Position: University Professor

Education: MA in English Philology, PhD in Humanities, D.Litt. in Linguistics

Research interests: reading in L2, literacy, lexical development, learning strategies, training teachers of English as a foreign language and teacher development, language and emotions, language and identity, language and gender,  literature and language learning



Selected publications

  • Monographs:

Phonolapsology of graded readers in EFL: Theory, analysis application (2014). With W. Sobkowiak. Poznań: Wydawnictwo Naukowe UAM. ISBN 978-83-232-2811-0; ISSN 0554-8144.

Psycholinguistic and socio-cultural perspectives on native and foreign language reading (2008). Opole: Wydawnictwo Uniwersytetu Opolskiego.

Ways with words. Strategies of lexical acquisition. 2001. Uniwersytet Opolski: Studia i monografie nr 302. Opole: Wydawnictwo Uniwersytetu Opolskiego.

  • Co-Editor:

New media and perennial problems in foreign language learning and teaching (2015). Cham: Springer. 228 pages ( with M. Adams-Tukiendorf & P. Wilk)

Variability and stability in foreign and second language learning contexts (2012). Newcastle upon Tyne: Cambridge Scholars Publishers (with E. Piechurska-Kuciel).

Crossing the borders: English studies at the turn of the century (1998). Opole: Wydawnictwo Uniwersytetu Opolskiego (with I. Dobosiewicz & J. Zalewski).

  • Recent papers (years 2018-2010):

Tinker, tailor …: Creativity in foreign language learning and teaching. In M. Pawlak & A. Mystkowska-Wiertelak(eds.), Challenges of second and foreign language education in a globalized world (2018), pp.89-106. Springer International Publishing, Switzerland

Paper-bound online readers: Revisiting reading strategies of foreign language learners. In P. Łozowski & K. Stadnik (eds.), Visions and revisions.Studies in theoretical and applied linguistics (2016), pp. 147-158. Łódź Studies in Language: Volume 44. Frankfurt am Main, Berlin, Bruxelles, new York, Oxford, Wien: Peter Lang.

Activating character strengths through poetic encounters in a foreign language – a case study. In D. Gabryś-Barker & D. Gałajda (eds.), Positive psychology perspectives on foreign language learning and teaching (2016) (pp.75-92). Springer International Publishing, Switzerland.

Teaching matters: Enjoyment and job satisfaction. In D. Gałajda, P. Zakrajewski, & M. Pawlak (eds.), Researching second language learning and teaching from a psycholinguistic perspective. Studies in honour of Danuta Gabryś-Barker (2016) (pp. 167-182). Springer International Publishing, Switzerland.

The effects of working on multi-word expressions on the development of lexical competence: A case of 25 students enrolled in one course (2014). In N. Lavidas, T. Alexiou & A-M. Sougari (eds.), Major trends in theoretical and applied linguistics: Selected papers from the 20th International Symposium on Theoretical and Applied Linguistics (April 1-3, 2011) pp. 301-315. London: Versita.

“in time of daffodils who know’’ – reading poetry in a foreign language classroom. (2013) In E. Mańczak-Wohlfeld and M. Jodłowiec (eds.). Exploring the microcosm and macrocosm of language teaching and learning. A festschrift on the occasion of 70th birthday of Professor Anna Niżegorodcew, (pp. 93-104). Kraków: Jagiellonian University Press.

Old and new literacies in a foreign language classroom.(2013). In M. Kleban & E. Willim (Eds.), PASE papers in linguistics (pp. 263-276). Kraków: Jagiellonian University Press.

Crosslinguistic influence in L1 and L2 reading. Proceedings of the 10th International Congresss of the International Society of Applied Psycholingustics. June 26-29, 2013, Moscow Russia. Natalia V. Ufimtseva; Anna A. Stepanova, Denis V. Makhovikov, Larisa S. Zhukova (eds). Moscow:RUDN – Institute of Linguistics RAN – MIL S. 126

What does it feel like to use English?  Empirical evidence from EFL students (2013). In E. Piechurska-Kuciel and E. Szymańska-Czaplak (eds.), Language in cognition and affect, second language learning and teaching (pp. 219-237), DOI: 10.1007/978-3-642-35305-5_13,  Springer-Verlag Berlin Heidelberg 2013

Reading poems in foreign language learning contexts – an educational option (2013). Journal of the Worldwide Forum on Education and Culture 4 (1): 61-72.

Blending literature and foreing language learning: Current approaches. In: Gabryś-Barker, D., E. Piechurska-Kuciel, & J. Zybert (eds). (2013) Investigations in teaching and learning languages: Studies in honour of Hanna KomorowskaBerlin: Springer. 217-232.

Identification and verbal expression of emotions by users of English as a foreign language. In: Gabryś-Barker, D. & J. Bielska (eds). (2013) The affective dimension in second language acquisitionClevendon: Multilingual Matters. 153-166.

Expressing emotions in the native and the foreign language – a cross-linguistic study.(2012).  Journal of the World Wide Forum on Education and Culture, 3/1, 55-65.

Język i tożsamość – przypadek studentów filologii angielskiej Uniwersytetu Opolskiego. W: Kossakowska-Jarosz, K. i J. Nocoń (red.). (2012), Filologiczny widnokrąg. Obrazy stare i nowe. Opole: Wydawnictwo Uniwersytetu Opolskiego. 385-396.

Identity and language: A foreign language learning perspective. In : Piechurska-Kuciel, E. & L. Piasecka (eds). (2012) Variability and stability in foreign and second language learning contexts. Newcastle upon Tyne: Cambridge Scholars Publishers. 116-133.

Sensitizing foreign language learners to cultural diversity through developing Intercultural Communicative Comptetence. In: Arabski, J. & A. Wojtaszek (eds). (2011) Aspects of Culture in Second Language Acquisition and Foreign Language Learning. Berlin: Springer. 21-33.

Current views on foreign language reading motivation. In: Arabski, J. & A. Wojtaszek (eds). (2011) Individual learner differences in SLA. Bristol, Buffalo, Toronto: Multilingual Matters. 271-283.

Teachers’ use of Internet resources for preparing English lessons. In: Pawlak, M. (ed). (2011). Extending the boundaries of research on second language learning and teaching. Berlin, Heidelberg: Springer. 51-60.

Trudności w rozwijaniu sprawności receptywnych – jak wspierać ucznia w nauce czytania ze zrozumieniem. In: Komorowska, H. (ed). (2011). Nauka języka obcego w perspektywie ucznia. Warszawa: Łośgraf. 259-276.

Reading in Polish and national identity in nineteenth century Silesia (with I. Dobosiewicz). In: Towheed, Sh. & W.R. Owens (eds). (2011). The history of reading. International perspectives, c.1500-1990. Vol. 1. Basingstoke, New York: Palgrave Macmillan. 101-116.

The role of phonemic awareness in the development of L1 and L2 reading. In: Arabski, J. & A. Wojtaszek (eds). (2011) The acquisition of L2 phonology. Bristol, Buffalo, Toronto: Multilingual Matters. 108-122.

Reading space in a foreign language classroom. In: Ciuk, A. & K. Molek-Kozakowska (eds). (2010). Exploring space: Spatial notions in cultural, literary and language studies. Vol. 2: Space in language studies. Newcastle upon Tyne: Cambridge Scholars. 326-335.

Gender differences in L1 and L2 reading. In: Arabski, J. & A. Wojtaszek (eds). (2010). Neurolinguistic and psycholinguistic perspectives on SLA. Bristol, Buffalo, Toronto: Multilingual Matters, 145-159.