Giulia Sulis
Biographic Data
| ID | 5997589 |
|---|---|
| NAME | Giulia Sulis |
| GIVEN NAMES | Giulia |
| FAMILY NAME | Sulis |
| SIGNATURE | SULIS G |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0002-8438-6275 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 41 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Pride in language teaching
In recent years, there has been a growing interest in research on language teacher emotions while relatively fewer studies have focused on language teachers’ professional pride. This study aims to develop and validate a scale for language teacher pride (LTP), and it seeks to understand how this critically important emotion may be linked to other central, conceptually related constructs including wellbeing, work engagement, and burnout. Data were …
A data-based model of language teachers’ psychological literacy
Few teacher education courses address the psychology of language learning and teaching explicitly, despite considerable evidence showing just how important such factors can be in determining the effectiveness of language teaching and learning. In this paper, we report on a study that sought to investigate what two sets of experts believe that language teachers at secondary-level schools might find useful to know about psychology for language lear…
Engagement with English beyond the classroom
Although there has been growing interest in researching engagement within the language classroom, comparatively less is known about how learners interact with and use the target language outside the classroom. To understand how learners in an English as a Foreign Language (EFL) setting engage with English across different contexts of their lives, this qualitative interview study explored behavioural, emotional, and cognitive engagement with Engli…
Language teachers’ capitals as resources for wellbeing across the career trajectories
Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing.While research on teacher career phases provides important insights into their lives, studies exploring teacher wellbeing and capitals they draw on to cope are scarce; and, in the field of language education, virtually nonexistent.In this article, we explore the capitals of 58 language teachers from Austria and the UK in pr…
Learners’ beliefs about multilingualism
The more languages you know, the better you are’
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools
The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five int…
They Are our Future”
While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professiona…
Putting the social into learner agency
While learner agency and self-regulation are known to be interconnected, the factors underlying their dynamic interplay have gone largely overlooked in educational research. This study explores the multifaceted nature of learner agency, focusing on the socially constructed and distributed dimensions of the construct. Data were generated through eight focus groups conducted with 13 secondary students over the course of one school year, and four fo…
Retention and Attrition in Early‐Career Foreign Language Teachers in Austria and the United Kingdom
The issue of early‐career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well‐being plays in fostering teacher retention, this study examines factors affecting the well‐being of early‐career foreign language teachers in the United Kingdom and…
Late-career language teachers in Austria and the UK
This article seeks to explore personal and socio-contextual factors that supported or hindered the wellbeing of 13 late-career language teachers from Austria and the UK. Data were generated through in-depth life-history interviews, and analysed following a Grounded Theory approach (Charmaz, 2006). Findings revealed the interplay of various personal and socio-contextual factors that influenced teachers’ wellbeing and willingness to stay in the pro…
Engagement in the foreign language classroom
While second language (L2) engagement has gained increasing attention in recent years, most empirical research to date has examined this construct in the context of single tasks and under laboratory conditions. Given the ecologically situated and dynamic nature of engagement, there has been a growing call for research investigating this construct beyond isolated tasks and in authentic language classrooms (Hiver, Mercer, & Al-Hoorie, 2021). To fil…
Being a student, becoming a teacher
Pre-service language teacher wellbeing as a complex dynamic system
Pre-service teachers face a number of challenges which might threaten their wellbeing, including negotiating their student and teacher roles, and difficulties in managing their pupils and workload (Day & Gu, 2010). Due to the Covid-19 pandemic, they have been confronted with additional challenges resulting from the transition to online learning and teaching, as well as social problems caused by lockdowns. In this study, we explore the wellbeing o…
Engagement in the foreign language classroom
While second language (L2) engagement has gained increasing attention in recent years, most empirical research to date has examined this construct in the context of single tasks and under laboratory conditions. Given the ecologically situated and dynamic nature of engagement, there has been a growing call for research investigating this construct beyond isolated tasks and in authentic language classrooms (Hiver, Mercer, & Al-Hoorie, 2021). To fil…
Being a student, becoming a teacher
Pre-service language teacher wellbeing as a complex dynamic system
Pre-service teachers face a number of challenges which might threaten their wellbeing, including negotiating their student and teacher roles, and difficulties in managing their pupils and workload (Day & Gu, 2010). Due to the Covid-19 pandemic, they have been confronted with additional challenges resulting from the transition to online learning and teaching, as well as social problems caused by lockdowns. In this study, we explore the wellbeing o…
Learners’ beliefs about multilingualism
They Are our Future”
While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professiona…
Being a student, becoming a teacher
Pre-service language teacher wellbeing as a complex dynamic system
Pre-service teachers face a number of challenges which might threaten their wellbeing, including negotiating their student and teacher roles, and difficulties in managing their pupils and workload (Day & Gu, 2010). Due to the Covid-19 pandemic, they have been confronted with additional challenges resulting from the transition to online learning and teaching, as well as social problems caused by lockdowns. In this study, we explore the wellbeing o…
Retention and Attrition in Early‐Career Foreign Language Teachers in Austria and the United Kingdom
The issue of early‐career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well‐being plays in fostering teacher retention, this study examines factors affecting the well‐being of early‐career foreign language teachers in the United Kingdom and…
Late-career language teachers in Austria and the UK
This article seeks to explore personal and socio-contextual factors that supported or hindered the wellbeing of 13 late-career language teachers from Austria and the UK. Data were generated through in-depth life-history interviews, and analysed following a Grounded Theory approach (Charmaz, 2006). Findings revealed the interplay of various personal and socio-contextual factors that influenced teachers’ wellbeing and willingness to stay in the pro…
Engagement in the foreign language classroom
While second language (L2) engagement has gained increasing attention in recent years, most empirical research to date has examined this construct in the context of single tasks and under laboratory conditions. Given the ecologically situated and dynamic nature of engagement, there has been a growing call for research investigating this construct beyond isolated tasks and in authentic language classrooms (Hiver, Mercer, & Al-Hoorie, 2021). To fil…
Putting the social into learner agency
While learner agency and self-regulation are known to be interconnected, the factors underlying their dynamic interplay have gone largely overlooked in educational research. This study explores the multifaceted nature of learner agency, focusing on the socially constructed and distributed dimensions of the construct. Data were generated through eight focus groups conducted with 13 secondary students over the course of one school year, and four fo…
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools
The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five int…
They Are our Future”
While the emotion of pride has received increasing attention in general psychology, it has gone largely overlooked in the field of education generally, and language education specifically. This study explores the sources of pride reported by 140 English language teachers from various contexts across the globe. Data were generated through an online survey using a series of open‐ended items addressing various dimensions of participants' professiona…
Language teachers’ capitals as resources for wellbeing across the career trajectories
Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing.While research on teacher career phases provides important insights into their lives, studies exploring teacher wellbeing and capitals they draw on to cope are scarce; and, in the field of language education, virtually nonexistent.In this article, we explore the capitals of 58 language teachers from Austria and the UK in pr…
Learners’ beliefs about multilingualism
The more languages you know, the better you are’
Pride in language teaching
In recent years, there has been a growing interest in research on language teacher emotions while relatively fewer studies have focused on language teachers’ professional pride. This study aims to develop and validate a scale for language teacher pride (LTP), and it seeks to understand how this critically important emotion may be linked to other central, conceptually related constructs including wellbeing, work engagement, and burnout. Data were …
A data-based model of language teachers’ psychological literacy
Few teacher education courses address the psychology of language learning and teaching explicitly, despite considerable evidence showing just how important such factors can be in determining the effectiveness of language teaching and learning. In this paper, we report on a study that sought to investigate what two sets of experts believe that language teachers at secondary-level schools might find useful to know about psychology for language lear…
Engagement with English beyond the classroom
Although there has been growing interest in researching engagement within the language classroom, comparatively less is known about how learners interact with and use the target language outside the classroom. To understand how learners in an English as a Foreign Language (EFL) setting engage with English across different contexts of their lives, this qualitative interview study explored behavioural, emotional, and cognitive engagement with Engli…
Pedagogy (8 works) · Psychology (8 works) · EFL/ESL Teaching and Learning (6 works) · Social Psychology (5 works) · Sociology (5 works) · Mathematics education (4 works) · Second Language Learning and Teaching (4 works) · Teacher Professional Development and Motivation (4 works) · Cognitive psychology (3 works) · Computer Science (3 works)