Malczewska-Webb, Beata

English

According to the UNESCO, the number of students who studied at universities outside their home countriesreached 4 million in 2012, which means it doubled in 12 years. The phenomenon of internationalisation andinternational student mobility has been at the centre of attention of researchers from many perspectives overthe last decade. These perspectives examine the educational, administrative, and financial aspects ofpromoting the international student mobility and improving the students’ experience in the process ofeducating ‘the global citizen’. It is vital to understand the factors which influence students’ choice ofdestination not just for the well-being of many educational institutions in Australia, but for many countrieswhich attract or want to attract international students. The aim of this paper is to examine positive emotionsand feelings students experience when they study and live in Australia. The paper is based on thequantitative and qualitative survey data collected over four years and extended to 1066 students from 58countries. The paper explores factors which contribute to the experience of studying in another country suchas prior educational experience, preparation for the outward student mobility, the role of home and hostinstitutions and the new relationships students establish with their peers, lecturers or work friends. It is hopedthat the research undertaken for this paper will contribute to developing a universal framework for positiveexperience of international student mobility

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Bond UniversityResearch RepositoryInternational student mobility: What makes them happy?Malczewska-Webb, BeataPublished: 01/05/2015Document Version:Publisher's PDF, also known as Version of recordLink to publication in Bond University research repository.Recommended citation(APA):Malczewska-Webb, B. (2015). International student mobility: What makes them happy?. 32. Abstract from 27thInternational Conference on Foreign/Second Language Acquisition, Szczyrk, Poland.General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.For more information, or if you believe that this document breaches copyright, please contact the Bond University research repositorycoordinator.Download date: 12 Apr 2020Conference ProgrammeThursday, 21 May 201507:30 – 08.30 Breakfast 08.30- 09:00Conference opening: Prof. Rafał Molencki, Dean of the Faculty of Philology at the University of Silesia                                       Prof. Andrzej Łyda, Director of the Institute of English at the University of SilesiaPlenary sessions  Chair: Janusz Arabski / Andrzej Łyda09:00– 10:00Peter D. MacIntyre       Positive Psychology for SLA: Principles, Practice and Promise10:00-11:00Rebecca OxfordPositive Psychology and Language Learning: The EMPATHIC Vision11:00 – 11:30 Coffee break   Section A  PosPsy: learners´ well-beingChair:  Tammy GregersenSection B  PosPsy: Affective traitsChair: Grażyna Kiliańska-PrzybyłoSection C  PosPsy:Positive interventions Chair: Joanna NijakowskaSection DSLA: Vocabulary, speaking, communicationChair: Andrzej Porzuczek11:30-12:00Anna Michońska-StadnikForeign language learning from  the perspective of individual well-  beingBihua ChenThe relationship between speaking  and personality, positivity and  learning strategies. A correlational  studyMałgorzata JedynakFL learning as a therapeutic tool for the  blind and partially sightedJoanna PituraWhat distinguishes high from low achievers  in tests of speaking? An analysis of  contextual features on the example of  lower secondary school students12:00-12:30Danuta Gabryś-BarkerCaring and sharing in the foreign  language class: on a positive classroom climateMuhammad Arfan LodhiRelationship of emotional  intelligence and ESL learning at  graduate levelMonika Wołoszyn-DomagałaPositive psychology involved in  instructing grammar to develop spotty  sociocultural and linguistic knowledge  of PHSEnikő MartonResources to promote the willingness to  communicate in the L2 in bilingual settings  (comparative data from Finland and Italy)12:30-13:00Dagmara Gałajda“I think (positively) therefore I  am”. On the relationship between  positive academic self-concept  and effective teamwork in group  facilitationEwa Piechurska-KucielSelf-regulatory efficacy and FL  attainmentMargarita Meza, Jessica St.John, Ashley Beaird, Elizabeth VanGorp, Jagoda Polchlopek,A case study on the influence of positive  psychology interventions:  An insider  perspectiveOlson TuckerCorrecting learners without shutting them  down113:00-13:30Paweł Zakrajewski Eustress – positive stress among  interpreting trainees. Trainees’  perspectiveJean Marc Dewaele,Peter D. MacIntyreDo girls have all the fun? Anxiety  and enjoyment in the foreign  language classroomKyle Talbot, Kate FineganFostering grit and initiative through  strengths based individualized projectsMirosław Pawlak, Anna Mystkowska-Wiertelak, Jacek RysiewiczWillingness to communicate among Polish  students majoring in English as measured  by a new data colleciton instrument13:30 15:00 LUNCHPlenary sessions                                                                                                                                                                                       Chair: Rebecca Oxford15:00-16:00David Singleton, Simone PfenningerGiving the individual a voice – exploring learners´ insights regarding age in relation to long-term instructional experience16:00-17:00Hanna KomorowskaIn defence of difficulty:  are “negative” feelings really negative?17:00-17:30 Coffee break   Section A  PosPsy: Affective traitsChair:Ewa Piechurska-Kuciel Section BPosPsy: Becoming positive teachersChair:Zbigniew MożejkoSection C  MultilingualismChair: Danuta Gabryś-BarkerSection DSLA: phonology and phoneticsChair: Arkadiusz Rojczyk17:30-18:00Katarzyna Ożańska-PonikwiaPersonality, emotional  intelligence and L2 use in an  immigrant contextAnna Maria BrzostyńskaPositive and negative feelings  about the roles of foreign language  teachersMaria Spiechowicz“Joseigo” and “danseigo” taught to  beginner level students of JapaneseEwa Waniek-Klimczak, Andrzej Porzuczek, Arkadiusz RojczykPronunciation is important, so (because?)  I'm  good at it: Motivation as a reason for  and a result of success in FL learning18:00-18:30Christina GkonouPositive psychology and language  anxietyIwona DroniaExperiencing negative emotions  while teaching. Teaching roles and  styles as potential face-threatening  behavioursIngrid Bello-Rodzeń Students’ Linguistic Biographies in L3 In-structionMirosław PawlakInvestigating the use of pronunciation  learning strategies in form-focused and  meaning-focused activities18:30-19:00Magdalena SzyszkaNon-anxious L2 learners´  approaches to pronunciation  learningAnna WieczorekHigh inhibitions and low self-esteem as factors contributing to  foreign language teacher stressAyana NamdakovaLanguage Transfer from Native into  English by Multilingual Students Martin HintonVarieties of pronunciation: perception and  performance19:00-19:30Ali S. AlghonaimSaudi Arabia students´  perceptions and attitudes towards  Elena Gallo“I want to be a happy teacher”.  How emotions impact teacher  Małgorzata Szupica-PyrzanowskaAn attempt to diminish L1 influence.  Morphological and phonological  Xin GaoStudy of the acquisition of Russian  declarative intonation (ИК-1) by Chinese-2communicative and non-communicative activities and their  relationship to foreign language  anxietyprofessional development contributions to the inflectional deficit  in adult L2 acquisition speaking learners19:30-20:00Ahmad NazariForeign language assessment:  laughter and students´  performanceBeata Malczewska-WebbInternational student mobility:  What makes them happy?20:00:00 DinnerFriday, 22 May 201507:30 – 08:30 Breakfast Plenary sessions                                                                                                                                                                                             Chair: Peter D.  MacIntyre08:30– 09:30Tammy GregersenThe Positive-Broadening Power of a Focus on Well-being in the Language Classroom09:30-10:30Sarah MercerTo relate, to communicate, to appreciate: Empathy in language education10:30 – 11:00 Coffee break   Section A  PosPsy: Positive adult learnersChair: David SingletonSection B  PosPsy: Cultural encountersChair: Sarah MercerSection C  PosPsy:Positive interventionsChair: Alison PhippsSection DSLA: Vocabulary, speaking, communicationChair: Mirosław PawlakPh.D. WorkshopChairs:Danuta Gabryś-Barker,Ewa Piechurska-Kuciel11:00-11:30Joanna PituraPositive emotions in  language learning. A  qualitative analysis of  mature adult learners of  EnglishLarysa SanotskaThe concept of “self”: cultural  versus personality variables in  learning EFLJoanna BielskaPositive psychology in the  foreign language classroom:  Positive education every  teacher should tryRichard LaBonteeVocabulary learning strategies  in Swedish second language  learningWeronika KrzebietkeAwareness of L1-L2 differences  in teaching and learning a  second language: the case of  Polish teachers and students311:30-12:00Monika GrotekThe best experiences in  learning a foreign  language in late  adulthoodGrażyna Kilińska PrzybyłoPositive psychology and  intercultural encounters –  where is the link?Sylwia Kossakowska-PisarekPedagogical implications of  positive psychology. Positive  emotions and human strengths  in vocabulary strategy trainingShynar BaigozhaTeaching Greek-Latin elements  for a better comprehension of  vocabulary in contextAida MontenegroConsiderations to Understand  and Measure Teacher Self-Efficacy for Student  Engagement in an EFL  Classroom 12:00-12:30Marek DerenowskiThe influence of teacher´s anxiety reducing  strategies on decreasing  foreign language anxiety  among mature students  of the Third Age  University Miriam Tashma-BaumRedemptive patterns in the  language learning histories of  EFL student-teachersAlicja GałązkaEmpathetic  teaching  through  drama - how to bridge the  learning differences in ELTIwona Lech, Serafima GettysUsage-based instruction - an  innovative approach to  teaching oral communicationMaria Teresa OrlandoCreativity12:30-13:00Piotr SzymczakCompetitions in  Education and Positive  Psychology: Amplifying  the Positives, Mitigating  the HarmsSunyu HON The positive psychology  presented by motivational  strategies to L2 learners of  Chinese as a second languageMałgorzata ForyśStaying positive in a content-driven language classroom.  Exploring tertiary students´  attitudes to CLIL, ESP and  general English coursesAgnieszka Leńko-SzymańskaMeasures of lexical richness in  the assignment of levels to  learner corpus data13:00-14:30 LUNCH  Section APosPsy: Cognition, emotions and attitudesChair:Liliana PiaseckaSection BPosPsy:Positive interventionsChair:Adam PalkaSection C  PosPsy:Positive assessmentChair: Maria WysockaSection D SLA: Writing skillsChair: Adam WojtaszekPh.D. WorkshopChairs:Danuta Gabryś-Barker,Ewa Piechurska-Kuciel14.30-15.00Halina ChodkiewiczEmotion and cognition in  text processing:  investigating situational  interest of EFL  intermediate students  performing reading  tasksJordan Wilson, Linnea BelnapProject perseverance  and study  abroad in Jordan. Lessons from  assisting female student of  Arabic to thriveMonika Kusiak-PisowackaTest for the best: How to  implement the principles of  positive psychology in  evaluationJerzy Zybert,  Iga Maria LehmanIdentifying and repairing  coherence breaks in FL student  written discourseMagdalena TrinderIsolating the influence of gender  on receptive skills in Second  Language Acquisition: a  quantitative study415:00-15:30Peter D.  MacIntyre, László VinczePositive and negative  emotions as predictors  of L2-selves and L2  learning efforts in a  bilingual settingKirk Belnap, Matthew Bird, Dan Dewey, Harrison Richards, Patrick Steffen, Krysta WhitingProject perseverance, study  abroad, and stress: Biofeedback  training, blood pressure  monitoring, and survey resultsAnita Żytowicz, Anna Klein Students as human beings – an  error correction approachMahboubeh Safavi, Firooz SadighiInterpreting the relationship  between Iranian MA TEFL  students ´ first language  proficiency and foreign  language acquisition: A case of  writing skillKatarzyna Załóg-KociugaMusical talent, language  aptitude and their influence on  L2 pronunciation accuracy15:30-16:00Zbigniew P. MożejkoDo emotions matter for  grammatical  instruction? On advanced learners´  needs, evaluation and  beliefsAndrea DallasTeaching personal responsibility  to enhance learning in an  English-medium university  context in the Middle EastPiotr SteinbrichTowards positive self-assessment in university settingMałgorzata Marzec-StawiarskaRelating foreign language  writing anxiety to individual  and dyadic writingKaren SpracklinNew-ish Tools for Teaching  French L2 Vocabulary16:00-16:30Ewa Guz, Małgorzata TetiurkaPositive emotions and  learner engagement:  insights from an early FL  classroomCandy FresacherOptimism and positive  psychology in the classroomAgnieszka Strzałka Can  earning academic credits  be enjoyable ? Positive  psychology in teaching  intercultural communication to  university students16:30-17:00 Coffee break  Section A PosPsy: Positive interventionsChair: Anna Michońska-StadnikSection BSLA: Writing skillsChair: Ewa WitaliszSection CVariaChair: Joanna Bielska17:00-17.30Jan ZalewskiHelping low achievers to succeed in tertiary education:  explicit teaching of academic literacy as a way to positive  educational experiencesLing Yann WongCognitive methods of Chinese  learners from alphabetic  writing backgrounds in  activating the meanings of  Chinese charactersBeata GrymskaNew conceptualizations of language aptitude  - the potential of  working memory17:30-18:00Liliana PiaseckaBuilding character strengths through encounters with  literary textsKatarzyna BankaDo the tones matter? Chinese  spoken language acquisitionOxana SyurmenDeveloping intercultural competence of future translators518:00-18:30Adam PalkaPositivity of pain – its manifestations through language and  image – a cognitive stanceFaheem AkbarTEFL teachers´ opinion about teaching English vocabulary to non-native learners20:00 Conference Dinner Saturday, 23 May 201508:00-09:00Breakfast Plenary session                                                                                                                                                                                 Chair:  Hanna Komorowska 09:00-10:00Alison PhippsHappiness and Haplessness: The Multilingual Subject as an (un)happy Being10:00-10:30Coffee break   Section A  SLA:Focus on grammarChair: Joanna BielskaSection B  FL teacher developmentChair: Monika Kusiak-Pisowacka Section CVariaChair:Dagmara GałajdaSection DVariaChair: Monika Grotek 11:00-11:30Firooz Sadighi, Shiva SeddighiArticle choice in L2 English by  Iranian native speakersTamilla MammadovaA staged assessment of EFL  teachers´ abilities to use  innovative language teaching  approaches in the classYildiz AkhmedovaFilms as a tool to enhance listening  comprehension in ESL classesTeresa Maria WłosowiczAdult Learners’ Expectations Concerning  Foreign Language Teachers and the  Teaching-Learning Process11:30-12:00Justyna Leśniewska, Ewa WitaliszChunk-based versus rule-based  article use in L2 EnglishJoanna NijakowskaFrom research to practice:  Informed choices and good  practice in EFL teacher training  on dyslexia (DysTEFL and  DysTEFL2 projects)Mary HatakkaAn online learning workshop to assist Arab  students in an English-medium Higher  education Institute with transition from  school to collegeAgnieszka Lijewska, Bartosz BrzozaSpoken-word recognition of problematic  vowel contrasts in Polish-English bilingual  speakers: an eye-tracking study12:00-12:30Megan WisbarA qualitative examination of  the teachers´ perspective of  challenges, resources and  strategies for serving English  Barbara Loranc-PaszylkStudents´ perceptions of cross-cultural  videoconferencing in university settingsAgnieszka Lijewska,Robertus de LouwWhat can the cognate facilitation show  us about the structure of the trilingual  mental lexicon?6language learners at an Early  Childhood Education Center12:30-13:00Małgorzata Szulc-KurpaskaThe top of the iceberg –  teaching educational  psychology to foreign language  teacher training college  students13:00-13:30Conference closing 13:30 – 14:30LunchRegistration:Wednesday: 7:00 p.m. – 9:00 p.m.Thursday: 8:00 a.m. – 8:30 a.m., 1:30 p.m. – 3:00 p.m.Friday: 8:00 a.m. – 8:30 a.m., 1:00 p.m. – 2:30 p.m.7

International student mobility: What makes them happy?

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International student mobility: What makes them happy?

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