Jakub Przybył
Biographic Data
| ID | 4609776 |
|---|---|
| NAME | Jakub Przybył |
| GIVEN NAMES | Jakub |
| FAMILY NAME | Przybył |
| SIGNATURE | PRZYBYŁ J |
| AFFILIATIONS | Adam Mickiewicz University |
| ORCID | 0000-0003-2826-8474 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Foreign language effects in personality feedback evaluation
Research on the foreign language effect suggests that language context can shape judgement, although evidence varies across tasks and populations. We examined whether perceived accuracy of personality feedback differs across languages among 170 Polish native speakers with advanced English proficiency. Participants rated the accuracy of either genuine or enhanced feedback on their self-actualisation. Enhanced feedback was judged as more accurate t…
Can personality affect grammatical processing? Tolerance of ambiguity and relative clause attachment in multilingual speakers
While grammatical processing has been extensively examined across languages, relatively few studies have linked it to psychological variables such as personality. We propose that one relevant trait, Tolerance of Ambiguity (TA), reflecting comfort with uncertainty and multiple interpretations, may predict how structural ambiguity is resolved during grammatical processing. We investigate the interpretation of ambiguous relative clauses in L2 Englis…
Personality as a catalyst for strategic self-regulation in language learning
This study expands the scope of research on personality within the broader nomological network of foreign language learning (FLL). While recent studies have successfully identified personality as a predictor of willingness to communicate or emotions, our empirical investigation explores its impact on affective, behavioural, and cognitive aspects of language learners’ strategic self-regulation (S2R). We collected data from 711 L2 learners of Engli…
Emotional Styles as Determinants of Attitudes towards Linguistic Landscape
This study examines the impact of emotional styles (ES) on attitudes towards linguistic landscape (AtLL), offering a psychological perspective on language perception in public spaces. Relying on data from 103 multilingual participants, we analysed AtLL across their cognitive, affective, and behavioural dimensions. We found significant differences in the intensity of these attitudinal components, with cognitive attitudes being the most prominent. …
Selective Self-regulation Across Languages
This study examines self-regulated language learning in multilinguals by exploring how functional categories of learning strategies are employed across languages differing in proficiency and learner-assigned status. The dataset contains responses from 128 Polish university students, proficient in English (L2) and less advanced in their L3s—Russian, German, Swedish, Danish, Hebrew, or Ukrainian – studied as their chosen degree majors. Self-regulat…
The Impact of a Communicative-Metacognitive Intervention on Linguistic Majors’ Self-Actualisation
This study explores the potential of a communicative-metacognitive intervention (CMI) in enhancing self-actualisation. Conducted as an extra-curricular project with linguistic majors, the CMI was designed to equip them with soft skills essential for contemporary employers (ManpowerGroup, 2021). Throughout the project, participants were encouraged to embrace the principles of person-centred communication (Motschnig & Nykl, 2014), and engage in met…
Is there a multilingual advantage in gender agreement processing? Evidence from self-paced reading
Do learners who have mastered two gender systems prior to learning a third have an advantage in gender processing over those who have mastered only one gender system? To address this question, we recruited two groups of adult Polish learners of L3/Ln Swedish with and without prior knowledge of German. They completed a self-paced reading task in Swedish that involved two types of gender marking: the indefinite article, which is realised similarly …
Self-regulatory learning strategies involving the use of linguistic landscape
Capitalising on research into self-regulated learning strategies (SRLS), the study reported in the present paper explored the use of SRLS by multilingual learners in the context of the linguistic landscape. We designed the Linguistic Landscape (LL) SRLS Inventory, used it for data collection and validated it. Insights were provided by 100 undergraduate students of English and German and concerned searching for opportunities to learn from LL, payi…
The effects of strategic instruction on self-regulated language learning
The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant…
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The effects of strategic instruction on self-regulated language learning
The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant…
Self-regulatory learning strategies involving the use of linguistic landscape
Capitalising on research into self-regulated learning strategies (SRLS), the study reported in the present paper explored the use of SRLS by multilingual learners in the context of the linguistic landscape. We designed the Linguistic Landscape (LL) SRLS Inventory, used it for data collection and validated it. Insights were provided by 100 undergraduate students of English and German and concerned searching for opportunities to learn from LL, payi…
Personality as a catalyst for strategic self-regulation in language learning
This study expands the scope of research on personality within the broader nomological network of foreign language learning (FLL). While recent studies have successfully identified personality as a predictor of willingness to communicate or emotions, our empirical investigation explores its impact on affective, behavioural, and cognitive aspects of language learners’ strategic self-regulation (S2R). We collected data from 711 L2 learners of Engli…
Emotional Styles as Determinants of Attitudes towards Linguistic Landscape
This study examines the impact of emotional styles (ES) on attitudes towards linguistic landscape (AtLL), offering a psychological perspective on language perception in public spaces. Relying on data from 103 multilingual participants, we analysed AtLL across their cognitive, affective, and behavioural dimensions. We found significant differences in the intensity of these attitudinal components, with cognitive attitudes being the most prominent. …
Selective Self-regulation Across Languages
This study examines self-regulated language learning in multilinguals by exploring how functional categories of learning strategies are employed across languages differing in proficiency and learner-assigned status. The dataset contains responses from 128 Polish university students, proficient in English (L2) and less advanced in their L3s—Russian, German, Swedish, Danish, Hebrew, or Ukrainian – studied as their chosen degree majors. Self-regulat…
The Impact of a Communicative-Metacognitive Intervention on Linguistic Majors’ Self-Actualisation
This study explores the potential of a communicative-metacognitive intervention (CMI) in enhancing self-actualisation. Conducted as an extra-curricular project with linguistic majors, the CMI was designed to equip them with soft skills essential for contemporary employers (ManpowerGroup, 2021). Throughout the project, participants were encouraged to embrace the principles of person-centred communication (Motschnig & Nykl, 2014), and engage in met…
Is there a multilingual advantage in gender agreement processing? Evidence from self-paced reading
Do learners who have mastered two gender systems prior to learning a third have an advantage in gender processing over those who have mastered only one gender system? To address this question, we recruited two groups of adult Polish learners of L3/Ln Swedish with and without prior knowledge of German. They completed a self-paced reading task in Swedish that involved two types of gender marking: the indefinite article, which is realised similarly …
Foreign language effects in personality feedback evaluation
Research on the foreign language effect suggests that language context can shape judgement, although evidence varies across tasks and populations. We examined whether perceived accuracy of personality feedback differs across languages among 170 Polish native speakers with advanced English proficiency. Participants rated the accuracy of either genuine or enhanced feedback on their self-actualisation. Enhanced feedback was judged as more accurate t…
Can personality affect grammatical processing? Tolerance of ambiguity and relative clause attachment in multilingual speakers
While grammatical processing has been extensively examined across languages, relatively few studies have linked it to psychological variables such as personality. We propose that one relevant trait, Tolerance of Ambiguity (TA), reflecting comfort with uncertainty and multiple interpretations, may predict how structural ambiguity is resolved during grammatical processing. We investigate the interpretation of ambiguous relative clauses in L2 Englis…
EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Psychology (5 works) · Language Learning Strategies (3 works) · Language proficiency (3 works) · Personality (3 works) · Cognition (2 works) · Educational and Psychological Assessments (2 works) · Linguistic landscape (2 works) · Mathematics education (2 works)