Prof. Anna Mystkowska-Wiertelak
Anna Mystkowska-Wiertelak is an Associate Professor in the Department of Glottodidactics at the Institute of English Studies, University of Wrocław. Her research interests include second language acquisition theory and research, teacher education, self-regulationan, learner autonomy, form-focused instruction, willingness to communicate, motivation, and learner and teacher engagement. She has authored and co-authored numerous publications in leading journals, including Applied Linguistics, System, Language Teaching Research, Language Learning Journal, Studies in Second Language Learning and Teaching, and the International Journal of Applied Linguistics.
She is also the co-author (with Mirosław Pawlak) of the monographs Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom (Springer, 2012) and Willingness to Communicate in Instructed Second Language Acquisition (Multilingual Matters, 2017).
Prof. Sarah Mercer
Sarah Mercer is Professor of Foreign Language Teaching at the University of Graz, in Austria, where she is Head of the Section of ELT Research and Methodology and Head of the Department of English Studies. Sarah Mercer’s research interests lie in all aspects of language learning psychology (teacher and learner perspectives), particularly in self-related constructs, engagement, agency, affect, belief systems and well-being. She is the author, co-author and co-editor of several books in this area, including Towards an Understanding of Language Learner Self-Concept, Psychology for Language Learning, Multiple Perspectives on the Self in SLA, New Directions in Language Learning Psychology, Positive Psychology in SLA, Exploring Psychology for Language Teachers (winner of the IH Ben Warren Prize), Language Teacher Psychology and Teacher Wellbeing.
Dr. Agata Słowik-Krogulec
Agata Słowik-Krogulec is an Assistant Professor at the Institute of English Studies, University of Wrocław, Poland. She is an applied linguist, teacher trainer, and CELTA and DELTA qualified educator, who specializes in Foreign Language Geragogy (FLG, i.e. foreign language education to older adults). Her principal research areas are, apart from FLG and second language acquisition, lifelong learning, individual learner differences, and positive language education. Her current research adopts a dynamic perspective to investigate the moment-to-moment interplay of emotions, engagement, and well-being in language classrooms, with particular attention to emotional labour, emotion regulation, and processess of contagion.
Dr. Jasrael Stokes
Jasrael Stokes is a post-doctoral researcher at the Section of ELT Research and Methodology in the Department of English at the University of Graz. Her research takes a multimodal approach to examine the contagion and synchronicity of student and teacher engagement in the language classroom. Her research interests include all areas of the psychology of language learning and teaching. She is particularly interested in language learner emotions and cognition and their impact on communication outcomes. She has recently published her PhD research in the Theory and Practice of Second Language Acquisition, with a second article under review.
Dr. Wojciech Wiertelak
Wojciech Wiertelak is an Assistant Professor in the Department of Biochemistry at the Faculty of Biotechnology, University of Wrocław, Poland. His main research interests include the biological proces of glycosylation and data science. He has authored and coauthored 11 publications in the field of biochemistry and molecular biology.
Sophie Thurner
Sophie Thurner is currently pursuing her PhD at the Section of English Language Teaching Research and Methodology in the Department of English at the University of Graz. Her research interests include all aspects of the psychology of language learning and teaching, especially research concerned with engagement, well-being, and multilingualism.
Szymon Wyrwiński
Szymon Wyrwiński is pursuing a PhD in Applied Linguistics at the University of Wrocław. His research interests focus on emotions in teaching, teacher emotional regulation, and cognitive linguistics, with a particular emphasis on Conceptual Metaphor Theory. He is also interested in Critical Discourse Analysis and explores how language reflects and shapes emotional experience and social meaning in educational contexts.
Sabrina Moser
Sabrina Moser is a student assistant at the Institute for English Language Teaching Methodology in Graz. She is currently studying for a Master’s degree in Secondary General Education in English and Geography and Economic Education. Sabrina’s research interests encompass gender studies and all aspects of the psychology of language learning and teaching, particularly language learners’ and teachers’ well-being and engagement.
