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Giulia Sulis

Current position

Post-doctoral researcher and principal investigator in the FWF-funded ESPRIT project “A multi-level model of middle school student engagement”. More information about the project can be found here: 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/

Course in winter term 2023/24: PS Focus on Language and the Learner


  • 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

Projects and Areas of Main Interest

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.

Selected Publications

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. System110, 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. 

Institute of English Studies

ELT Research and Methodology

Liebiggasse 9/HP
8010 Graz

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