http://hdl.handle.net/11320/15967 2026-06-01T19:15:06Z 2026-06-01T19:15:06Z Kalinowska, Marcelina http://hdl.handle.net/11320/15979 2024-02-05T11:36:24Z 2023-01-01T00:00:00Z

Tytuł: Polish university students’ and recent graduates’ reflections on discussing controversial topics in American literature courses: a preliminary qualitative study Autorzy: Kalinowska, Marcelina Abstrakt: Exploring contentious subjects in literature courses can provide students with cognitive, social, and emotional benefits (Flynn & Rivera 2022; Rybakova et al. 2013). Hand and Levinson (2012) note that discussion is commonly considered as the most effective means to explore sensitive topics in the classroom. According to Flynn and Rivera (2022), teachers should seek appropriate pedagogical approaches to engage students in meaningful discussions on controversial issues. Critical pedagogy, most famously promoted by Paulo Freire, a Brazilian educator striving for social justice, may be useful in foreign literature classes to help create an inclusive environment for awareness-raising discussions on challenging topics, especially concerning social inequities and politics (Darder et al. 2009; Kincheloe 2008; McLaren 2009). This research explores Polish university students’ and recent graduates’ perceptions of discussing controversial topics in American literature classes. Written critical reflection prompts were administered to fifteen Polish university students and graduates to gather qualitative data, which were subsequently evaluated using content analysis. The study revealed that classroom discussions on sensitive issues can benefit Polish students, provided that American literature instructors remain impartial, promote inclusivity, and raise awareness of cultural and linguistic differences between Poland and the United States. In light of this, critical pedagogy is recommended as an effective approach to teaching controversial topics.

2023-01-01T00:00:00Z Gorbacz-Dailida, Grażyna http://hdl.handle.net/11320/15977 2024-02-05T11:19:37Z 2023-01-01T00:00:00Z

Tytuł: The TUNJO battery as a predictor of phonetic ability: A survey among English Philology students Autorzy: Gorbacz-Dailida, Grażyna Abstrakt: Some learners are more successful in foreign language mastering than others. Among the plausible explanations discussed in the literature (Carroll 1981; Skehan 1991; Dörnyei 2005; Stansfield & Reed 2019; Griffiths & Soruç 2020), the concept of foreign language aptitude (FLA) is regarded as one of the key factors that can influence or predict learners’ success in the process of foreign language acquisition. The present pilot quantitative study aims to assess the extent to which learners’ level of foreign language aptitude can be correlated to their general phonological ability based on the example of first-year MA English Philology students (N=10). To assess the students’ level of aptitude, the Polish adaptation of the Modern Language Aptitude Test (MLAT), called the Test of Aptitude for the Learning of Foreign Languages (Test Uzdolnień do Nauki Języków Obcych – TUNJO), was used. On the other hand, to measure their level of phonetic ability, the test, which focused on several chosen areas covered during practical and theoretical phonetics classes during the BA programme, was constructed and submitted to the group. The quantitative data gathered throughout those two stages were subsequently analysed and interpreted. The results obtained revealed no significant correlation between the students’ level of aptitude and their general phonetic ability. Other individual differences and affective factors in language learning, alongside the structure of the measuring tools and the measurement itself, may justify the apparent lack of correlation.

2023-01-01T00:00:00Z Sawicka, Urszula http://hdl.handle.net/11320/15974 2024-02-05T10:37:17Z 2023-01-01T00:00:00Z

Tytuł: Motivational strategies used by English teachers in Polish secondary schools and students’ motivated behaviour during lessons Autorzy: Sawicka, Urszula Abstrakt: Motivation is widely considered to be an aspect significantly affecting success in learning a foreign language. While motivation might be developed and maintained by different factors, it is crucial for learning to occur in an environment that is beneficial for the process. Teachers, being responsible for creating the classroom environment, can notably influence students’ motivation through the use of various strategies, and therefore impact their success in learning the language. This study attempts to examine and analyse motivational strategies used by teachers during English lessons in secondary schools, as well as consider students’ motivated behaviour in the classroom. In order to determine what strategies teachers use and how learners’ engagement changes, multiple classroom observations were conducted with the use of an observational sheet adapted from Dörnyei and Guilloteaux (2008). The strategies used by the teachers are analysed in terms of their possible relationship with the variables of students’ motivated behaviour. The presented results suggest that the majority of observed teachers frequently provide students with neutral feedback, while strategies such as promoting integrative values, including individual competition, or promoting instrumental values remain unpopular and not used. The total use of strategies declines from the beginning of the lesson to its final part. Some teachers generally use noticeably more motivational strategies than others. Students’ motivated behaviour was assessed, and the results imply fairly diverse engagement among the observed groups. No correlation was found between teachers’ motivational practices and students’ motivated behaviour. Further research should include a bigger sample and study other factors that could have an impact on students’ motivation.

2023-01-01T00:00:00Z Dudzik, Agnieszka Dzięcioł-Pędich, Agnieszka http://hdl.handle.net/11320/15973 2024-02-05T10:21:08Z 2023-01-01T00:00:00Z

Tytuł: Teacher resilience and the challenges of remote learning: An analysis of perspectives from ELT practitioners Autorzy: Dudzik, Agnieszka; Dzięcioł-Pędich, Agnieszka Abstrakt: It seems that the ELT 3 world is mostly focused on language learner resilience: students are encouraged to build their resilience to enhance the learning process and improve their mental health. The question arises, however, of what the importance of resilience for language teachers is, especially within the context of online education necessitated by the Covid-19 pandemic. The aim of this article is to present the results of a research project conducted among an international group of English language teachers. The respondents were asked how they understand the concept of resilience, what challenges they had to overcome when they were teaching online, what strategies for dealing with stress they used, and how their learners’ adaptation to online education affected their mental wellbeing. Based on the research results, some practical solutions are suggested that might be of use for educators teaching online.

2023-01-01T00:00:00Z