Post-doctoral researcher in the FWF-funded project “The psychological capital of foreign language teachers”. Project leader: Univ.- Prof. Dr. Sarah Mercer
- PhD in Linguistics and English Language, Lancaster University, United Kingdom
- MA cum laude in Applied Linguistics – TEFL (Teaching English as a Foreign Language), University of Groningen, The Netherlands
- BA cum laude in Foreign Languages and Literatures, University of Cagliari, Italy
My research interests lie in all aspects surrounding the psychology of language learning and teaching. In particular, I have developed a research interest in the areas of language learning motivation, engagement, agency, Willingness to Communicate (WTC), and language teacher wellbeing. My current research focuses on language learning motivation and engagement, language teacher pride, and language teacher wellbeing. I am particularly interested in conducting longitudinal, classroom-based research drawing on a variety of research methods such as Stimulated Recall and Experience Sampling Method.
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
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
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.
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.
ELT Research and Methodology