Giulia Sulis

Post-Doc wissenschaftliche Mitarbeiterin beim FWF-Projekt "The Psychological Capital of Foreign Language Teachers"

• 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., & Shin, S. (Eds) (in preparation). Language teacher wellbeing across the career lifespan. Multilingual Matters. [under contract]
 

Chapters in edited volumes
Sulis, G., & Philp, J. (2020). Exploring connections between classroom environment and engagement in the foreign language classroom. In P. Hiver, A.H Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom. Multilingual Matters. ISBN: 9781788923590

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. Multilingual Matters. ISBN: 9781788925266
 

Journal articles

Published
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

Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., Jin, J., & King, J. (2021). Riding the happiness curve: The wellbeing of mid-career-stage language teachers. The Language Learning Journal. https://doi.org/10.1080/09571736.2021.1979632

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

Under review
Babic, S., Mercer, S., Mairitsch, A., Sulis, G., Jin, J., King, J., & Lanvers, U. (under review). Late-career teachers in Austria and the UK: Four pathways to retirement.

Babic, S., Mairitsch, A., Sulis, G., & Mercer, S. (under review). Language teachers’ capitals as resources across the career trajectory.

Csizér, K., Sulis, G., Mercer, S., Shin, S., Babic, S., & Mairitsch, A. (under review). Language teacher wellbeing and psychological capital.

Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J., & King, J. (under review). Retention and attrition in early-career foreign language teachers.

Sulis, G. (under review). Engagement in the L2 classroom: Micro and macro perspectives.

In preparation
Mairitsch, A., Babic, S., Mercer, Shin, S., & S., Sulis, G., & (in preparation). The role of compassion during the shift to online teaching and its effect on language teacher wellbeing.

Sulis, G., Jin, J., Mercer, S., Babic, S., & Mairitsch, A. (in preparation). The wellbeing of pre-service and early-career stage language teachers in Austria and the UK: The role of reflexivity.

Funded projects and awards
Recipient of a FASS (Faculty of Arts and Social Sciences) scholarship, Lancaster University, United Kingdom.