an Iranian context. Data were collected through an open-ended questionnaire, and semi-structured interviews were thematically analyzed using MAXQDA (Version 2022) to extract themes concerning the issues under study. Findings revealed that teachers’ …
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement
Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were …
Revisiting after-class boredom via exploratory structural equation modeling
Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales, mostly through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the …
Investigating in-class and after-class boredom among advanced learners of English
Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) examining the relative contribution of factors underlying in-class and after-class boredom, (2) investi…
The dynamics of L2 teacher boredom and their link to creativity
Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Factor structure and psychometric properties of the L2 teacher boredom scale
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
In this study we used a factor of curves model (FCM) to examine the co-development 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 variation in these subdomains can be accounted by the underpinning global factor of BPELC. Data were collec…
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
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 the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with e…
Classroom social climate, growth language mindset, and student engagement
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 study by completing valid measures of the four constructs under investigation. The construct validity o…
Boredom in practical English language classes
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 its second-order latent variables, and considers the assessment of inter-individual differences whil…
Yet another look at strategies for learning grammar
Boredom in online classes in the Iranian EFL context
Investigating factors responsible for boredom in English classes
Classroom social climate, growth language mindset, and student engagement
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 study by completing valid measures of the four constructs under investigation. The construct validity o…
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
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 the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with e…
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
In this study we used a factor of curves model (FCM) to examine the co-development 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 variation in these subdomains can be accounted by the underpinning global factor of BPELC. Data were collec…
The emergence of boredom in an online language class
The neglected emotion of boredom in teaching English to advanced learners
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 emotion. This is followed by an overview of the still largely insufficient research into boredom in th…
Achievement emotions and control-value appraisals in foreign language learning
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. Descriptive results show that participants perceived learning of English as being controllable to a certain ex…
The dynamics of L2 teacher boredom and their link to creativity
Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Factor structure and psychometric properties of the L2 teacher boredom scale
Examining the underlying structure of after-class boredom experienced by English majors
Changes in foreign language anxiety
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 encompassed 121 naturally occurring English lessons. The data were gathered by means of questionnair…
Yet another look at strategies for learning grammar
Changes in foreign language anxiety
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 encompassed 121 naturally occurring English lessons. The data were gathered by means of questionnair…
The neglected emotion of boredom in teaching English to advanced learners
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 emotion. This is followed by an overview of the still largely insufficient research into boredom in th…
Investigating factors responsible for boredom in English classes
Variation in experiencing boredom during self-directed learning in a virtual world
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 explore the virtual world in question, and she self-directed her own learning there. Using data collecte…
Boredom in online classes in the Iranian EFL context
Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life
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 to discuss the results of a study intended to examine the effect of Second Life on two English philology students’ changes in the levels of willingness to communicate, motivation, language anxiety and boredom. T…
Incidence and Predictors of Clinically Significant Bleedings after Transcatheter Left Atrial Appendage Closure
Nonprocedural CSBs after LAAC, with a similar origin as the pre-LAAC bleedings, were observed predominantly during postprocedural DAPT and predicted by elevated admission SBP, prior epistaxis, permanent AF, and gastrointestinal bleeding history. Whether a more reserved post-LAAC antiplatelet regimen and stringent blood pressure control may improve LAAC outcomes remains to be studied
The emergence of boredom in an online language class
Examining the underlying structure of after-class boredom experienced by English majors
Boredom in practical English language classes
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 its second-order latent variables, and considers the assessment of inter-individual differences whil…
Yet another look at strategies for learning grammar
Achievement emotions and control-value appraisals in foreign language learning
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. Descriptive results show that participants perceived learning of English as being controllable to a certain ex…
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement
Adopting a sequential mixed-methods approach, the current inquiry examined English major students’ perceptions of the role of teacher confirmation and teacher credibility in enhancing their academic engagement in the Chinese context. In doing so, through WeChat messenger, three scales were provided to 1168 English major students chosen from different English as a foreign language (EFL) classes. For the sake of triangulation, 40 participants were …
Revisiting after-class boredom via exploratory structural equation modeling
Boredom has recently become the subject of inquiry in L2 studies, which has resulted, among others, in the development and validation of several boredom-measuring scales, mostly through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). However, such analytical procedures are not free from limitations and exploratory structural equation modeling (ESEM) can be applied to overcome them. CFA has also been used to validate the …
Investigating in-class and after-class boredom among advanced learners of English
Although the number of studies into boredom in second and/or foreign language (L2) learning is evidently on the rise and our understanding of this negative emotion has been considerably extended, surprisingly, empirical evidence is still scant with respect to boredom experienced in out-of-school situations. This study addresses this gap by: (1) examining the relative contribution of factors underlying in-class and after-class boredom, (2) investi…
The dynamics of L2 teacher boredom and their link to creativity
Research has revealed a prevalence of boredom among L2 teachers, despite efforts to mitigate this negative emotion. The interplay between teacher boredom and creativity, especially their concurrent development, has not been extensively studied longitudinally. Utilizing control‐value theory as its foundation, this study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control‐value b…
Factor structure and psychometric properties of the L2 teacher boredom scale
A longitudinal study of the subdomains of boredom in practical English language classes in an online setting
In this study we used a factor of curves model (FCM) to examine the co-development 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 variation in these subdomains can be accounted by the underpinning global factor of BPELC. Data were collec…
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
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 the ways in which enjoyment, anxiety, boredom, L2 grit and self-perceived competence interact with e…
Classroom social climate, growth language mindset, and student engagement
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 study by completing valid measures of the four constructs under investigation. The construct validity o…
Classroom environment and willingness to communicate in English
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 correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ra…
An exploration of psychological capital resources, mindfulness, L2 grit, and L2 achievement
This mixed-methods study involving intermediate English as a foreign language (EFL) learners explored the connections between psychological capital (PsyCap) resources, mindfulness, second language (L2) grit, and English achievement. Although positive psychology is gaining attention in language education, key gaps persist in understanding how these psychological factors work together to affect L2 achievement. Previous studies have shown mixed resu…
Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning
The integration of artificial intelligence (AI) in L2 teaching and learning is poised to revolutionise educational practices by enhancing both instructional methods and language development for L2 learners. This study employed a mixed‐methods design to comprehensively examine the impact of AI tools, machine translation systems, and traditional approaches on students' translation accuracy, emotions, and motivation. A total of forty‐nine undergradu…
The domain-specific grammar grit questionnaire
This cross-cultural validation study aimed to develop and validate the Domain-Specific Grammar Grit Questionnaire (DSGGQ) among Iranian and Polish university students majoring in English. The DSGGQ was developed based on the L2 grit scale proposed by Teimouri, Plonsky and Tabandeh (Citation2022. "L2 grit: Passion and perseverance for second-language learning." Language Teaching Research 26 (5): 893–918. https://doi.org/10.1177/1362168820921895) a…
Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom
Psychology (25 obras) · Boredom (24 obras) · Social Psychology (23 obras) · Mind wandering and attention (21 obras) · Computer Science (15 obras) · Grit, Self-Efficacy, and Motivation (15 obras) · Mathematics education (15 obras) · Social Psychology (13 obras) · EFL/ESL Teaching and Learning (9 obras) · Structural equation modeling (9 obras)