FWF Lise-Meitner-Postdoctoral Research Fellow in der ELT Research and Methodology Sektion des Instituts für Anglistik
Leitung des FWF Projektes „Investigating development in students’ foreign language proficiency, language learning motivation and intercultural competence during the post-return phase of ERASMUS study abroad“ (2018-2020)
BA (Universität Mainz), MSc (University of Oxford), PhD (University of Oxford)
- Zweit-/ Fremdspracherwerb und interkulturelles Lernen im Kontext von studienbezogenen Auslandsaufenthalten und anderen Kontexten internationaler Mobilität
- Sprachlernpsychologie (insb. Sprachlernmotivation als Eigenmotivation, Selbstkonzepte, Selbstwirksamkeitserwartungen)
- Konzeptualisierung, Erfassung und Vermittlung interkultureller Kompetenzen
- Integration quantitativer und qualitativer Forschungsmethoden
Hessel, G. (2020). Overall L2 proficiency maintenance and development among returning ERASMUS study abroad participants, Study Abroad Research in Second Language Acquisition and International Education.
Hessel, G., Talbot, K., Mercer, S., & Gruber, M.-T. (in press). The wellbeing and job satisfaction of secondary CLIL & tertiary EMI teachers. Journal for the Psychology of Language Learning Special Issue.
Hessel, G. (2019). The role of international student interactions in English as a lingua franca in students’ second language acquisition, L2 motivational development and intercultural learning during study abroad. SSLLT, 9 (3), 495-51. DOI: 10.14746/ssllt.2019.9.3.4
Hessel, G. (2019). Study Abroad: L2 Self-efficacy and Engagement in Intercultural Interactions. In A. Kostoulas (Ed.), Challenging Boundaries in Language Education (pp. 243 – 257). Basel: Springer.
Hessel, G., & Vanderplank, R. (2018). What difference does it make? Examining English proficiency gain as an outcome of participation in ERASMUS study abroad programmes in the UK. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 191-219. DOI: 10.1075/sar.16020.hes
Hessel, G. (2017). A new take on individual differences in L2 proficiency gain during study abroad. System, 66, 39-55. DOI: 10.1016/j.system.2017.03.004.
Hessel, G. (2016). From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves. System, Virtual Special Issue: 15 years of research on self and identity in System. https://www.journals.elsevier.com/system/virtual-special-issues/new-vsi-on-self
Chankseliani, M., & Hessel, G. (2016). International student mobility from Russia, Eastern Europe, Caucasus, and Central Asia to the UK: trends, institutional rationales and strategies for student recruitment. Oxford, UK: The Centre for Comparative and International Education, University of Oxford. DOI: http://doi.org/10.13140/RG.2.1.3469.4641/1
Chankseliani, M., & Hessel, G. (2016). Case studies of the most popular European destinations for mobile students from Russia, Eastern Europe, Caucasus, and Central Asia. Oxford: The Centre for Comparative and International Education, University of Oxford.
Hessel, G. (2015). From vision to action: Inquiring into the conditions for the motivational capacity of ideal second language selves. System, 52, 103 – 114. DOI: 10.1016/j.system.2015.05.008.
Sammons, P., Davis, S., Bakkum, L., & Hessel, G. (2014). Bilingual Education in Brunei: The Evolution of the Brunei Approach to Bilingual Education and the Role of CfBT in Promoting Educational Change. Full Report. CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England.
Hessel, G. (accepted). Study abroad and multilingualism: A longitudinal study of ERASMUS students’ changing self-motivation to learn and use the official language of the host country in relation to self-motivation to use and further improve their English during study abroad. Psychology of Language Learning 4, 24 - 28 June 2020, Cape Breton, Canada.
Hessel, G. (2019). What happens after study abroad? Exploring the sustainability of study abroad effects. Opening plenary talk at the international SAREP COST Meeting 'New Linguistic and Cognitive Perspectives in Study Abroad Research', 6 September 2019, Limassol, Cyprus.
Hessel, G. (2017). Applying self-constructs to study abroad research: L2 self-concept and patterns of social contact and L2 usage with host national, co-national and international students during study abroad. Language Education Across Borders, 8 - 10 December 2017, Graz, Austria.
Hessel, G. (2016). Becoming a highly proficient speaker appears rather too costly: examining the impact of study abroad in the UK on self-motivation to continue learning English. Psychology of Language Learning 2, 22 -24 August 2016, Jyväskylä, Finland.
Hessel, G. (2016). Examining factors associated with individual differences in L2 proficiency development during study abroad. EuroSLA 26, 25 - 27 August 2016, Jyväskylä, Finland.
Hessel, G. (2014). Self-efficacy Perceptions in Intercultural Interactions: An Intersection between Intercultural Competence and Linguistic Resources. 14th Conference of the International Association for Language and Intercultural Communication, 28 November 2014, Universidade de Aveiro, Aveiro, Portugal.
Hessel, G. (2014). Motivational dynamics in the study abroad context: examining development in the imagined future English-speaking selves, self-efficacy beliefs, English use anxiety, and levels of self-motivation of ERASMUS students in the UK. International Conference on Motivational Dynamics and Second Language Acquisition, 28 August 2014, University of Nottingham, Nottingham, UK.
Hessel, G. (2014). From vision to action: inquiring into the conditions for the motivational effectiveness of possible L2 selves. Matters of the Mind: Psychology and Language Learning, 29 May 2014, Universität Graz, Graz, Austria.