Jakub Bielak
Datos Biográficos
| ID | 6480484 |
|---|---|
| NOMBRE | Jakub Bielak |
| NOMBRES | Jakub |
| APELLIDO | Bielak |
| FIRMA | BIELAK J |
| AFILIACIONES | Uniwersytet Kaliski im. Prezydenta Stanisława Wojciechowskiego |
| ORCID | 0000-0001-5338-4202 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 61 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
Unveiling the dynamics of learner engagement
Learner engagement (LE) is a complex meta-construct that denotes physical and mental activity toward learning goals. To understand what fosters and thwarts LE, we applied the idiodynamic method to investigate it moment-by-moment. We addressed the following research questions: 1. How do self-appraisals of learners’ emotional engagement (EE) fluctuate over time? 2. Do EE fluctuations overlap with the other engagement dimensions? 3. How do contextua…
Emotions and emotion regulation in L2 classroom speaking tasks
This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants register…
The link between learner engagement and self‐regulation. A multiple case study
The topic of language learners’ engagement, which has enjoyed immense popularity in recent years, emerged more than 20 years ago from the explorations of individual and social variables in task performance. In the domain of second/foreign language acquisition, what has attracted much attention is the relationship between engagement and other approximate concepts, such as motivation, interest, or investment, but little is known about the connectio…
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology
The emotions experienced and the emotion-regulation strategies (ERS) used by English majors (freshmen and sophomores; L1 Polish; n = 133) enrolled in a Polish university in relation to their learning of English or another foreign language were investigated. The primary data collection tool was a new scenario-based questionnaire (Managing Your Emotions for Language Learning [MYE]) which uses the vignette methodology. Participants responded to nine…
Polish Students’ Perceptions of English as an International Language
New Perspectives in Language, Discourse and Translation Studies
New Perspectives in Language, Discourse and Translation Studies
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology
The emotions experienced and the emotion-regulation strategies (ERS) used by English majors (freshmen and sophomores; L1 Polish; n = 133) enrolled in a Polish university in relation to their learning of English or another foreign language were investigated. The primary data collection tool was a new scenario-based questionnaire (Managing Your Emotions for Language Learning [MYE]) which uses the vignette methodology. Participants responded to nine…
The link between learner engagement and self‐regulation. A multiple case study
The topic of language learners’ engagement, which has enjoyed immense popularity in recent years, emerged more than 20 years ago from the explorations of individual and social variables in task performance. In the domain of second/foreign language acquisition, what has attracted much attention is the relationship between engagement and other approximate concepts, such as motivation, interest, or investment, but little is known about the connectio…
New Perspectives in Language, Discourse and Translation Studies
Polish Students’ Perceptions of English as an International Language
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology
The emotions experienced and the emotion-regulation strategies (ERS) used by English majors (freshmen and sophomores; L1 Polish; n = 133) enrolled in a Polish university in relation to their learning of English or another foreign language were investigated. The primary data collection tool was a new scenario-based questionnaire (Managing Your Emotions for Language Learning [MYE]) which uses the vignette methodology. Participants responded to nine…
The link between learner engagement and self‐regulation. A multiple case study
The topic of language learners’ engagement, which has enjoyed immense popularity in recent years, emerged more than 20 years ago from the explorations of individual and social variables in task performance. In the domain of second/foreign language acquisition, what has attracted much attention is the relationship between engagement and other approximate concepts, such as motivation, interest, or investment, but little is known about the connectio…
Emotions and emotion regulation in L2 classroom speaking tasks
This study used idiodynamic methodology to investigate the dynamics of second language (L2) learners’ foreign language anxiety (FLA) and foreign language enjoyment (FLE), and the details of emotion regulation (ER) directed at managing these emotions, in pair‐ and group‐work speaking tasks performed by 10 advanced English‐as‐a‐foreign‐language (EFL) learners. L2 classroom tasks were video recorded and then while viewing them, participants register…
Unveiling the dynamics of learner engagement
Learner engagement (LE) is a complex meta-construct that denotes physical and mental activity toward learning goals. To understand what fosters and thwarts LE, we applied the idiodynamic method to investigate it moment-by-moment. We addressed the following research questions: 1. How do self-appraisals of learners’ emotional engagement (EE) fluctuate over time? 2. Do EE fluctuations overlap with the other engagement dimensions? 3. How do contextua…
EFL/ESL Teaching and Learning (4 obras) · Psychology (4 obras) · Linguistics (3 obras) · Mathematics education (3 obras) · Social Psychology (3 obras) · Computer Science (2 obras) · Conceptualization (2 obras) · Dynamics (music) (2 obras) · Emotional Intelligence and Performance (2 obras) · Foreign language (2 obras)