Intoduction

Marek Krawiec; Ferit Kılıçkaya; Tomasz Róg

doi:10.17951/lsmll.2023.47.3.1-5

À propos des auteurs

Marek Krawiec
Identifiant ORCID Académie des sciences sociales et économiques de Wielkopolska à Środa Wielkopolska - Académie des sciences appliquées, Institut de néophilologie, ul. Surzyńskich 2, 63-000 Środa Wielkopolska
POLOGNE

Marek Krawiec is an Assistant Professor at the Institute of Modern Languages at Wielkopolska Academy of Social and Economic Sciences (WASE) in Środa Wielkopolska (Poland). In his research he concentrates on various aspects of foreign language learning and teaching. He is particularly concerned with issues related to the project work method, CLIL and the ICC approach. He has authored numerous articles and edited several monographs published in Germany, Poland and the UK.

Important publications:

2020 (with G. Sánchez-Sánchez, & F. J. Ibañez-Lopez): Double responsibility of foreign language teachers. Primary student-teachers’ perceptions of linguistic and cultural content. Glottodidactica. An International Journal of Applied Linguistics, 47(1), 137-159. https://doi.org/10.14746/gl.2020.47.1.08

2020 (with G. Sánchez-Sánchez, & F. J. Ibañez-Lopez): Privileged position of FL teachers in the implementation of a cross-curricular approach in schools. In M. Krawiec, & J. Kic-Drgas (Eds.), Foreign Language Learning and Teaching in Theory, Practice and Research (pp. 53-84). Dr Kovač Verlag. ISBN 9783339119780.

2017: Challenging and channelling cross-curricular content in a language class. Theoretical considerations. Orbis Linguarum, 46, 207-217.

2016: Task-based teaching and learning exemplified through project work. A case of the ‘Agent’ project. In M. Krawiec (Ed.), New Insights into Language Teaching and Learning Practices (pp. 21-40). Sprachlit Verlag. ISBN 9783981696097.

2013: Integration of different school subjects in English language project work at the secondary school level. In A. Grabowska, J. Graca, & L. Smutek (Eds.), Problemy Współczesnej Neofilologii. Wybrane Zagadnienia (pp. 105-116). Państwowa Wyższa Szkoła Zawodowa w Tarnowie. ISBN 9788393277094.

Ferit Kılıçkaya
Identifiant ORCID https://sites.google.com/view/kilickaya/
Université de Burdur Mehmet Akif Ersoy Département de l'enseignement des langues étrangères, Faculté de l'éducation, 15200 Burdur
TURQUIE

Ferit Kılıçkaya is a Professor of ELT in the Department of Foreign Language Education at Burdur Mehmet Akif Ersoy University in Türkiye. His primary academic pursuits encompass both the advantageous and detrimental impacts associated with the integration of technology into language pedagogy and acquisition processes, alongside an emphasis on pertinent aspects of language assessment. Evidencing his scholarly contributions, he has authored numerous academic articles and book chapters, several of which have been disseminated through globally recognized publishing platforms.

Important publications:

2023 (with J. Kic-Drgas): Misuse of AI (Artificial Intelligence) in assignments. Can ai-written content be detected? In R. E. Ferdig, R. Hartshorne, E. Baumgartner, R. Kaplan-Rakowski, & C. Mouza (Eds.), What PreK-12 Teachers Should Know About Educational Technology in 2023. A Research-to-Practice Anthology (pp. 145-149). AACE. ISBN 9781939797728. https://www.learntechlib.org/p/222690/

2023 (with J. Kic-Drgas, G. Seferoğlu, & R. Pereira): Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL. A replication study. ReCALL, 35(2), 143-159. https://doi.org/10.1017/S0958344023000058

2023: Transition to online assessment. Opportunities and challenges for language lecturers in the EFL tertiary context. In M. d. M. Suárez, & W. M. El-Henawy (Eds.), Optimizing Online English Language Learning and Teaching (pp. 153-170). Springer, ISBN 9783031278242. https://doi.org/10.1007/978-3-031-27825-9_8

2022: Preservice EFL teachers’ use of Symbaloo as a learning path to create online activities. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(2), 238-260. http://callej.org/journal/23-2/Kilickaya2022.pdf

2022: Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction. Computer Assisted Language Learning, 35(1-2), 62–87. https://doi.org/10.1080/09588221.2019.1668811

Tomasz Róg
Identifiant ORCID Université d'État des sciences appliquées Stanisław Staszic, Département de philologie, ul. Podchorążych 10, 64-920 Piła
POLOGNE

Tomasz Róg is an Assistant Professor in the Department of Philology in Stanisław Staszic State University of Applied Sciences in Piła (Poland). He is an EFL teacher, teacher trainer, and materials writer. He specialises in applied linguistics, with particular reference to second language acquisition. His research focuses on task-based language teaching, intercultural competence, and creativity. Tomasz Róg has authored papers and monographs and regularly participates in conferences organised in Poland and abroad. His professional experience encompasses teaching subjects pertaining to linguistics, language teaching methodology, BA seminars, and EFL at different levels.

Important publications:

2022: General human learning mechanisms and second language acquisition. In search of an interface. In M. Krawiec, L. Taillefer, M. Felicidad Tabuenca Cuevas, & F. Çakmak (Eds.), Foreign Language Learning and Teaching. Current State of Practice and Research (pp. 13-32). Dr Kovač Verlag. ISBN 9783339127648.

2021: The impact of task complexity and task repetition on L2 lexical complexity. Konin Language Studies, 9(4), 409-433. http://doi.org/10.30438/ksj.2021.9.4.1

2020 (with M. Książek-Róg, Z. Moros-Pałys, & A. Wróbel): Intercultural competence and L2 acquisition in the study abroad context. Journal of Intercultural Communication, 52, 76-91.

2020: Nauczanie języków obcych. Teoria, badania, praktyka. Werset. ISBN 9788365713704.

2017: Successful L3 learning in a study abroad context. A personal narrative. Language and Intercultural Communication, 17(3), 288-305. https://doi.org/10.1080/14708477.2016.1277232

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