Pia Resnik
Biographic Data
| ID | 4608688 |
|---|---|
| NAME | Pia Resnik |
| GIVEN NAMES | Pia |
| FAMILY NAME | Resnik |
| SIGNATURE | RESNIK P |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0003-0948-9546 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“A rising tide lifts all boats”
While the role of positive emotions and positive character traits in people's flourishing has been researched extensively in the context of foreign language (FL) learning and teaching, the role positive institutions play regarding teachers’ well‐being and their emotions experienced in the FL classroom has been largely neglected. With a Web survey, this study investigates the relationship between positive practices at work and well‐being among 263…
The ideal L2 self versus ability beliefs
The role of positive and negative emotions in foreign language learning
The past decade has seen a blossoming of emotion research in applied linguistics, which led to a deeper understanding of the crucial role both positive and negative emotions play in the context of foreign language (FL) learning. In this paper, we will outline a research agenda arising from the rich knowledge gained so far, which we hope inspires researchers to pursue future directions which we consider highly relevant for both researchers and pra…
How teaching modality affects Foreign Language Enjoyment
The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on…
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable…
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic
This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in‐person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching . In order to obtain a more granular view, item‐level anal…
Multilinguals’ use of L1 and L2 inner speech
Research on inner speech is still in a nascent stage. The present paper investigates consecutive multilinguals' self-reported language use for inner speech with a focus on the L1 (first language) and L2 (second language). Its aim is to identify influential variables in these processes and to investigate if findings from previous studies are applicable across different L1s. The topic is approached using a triangulation approach, which consists of …
Trait emotional intelligence, positive and negative emotions in first and foreign language classes
Advances in the study of bilingualism
This remarkable compilation of articles edited by Thomas and Mennen presents a kaleidoscopic picture of crucial aspects of societal as well as individual bilingualism. By exploring the systematicit
Teaching and learning in multilingual contexts
Pia ResnikUniversity of Graz, Graz, [email protected]© 2014, Pia Resnik
Vieles ist sehr ähnlich“
Trait emotional intelligence, positive and negative emotions in first and foreign language classes
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic
This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in‐person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching . In order to obtain a more granular view, item‐level anal…
The ideal L2 self versus ability beliefs
Vieles ist sehr ähnlich“
Teaching and learning in multilingual contexts
Pia ResnikUniversity of Graz, Graz, [email protected]© 2014, Pia Resnik
Advances in the study of bilingualism
This remarkable compilation of articles edited by Thomas and Mennen presents a kaleidoscopic picture of crucial aspects of societal as well as individual bilingualism. By exploring the systematicit
Trait emotional intelligence, positive and negative emotions in first and foreign language classes
Multilinguals’ use of L1 and L2 inner speech
Research on inner speech is still in a nascent stage. The present paper investigates consecutive multilinguals' self-reported language use for inner speech with a focus on the L1 (first language) and L2 (second language). Its aim is to identify influential variables in these processes and to investigate if findings from previous studies are applicable across different L1s. The topic is approached using a triangulation approach, which consists of …
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable…
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic
This paper explores differences in 437 learners' foreign language classroom anxiety (FLCA) in in‐person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in emergency remote teaching . In order to obtain a more granular view, item‐level anal…
The role of positive and negative emotions in foreign language learning
The past decade has seen a blossoming of emotion research in applied linguistics, which led to a deeper understanding of the crucial role both positive and negative emotions play in the context of foreign language (FL) learning. In this paper, we will outline a research agenda arising from the rich knowledge gained so far, which we hope inspires researchers to pursue future directions which we consider highly relevant for both researchers and pra…
How teaching modality affects Foreign Language Enjoyment
The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on…
“A rising tide lifts all boats”
While the role of positive emotions and positive character traits in people's flourishing has been researched extensively in the context of foreign language (FL) learning and teaching, the role positive institutions play regarding teachers’ well‐being and their emotions experienced in the FL classroom has been largely neglected. With a Web survey, this study investigates the relationship between positive practices at work and well‐being among 263…
The ideal L2 self versus ability beliefs
Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Foreign language (6 works) · Computer Science (5 works) · Emotional Intelligence and Performance (5 works) · Linguistics (5 works) · Mathematics education (5 works) · Social Psychology (5 works) · Anxiety (4 works) · Communication in Education and Healthcare (3 works)