Nr. 42 (2023): Studies in Language Education 1

Komplette Ausgabe

pdf (English)

INTRODUCTION

Affect, cognition and ideology in language pedagogy. Introduction to the special issue Studies in Language Education 1

Edyta Wajda, Anna Sańczyk-Cruz

6 - 10

opublikowany: 2023-12-15

pdf (English)

Artykuły

Negative affect in sustained flow: An investigation into adverse consequences of prolonged engagement

Arkadiusz Pietluch

11 - 29

opublikowany: 2023-12-15

pdf (English)

Teacher resilience and the challenges of remote learning: An analysis of perspectives from ELT practitioners

Agnieszka Dudzik, Agnieszka Dzięcioł-Pędich

30 - 53

opublikowany: 2023-12-15

pdf (English)

WORK IN PROGRESS

Motivational strategies used by English teachers in Polish secondary schools and students’ motivated behaviour during lessons

Urszula Sawicka

54 - 72

opublikowany: 2023-12-15

pdf (English)

The TUNJO battery as a predictor of phonetic ability: A survey among English Philology students

Grażyna Gorbacz-Dailida

73 - 93

opublikowany: 2023-12-15

pdf (English)

Polish university students’ and recent graduates’ reflections on discussing controversial topics in American literature courses: a preliminary qualitative study

Marcelina Kalinowska

94 - 109

opublikowany: 2023-12-15

pdf (English)

Nr. 42 (2023): Studies in Language Education 1

Komplette Ausgabe

INTRODUCTION

Affect, cognition and ideology in language pedagogy. Introduction to the special issue Studies in Language Education 1

Artykuły

Negative affect in sustained flow: An investigation into adverse consequences of prolonged engagement

Teacher resilience and the challenges of remote learning: An analysis of perspectives from ELT practitioners

WORK IN PROGRESS

Motivational strategies used by English teachers in Polish secondary schools and students’ motivated behaviour during lessons

The TUNJO battery as a predictor of phonetic ability: A survey among English Philology students

Polish university students’ and recent graduates’ reflections on discussing controversial topics in American literature courses: a preliminary qualitative study

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