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Language teachers’ interpersonal learner-directed emotion-regulation strategies

Language teaching research : LTR, 2022-11, Vol.26 (6), p.1082-1105

2022

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Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective

Language teaching research : LTR, 2016-09, Vol.20 (5), p.654-671

2016

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To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task

Language teaching research : LTR, 2022-03, p.136216882210793

Bielak, Jakub

2022

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The Effect of Strategy Instruction on English Majors’ Use of Affective Strategies and Anxiety Levels

Challenges of Second and Foreign Language Education in a Globalized World, 2018, p.227-249

2018

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An Investigation of Affective Reactions to the First-Time Administration of an English Oral Elicited Imitation Test and Oral Narrative Test

Studia Anglica Posnaniensia, 2020-03, Vol.55 (1), p.49-78

2020

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Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology

System (Linköping), 2020-06, Vol.90, p.102208-16, Article 102208

2020

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Autonomy in Second Language Learning: Managing the Resources

2016

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Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives

The Modern language journal (Boulder, Colo.), 2024-08

2024

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A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness

Language teaching research : LTR, 2023-10

2023

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Congenital Hyperinsulinaemic Hypoglycaemia-A Review and Case Presentation

Journal of clinical medicine, 2022-10, Vol.11 (20), p.6020

2022

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Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

Studies in second language learning and teaching, 2013-10, Vol.3 (4), p.581-619

2013

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Teaching English tense and aspect with the help of cognitive grammar: An empirical study

Studies in second language learning and teaching, 2011-10, Vol.1 (3), p.365-400

2011

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Classroom-Oriented Research: Achievements and Challenges

1, 2013

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The link between learner engagement and self‐regulation. A multiple case study

International journal of applied linguistics, 2024-05, Vol.34 (2), p.709-727

2024

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Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English Tense and Aspect

1. Aufl., 2013

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PRZEKONANIA STUDENTÓW FILOLOGII ANGIELSKIEJ NA TEMAT NAUCZANIA GRAMATYKI

Neofilolog, 2019-09, Vol.1 (42/1), p.77-93

2019

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Contemporary Issues in Foreign Language Education: Festschrift in Honour of Anna Michońska-Stadnik

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New Perspectives in Language, Discourse and Translation Studies

1. Aufl., 2011

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Autonomy in Second Language Learning

1, 2017

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Cognitive Linguistics and Foreign Language Pedagogy: An Overview of Recent Trends and Developments

Extending the Boundaries of Research on Second Language Learning and Teaching, p.241-262

Bielak, Jakub

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Teaching English tense and aspect with the help of cognitive grammar:An empirical study

Studies in second language learning and teaching, 2011, Vol.I (3), p.365-400

2011

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Polish Students’ Perceptions of English as an International Language

Awareness in Action, 2014, p.253-268

2014

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Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

Studies in second language learning and teaching, 2013, Vol.III (4), p.581-619

2013

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Classroom-oriented Research: Achievements and Challenges

2014

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Exploring Advanced Learners’ Beliefs About Pronunciation Instruction and Their Relationship with Attainment

Teaching and Researching the Pronunciation of English, p.3-22

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Language teachers’ interpersonal learner-directed emotion-regulation strategies

Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective

To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task

The Effect of Strategy Instruction on English Majors’ Use of Affective Strategies and Anxiety Levels

An Investigation of Affective Reactions to the First-Time Administration of an English Oral Elicited Imitation Test and Oral Narrative Test

Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology

Autonomy in Second Language Learning: Managing the Resources

Emotions and emotion regulation in L2 classroom speaking tasks: A mixed‐methods study combining the idiodynamic and quantitative perspectives

A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness

Congenital Hyperinsulinaemic Hypoglycaemia-A Review and Case Presentation

Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

Teaching English tense and aspect with the help of cognitive grammar: An empirical study

Classroom-Oriented Research: Achievements and Challenges

The link between learner engagement and self‐regulation. A multiple case study

Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English Tense and Aspect

PRZEKONANIA STUDENTÓW FILOLOGII ANGIELSKIEJ NA TEMAT NAUCZANIA GRAMATYKI

Contemporary Issues in Foreign Language Education: Festschrift in Honour of Anna Michońska-Stadnik

New Perspectives in Language, Discourse and Translation Studies

Autonomy in Second Language Learning

Cognitive Linguistics and Foreign Language Pedagogy: An Overview of Recent Trends and Developments

Teaching English tense and aspect with the help of cognitive grammar:An empirical study

Polish Students’ Perceptions of English as an International Language

Teaching the English active and passive voice with the help of cognitive grammar: An empirical study

Classroom-oriented Research: Achievements and Challenges

Exploring Advanced Learners’ Beliefs About Pronunciation Instruction and Their Relationship with Attainment

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