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

Preface
Introduction
Contents
About the Contributors
Part I: Focus on the Teacher
Conflict Prevention and Management in Language Education
1 Introduction
2 The Nature of Conflict Definition and Typology
3 Etiology of Classroom Conflict
4 Twentieth Century Approaches to Shaping Learner Behaviour: Classroom Management Models
5 Twenty-First Century Agreement on Conflict Prevention and Management
6 Conclusions
References
Reflexivity-Becoming: Lessons from Reflective Tasks
1 Introduction
2 Theoretical Framework
3 Five Reflection-Based Studies
3.1 Study 1: Critical Incidents
3.2 Study 2: Autobiography
3.3 Study 3: Written Narratives
3.4 Study 4: Metaphors
3.5 Study 5: Duoethnography
4 Discussion
5 Implications
6 Conclusion
References
Verbal and Nonverbal Teacher Affectivity in an EFL Classroom: A Pre-service Teachers’ Perspective
1 Introduction
2 Teacher Talk as Classroom Discourse: Functions and Characteristics
3 Expression of Affectivity in Teacher Talk
3.1 Language Is Us
3.2 Verbal Affectivity in Teacher Talk
3.3 Nonverbal Affectivity in Teacher Talk
4 The Emotionality of Teacher Talk: The Case of Pre-service EFL Teachers (the Study)
4.1 Methodology and the Aim of the Study
4.2 Participants
4.3 Data Collection Instruments and Procedures
4.4 Results of the Study
Challenges of Identifying Indicators of Affect
Verbal and Non-verbal Indicators of Affect in Trainees’ Classroom Discourse (Data)
5 Discussion
6 Conclusions and Implications for FL Teacher Training Programmes
7 Final Remarks
Appendix
References
Teacher Identity (Re)construction in the Process of EFL Teacher Education
1 Introduction
2 The Concept of L2 Teacher Identity
3 The Study
3.1 Participants
3.2 Data Collection
3.3 Data Analysis
4 Findings and Discussion
4.1 Findings: Disciplinary Identity
4.2 Findings: Language-Related Identity
4.3 Findings: Self-Knowledge and Awareness
5 Conclusion and Implications
References
Teacher Feedback to Writing of Secondary School Learners of English in the Polish Classroom Context
1 Introduction
2 The Role and Benefits of Teacher Feedback
3 Guiding Principles for Effective Feedback
4 The Study
4.1 Participants and Data Collection
4.2 Results and Analysis
Questionnaire Results and Analysis
Interview Results and Analysis
5 Discussion
6 Conclusions
Appendices
Appendix 1: Questionnaire
Teaching EFL Writing in High School
Appendix 2: Interview
References
Exploring Teacher Engagement on the Example of Polish FL Teachers
1 Introduction
2 Work Engagement
2.1 The Utrecht Work Engagement Scale
3 Teacher Work Engagement
3.1 Teacher Self-Efficacy, Job Satisfaction and Engagement
3.2 Teacher Personality
3.3 Teachers Work Engagement Scale
4 The Study
4.1 Research Questions
4.2 The Participants
4.3 The Instrument
5 Analysis of the Data
5.1 The Quantitative Analysis
Engagement According to the Four Variables
Engagement According to the Gender of the Participants
Engagement According to the Teaching Experience of the Participants
5.2 The Qualitative Analysis
Positive Comments about Engagement
Negative Comments About Engagement
6 Discussion
7 Conclusions
References
The Challenges of Implementing CLIL in the Polish EFL Educational Context
1 Introduction
2 CLIL as a Platform for ‘Integration’ in Early Primary Education
3 Pluriliteracies Approach to Teaching for Learning – Another Version of CLIL
4 Challenges of Implementing CLIL in Early Primary Mainstream Education – The Classroom Based Research
5 Challenges of Implementing CLIL with Secondary School Learners – The Classroom Based Research
6 Conclusions and Implications
References
European Documents
Polish National Documents
Part II: Focus on the Learner
Current Issues in FL Learning and Teaching in the Context of the Visually Impaired Learners
1 Introduction
2 From Marginalization to Inclusion
3 Emergence of New Terminology
4 Legal Policies and Frameworks: International and EU Perspectives
5 Languages for All
6 FL Learning and Teaching: Findings, Recommendations
7 Conclusions
References
Fostering Learner Autonomy and Intercultural Learning Through Face-to-Face Mobility and Virtual Exchange: PluriMobil Resources
1 Introduction
2 Theoretical Background
2.1 Learner Autonomy
2.2 The Interdependence Between Learner Autonomy and ICC
3 PluriMobil Resources and Learner Autonomy
3.1 Strategy Instruction
3.2 Developing Reflective Skills
3.3 Guidance on Self-Directed Learning
3.4 Soft Skills
4 Conclusions
References
Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Context
1 Introduction
2 Willingness to Communicate
3 Learner Engagement
4 Purpose
5 Method
5.1 Participants
5.2 Procedure, Instrumentation and Analysis
6 Results
6.1 Principal Component Analysis (PCA)
6.2 Descriptive Statistics
6.3 Correlations
6.4 Regression Analysis
Linear Multiple Regression
Hierarchical Multiple Regression
7 Discussion
8 Conclusion
Appendix: Factor Loadings from PCA
References
Dynamic Relationships Between Lexical Frequency Levels in L2 English Writing at Secondary School: A Learner Corpus Analysis
1 Introduction
2 Complex Dynamic Systems Theory
3 Lexical Sophistication in CDST
4 Method
4.1 Research Aim and Questions
4.2 Research Method
4.3 Research Participants
4.4 Data Collection
4.5 Data Analysis
5 Results
5.1 The Development of Lexical Sophistication
5.2 The Relationships Between Lexical Frequency Levels
6 Discussion
7 Conclusions
Appendix
References
Empirical Verification of the Relationship Between Personality Traits and EFL Attainments
1 Introduction
2 The Big Five Traits and English as a Foreign Language (EFL) Attainments
3 Rationale of the Study
4 Method
4.1 Participants
4.2 Instruments
4.3 Procedure
5 Results
6 Discussion
7 Conclusions and Recommendations for Classroom Practices
References
Language Anxiety of Older Adults in an Online and In-class EFL Course: Results of a Pilot Study
1 Introduction
2 Literature Review
2.1 Older Adults as FL Learners
2.2 Language Anxiety and Its Effects on FL Learning and Use
2.3 Causes of LA
3 Method
3.1 Research Questions
3.2 Participants
3.3 The Context of the Study
3.4 Instruments, and Data Collection and Analysis Procedures
4 Presentation of Results
4.1 Quantitative Data
4.2 Qualitative Data
5 Discussion
6 Conclusions
References
Digital Language Learning Strategies Subject to Change or Not – Post Pandemic Reflections
1 Introduction
2 Literature Review
2.1 The Origin of Language Learning Strategies Studies
2.2 Language Learning Strategies in Digital Environment – Overview
2.3 Strategies as Means to Develop Autonomy and Responsibility for Learning
2.4 Research Instruments for Strategic Learning
2.5 Studies on Language Learning Strategies during COVID-19 Pandemic
3 Aims of the Study
4 Methodology
4.1 Data Analysis of the Results – Factor Analysis
4.2 The Use of Digital Strategies in the Perception of the Learners
4.3 Analysis of the Use of Digital Learning Strategies
Comparison of the Frequency of the Use of the Digital Strategies over the Years
Comparison of the Use of the Digital Strategies in the Pandemic
5 Indication for the Future
6 Conclusions
References
Lights and Shadows of Studying Online: University Students’ Perspective
1 Introduction
2 Distance Education (DE)
3 Digital Competences
4 COVID-19 Pandemic
5 The Study
5.1 Context and Participants
5.2 Instrument
5.3 Data Analysis
5.4 Results
Quantitative Results
5.5 Discussion
6 Conclusion
References