Giulia Sulis

Post-Doktorandin und Leiterin des vom FWF geförderten ESPRIT-Projekts "A multi-level model of middle school student engagement". Mehr Informationen über das Projekt können hier gefunden werden: https://gewi.uni-graz.at/en/research-at-the-faculty-of-arts-humanitites/research-projects/research-projects-2022/a-multi-level-model-of-middle-school-student-engagement/

• PhD in Linguistik und englischer Sprache, Universität Lancaster, Vereinigtes Königreich
   
• MA cum laude in Angewandter Linguistik - TEFL (Teaching English as a Foreign Language), Universität Groningen, Niederlande
   
• BA cum laude in Fremdsprachen und Literatur, Universität von Cagliari, Italien

Meine Forschungsinteressen liegen in allen Aspekten, welche sich mit der Psychologie des Sprachenlernens und -lehrens befassen. Insbesondere habe ich ein Forschungsinteresse in den Bereichen Sprachlernmotivation, Engagement, Agency, Kommunikationsbereitschaft (Willingness to Communicate, WTC) und Wohlbefinden von Sprach-Lehrpersonen entwickelt. Meine aktuelle Forschung konzentriert sich auf die Motivation und das Engagement beim Sprachenlernen, den Stolz von Sprach-Lehrpersonen und das Wohlbefinden von Sprach-Lehrpersonen. Ich interessiere mich besonders für die Durchführung von Längsschnittuntersuchungen im Klassenzimmer, bei denen eine Vielzahl von Forschungsmethoden, wie Stimulated Recall und Experience Sampling Method, verwendet werden können.

Monographs
Sulis, G., Mercer, S., Babic, S., & Mairitsch, A. (2023). Language teacher wellbeing across the career span. Multilingual Matters. 

Journal articles

Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 1–10. https://doi.org/10.1016/j.tate.2022.103686 

Mairitsch, A., Babic, S., Mercer, S., Jin, J., Sulis, G., & King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teacher and Teaching Education, 106(103462). https://doi.org/10.1016/j.tate.2021.103452 

Mairitsch, A., Babic, S., Mercer, S., Sulis, G., & Shin, S. (2023). The role of compassion during the shift to online teaching and its effect on language teacher wellbeing. Theory and Practice of Second Language Acquisition, 9(1), 1-22. https://doi.org/10.31261/TAPSLA.13123 

Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., Jin, J., & King, J. (2022). Riding the happiness curve: The wellbeing of mid-career-stage language teachers. The Language Learning Journal, 51(2), 195-207. https://doi.org/10.1080/09571736.2021.1979632 

Sulis, G. (2022). Engagement in the foreign language classroom: Micro and macro perspectives. System, 110, 102902. https://doi.org/10.1016/j.system.2022.102902 

Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J., King, J. (2022). Retention and attrition in early-career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106(1), 155–171. https://doi.org/10.1111/modl.12765 

Sulis, G., Mairitsch, A., Babic, S., Mercer, S., & Resnik, P. (provisionally accepted for publication). ELT teachers’ agency for wellbeing. ELT Journal.

Sulis, G., Mairitsch, A., Babić, S., Mercer, S., Shin, S., & Csizér, K.  (2022). Language teacher wellbeing and psychological capital. Konin Language Studies, 10(2), 119-142. https://doi.org/10.30438/ksj.2022.10.2.1 

Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service teacher wellbeing as a Complex Dynamic System. System, 103, 1-12. https://doi.org/10.1016/j.system.2021.102642 

Chapters in edited volumes

Sulis, G., & Philp, J. (2021). Exploring connections between classroom environment and engagement in the foreign language classroom. In P. Hiver, A.H Al-Hoorie, & S. Mercer (Eds.), Engagement in the second language classroom (pp. 120–142). Multilingual Matters. 

Sulis, G., Davidson, J., & Michel, M. (2020). Dynamic changes in motivation and Willingness to Communicate (WTC) in the Second Language (L2) classroom: A multiple case study. In W. Lowie, M. Michel, A. Rousse-Malpat, M. Keijzer, & R. Steinkrauss (Eds.), Usage-based dynamics in second language development (pp. 176-206). Multilingual Matters.