Anna Mystkowska‐Wiertelak
Dados Biográficos
| ID | 6480075 |
|---|---|
| NOME | Anna Mystkowska‐Wiertelak |
| PRENOMES | Anna |
| SOBRENOME | Mystkowska‐Wiertelak |
| ASSINATURA | WIERTELAK A M |
| AFILIAÇÕES | Uniwersytet Kaliski im. Prezydenta Stanisława Wojciechowskiego |
| ORCID | 0000-0002-9930-3030 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
A Retrospective Longitudinal Study of Advanced Learners' Engagement in Language Learning
This study explored learners’ engagement trajectories through the language learning histories of 11 university students majoring in English. The decision to focus on English majors was based on the assumption that their advanced proficiency and long‐term exposure to language learning would result in more critical incidents, greater self‐awareness, and deeper reflection than typically seen in less experienced learners. This study adopted a retrosp…
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…
Investigating the dynamic nature of L2 willingness to communicate
Polish Students’ Perceptions of English as an International Language
Investigating the dynamic nature of L2 willingness to communicate
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…
Polish Students’ Perceptions of English as an International Language
Investigating the dynamic nature of L2 willingness to communicate
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…
A Retrospective Longitudinal Study of Advanced Learners' Engagement in Language Learning
This study explored learners’ engagement trajectories through the language learning histories of 11 university students majoring in English. The decision to focus on English majors was based on the assumption that their advanced proficiency and long‐term exposure to language learning would result in more critical incidents, greater self‐awareness, and deeper reflection than typically seen in less experienced learners. This study adopted a retrosp…
EFL/ESL Teaching and Learning (6 obras) · Psychology (5 obras) · Social Psychology (4 obras) · Linguistics (3 obras) · Mathematics education (3 obras) · Social Psychology (3 obras) · Cognitive psychology (2 obras) · Conceptualization (2 obras) · Context (archaeology (2 obras) · Dynamics (music) (2 obras)