Mirosław Pawlak
Dados Biográficos
| ID | 4978296 |
|---|---|
| NOME | Mirosław Pawlak |
| PRENOMES | Mirosław |
| SOBRENOME | Pawlak |
| ASSINATURA | PAWLAK M |
| AFILIAÇÕES | State University of Applied Sciences in Konin |
| ORCID | 0000-0001-7448-355X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 53 |
| TOTAL DE CITAÇÕES | 274 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 5 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 9 |
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 =…
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…
Exploring L2 speech fluency of advanced learners from the perspective of linguistic self-confidence and communication confidence
This study explores the relationship between two facets of confidence in second language (L2) learning: linguistic self-confidence (LSC) and L2 communication confidence (L2 CC), and how they interplay with L2 speech fluency. The data were collected from 102 advanced L2 learners who performed a monologue task to capture their L2 speech fluency, measured in terms of breakdown fluency markers (mean length of silent pauses, frequency of filled and si…
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…
A tale of two studies
This article presents two empirical studies investigating the extent to which general English proficiency (GEP) and selected learner dispositions in online learning maintain their predictive utility for academic success in English-medium instruction (EMI) contexts in Türkiye across the pre-pandemic, pandemic, and post-pandemic periods. Both studies sampled engineering students from a large public university, with Study 1 involving 474 participant…
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)…
Generative Artificial Intelligence as a Linguistic Crutch or Cognitive Scaffold
This study examines how self‐efficacy, self‐regulation, and generative artificial intelligence (GenAI) ‐related factors interact to shape academic success and general English proficiency (GEP) within an EMI context. It draws on data from 754 EMI students at a major public university in Turkey, focusing on the social sciences and engineering disciplines. The findings reveal that for social science students, besides GEP, a positive perception towar…
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…
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…
An introduction to the special issue on innovative research approaches in the study of foreign language teachers’ and learners’ academic emotions
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
Explicit and implicit (automatized) knowledge of second language pronunciation
Although the distinction between explicit and implicit (automatized) knowledge of second or foreign language (L2) is of crucial importance to second language acquisition (SLA) theory and research, it has thus far not been directly applied to L2 pronunciation. The paper attempts to fill this gap by making an initial attempt to illustrate the relevance of this vital distinction in this area. Following the discussion of some crucial preliminary issu…
Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners
Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students sel…
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners
Interlanguage pragmatics has been the focus of many studies since its inception in the 1980s, with several issues being investigated and a variety of approaches being applied. However, studies on the learning processes and strategies which are specifically responsible for the acquisition of interlanguage pragmatics (ILP) knowledge are rare. Therefore, the current investigation sought to examine the effects of selected individual differences (IDs)…
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…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Factor structure and psychometric properties of the L2 teacher boredom scale
Willingness to communicate, multilingualism and interactions in community contexts
New Perspectives in Language, Discourse and Translation Studies
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…
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
Investigating the dynamic nature of L2 willingness to communicate
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…
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners
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…
Teaching foreign language grammar
The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect t…
New conceptualizations of linguistic giftedness
This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in the second language acquisition (SLA) literature, attempting to reconceptualize, expand and update this concept in response to latest developments in the fields of psychology, linguistics and neurology. It first discusses contemporary perspectives on foreign language aptitude, concentrating in particular on the models proposed by Skehan (1998), Robins…
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
Grammar learning strategies as a key to mastering second language grammar
Although major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar lear…
Speaking and Instructed Foreign Language Acquisition
PrefacePart I: Theoretical perspectives on instructed acquisition of speaking 1.Miros?aw Pawlak: Instructed acquisition of speaking: Reconciling theory and practice 2.Agnieszka Nowicka and Weronika Wilczy?ska: Authenticity in oral communication of instructed l 2 learners 3.Piotr Bia?as: Formulaic sequences in the output of instructed l 2 learners 4.Agnieszka Wrobel: Formulaicity vs. fluency and accuracy in using English as a foreign language. 5.J…
The relationship between self‐regulated learning strategy use and task engagement
Drawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference fo…
Yet another look at strategies for learning grammar
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts
Interrelationships of motivation, self-efficacy and self-regulatory strategy use
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collec…
Metodologia badań nad strategiami uczenia się
The last thirty years have witnessed considerable advances in empirical investigations into language learning strategies, with researchers identifying and classifying strategic devices, providing insights into factors influencing their use, investigating the relationship between the application of strategies and proficiency, and appraising the contributions of strategies- based instruction. Such developments have been accompanied by attempts to r…
New Perspectives in Language, Discourse and Translation Studies
Speaking and Instructed Foreign Language Acquisition
PrefacePart I: Theoretical perspectives on instructed acquisition of speaking 1.Miros?aw Pawlak: Instructed acquisition of speaking: Reconciling theory and practice 2.Agnieszka Nowicka and Weronika Wilczy?ska: Authenticity in oral communication of instructed l 2 learners 3.Piotr Bia?as: Formulaic sequences in the output of instructed l 2 learners 4.Agnieszka Wrobel: Formulaicity vs. fluency and accuracy in using English as a foreign language. 5.J…
Essential Topics in Applied Linguistics and Multilingualism
Teaching and Researching the Pronunciation of English
Investigating the dynamic nature of L2 willingness to communicate
New conceptualizations of linguistic giftedness
This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in the second language acquisition (SLA) literature, attempting to reconceptualize, expand and update this concept in response to latest developments in the fields of psychology, linguistics and neurology. It first discusses contemporary perspectives on foreign language aptitude, concentrating in particular on the models proposed by Skehan (1998), Robins…
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
Interrelationships of motivation, self-efficacy and self-regulatory strategy use
The paper explores study abroad (SA) experiences concerning interrelationships of three individual difference (ID) variables: motivated learning behavior, self-efficacy beliefs and self-regulatory strategy use (SRSU). This study was motivated by the increasing availability of SA programs in Europe (European Commission, 2018) and the accompanying need for students and teachers to understand how best to benefit from these programs. Data were collec…
Grammar learning strategies as a key to mastering second language grammar
Although major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar lear…
Investigating Individual Learner Differences in Second Language Learning
Boredom in online classes in the Iranian EFL context
Teaching foreign language grammar
The place of grammar instruction in second or foreign language (L2) pedagogy has always been highly controversial and although there is currently consensus that such pedagogic intervention is beneficial, numerous questions remain as to how it should most propitiously be conducted. Different theoretical perspectives have resulted in a wide array of instructional options intended to enhance the effectiveness of grammar teaching, both with respect t…
The emergence of boredom in an online language class
Examining the underlying structure of after-class boredom experienced by English majors
The impact of self-regulatory strategy use on self-efficacy beliefs and motivated learning behavior in study abroad contexts
Investigating the impact of linguistic and non-linguistic factors on EMI academic success
Grammar as a Pedagogical Target
Grammar teaching remains one of the most controversial issues in foreign and second language pedagogy. Despite claims that such pedagogical intervention is unnecessary and should even be abandoned, there is broad consensus right now that grammar instruction (GI) is beneficial or even indispensable in some contexts, especially such in which opportunities for everyday exposure to and use of the target language are limited. In addition, research fin…
Investigating the Use of Grammar Learning Strategies in Hungary and Poland
Although there is consensus that second language grammar instruction is needed, some controversial issues remain. Whatever instructional options are selected, it is vital that they allow the development of not only explicit knowledge but also implicit or at least automatized knowledge that can be used in real-time interaction. Since this aim is difficult to achieve, students need to learn this subsystem on their own and this process can be aided …
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
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners
Tangible insights on the strategizing of language learners and users
This article presents reflections from 12 experts on language learners strategy (LLS) research. They were asked to offer their reflections in one of their domains of expertise, linking research into LLS with successful language learning and use practices. In essence, they were called upon to provide a review of recent scholarship by identifying areas where results of research had already led to the enhancement of learner strategy use, as well as …
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…
Psychology (37 obras) · Computer Science (25 obras) · EFL/ESL Teaching and Learning (24 obras) · Social Psychology (24 obras) · Linguistics (23 obras) · Mathematics education (23 obras) · Boredom (20 obras) · Social Psychology (19 obras) · Mind wandering and attention (18 obras) · Grit, Self-Efficacy, and Motivation (15 obras)