==========

WoPaLP

==========

Working Papers in Language Pedagogy

Rákóczi út 5, 1088 Budapest, Hungary  tel.: (36-1)4855200 / ext. 4424   wopalp@seas3.elte.hu

HU  ISSN  1789 - 3607

WoPaLP main & links to volumes

PhD in Language Pedagogy

Content index by volume

Volume 17 - 2022:

Volume 16 - 2021:

Ágnes Horváth: Developing Genre Awareness in Medical Translation Training – Introducing a Genre Typology and Translation Guide.

Eszter Sándor: What Business English Education in Hungarian Higher Education Can Learn from BELF Research Findings

Balázs Fajt: Hungarian Secondary School Students’ Extramural English Interests: The Development and Validation of a Questionnaire

Songul Dogan Ger: Teaching Materials Analysis: The Place of Culture in English Teaching Materials Used in an International School in Budapest

Anna Zólyomi: Focusing on the Explicit and Implicit Language Learning-Related Beliefs and the Habits of Hungarian Adult English as a Foreign Language Learners

Volume 15, Special Issue - 2020:

Gergely A. Dávid: A Human Face to Technology? – Digital Exams are Coming.

Gábor Szabó: The Impact of Changing Writing Task Word Limits on Written Performance.

Zsuzsanna Soproni: From Item Development to Analysis: The Development of a Computerised Entrance Placement Test Using a VLE

Ármin Kövér: The Possibility of Supplementing The Listening Comprehension Components of Foreign Language Examinations with Audio Visual Tasks

Volume 14 - 2020:

Amy Nicole Soto: Anticipating the Side Effects: A Review of a Refugee English Placement Test In the U.S.

Volume 13 - 2019:

Aimee Johansen: Accent on Accents: Helping Learners Better Understand English Spoken by Speakers Having a Variety of Accents.

Natália Nagyné Nyikes: Integrating Students with Specific Learning Differences in the EFL Classroom

Dorothy Hoffmann: Learner and Teacher Perceptions about Progress Made in an EFL Language Development Course in a BA English Programme In Hungary

Flora Komlosi-Ferdinand: Emotions, Learning-Autonomy and Gender-Specific Attitudes in the ESL Classroom

Gergely A. Dávid: Bias Sequences and Turn-Taking in the Validation of the Small Group Oral Examination

Volume 12 - 2018:

Ágota Szűcs: The schematic structure use of non-trained and trained EFL learner English major BA students

Ármin Kövér: Disciplinary differences of topical progression in discourse: the case of abstracts in Applied Linguistics and literary studies

Rita Divéki: Teachers’ attitudes towards dealing with controversial issues in the EFL classroom: A pilot study

Gergely A. Dávid and Katalin Piniel: Establishing categories in the design of rating scales for MA-in-ELT theses

Katalin Hubai and Ildikó Lázár: Assessment of Learning in The Hungarian Education System With a Special Focus on Language Teachers’ Views and Practices

Beatrix Price: Vision and Mission: The Interconnectedness of ‘Possible Selves’ in Running English Language Teachers’ Associations

Volume 11 - 2017:

Eszter Sándor: Business English teachers’ perceptions of their professional role in a Hungarian

business school

Orsolya Szatzker: What makes dyslexic language learners successful in the long run?

An exploratory study

Ildikó Furka and Borbála Johnsen: The effect of short term Erasmus+ teacher training courses on foreign language teachers’ personal and professional competences – The case of four teachers

Ágota Szűcs: The metacognitive reading strategy awareness of first year EFL BA students: A mixed-methods study

Ármin Kövér: Investigating EFL listening comprehension skills: An empirical validation of C1 level test scores

Kata Vadai: Critical discourse analysis for language education: Unveiling power, ideology and manipulation in political discourse

Volume 10 - 2016:

Miklós Kontra: Ups and downs in English language teacher education in Hungary in the last half century

Juliana Patricia Llanes Sanchez: The emergence of cultural content in the professional development of in-service teachers of Spanish

Katalin Piniel, Kata Csizér, Sevda R. Khudiyeva, and Yuliya Gafiatulina: A comparison of Hungarian and Kazakh university students’ language learning profiles

Ágota Szűcs and Ármin Kövér: Reading skills involved in guided summary writing: A case study

Mehri Izadi and Mohsen Zare: Reticence in EFL speech production: A study of learners’ anxiety and vocabulary knowledge

Volume 9 - 2015:

Csaba Kálmán: The Teacher's Role in Generating and maintaining the motivation of Adult Learners of English in a corporate environment: a Pilot Study

Ármin Kövér and Ágota Szűcs: The Motivation Processes of MA in English Applied Linguistics Students

Dávid Smid: MA Students' Foreign Language Learning Motivation and Autonomy in an International Learning Context

David Juhasz: EFL Teacher Trainer Beliefs and Practices at a Hungarian University - Validating Instruments for a Pilot Study

Emese Boksay Pap: The Multilingual Inner Discourse of Vietnamese-Hungarian Bilinguals in Solving an L3 Problem-Solution Task: An Exploratory Study

Volume 8 - 2014:

Robert B. Kaplan: Is a Metaphor Merely a Metaphor?

Alexandra Bakó: Methodological Considerations in Constructing a Theoretical Framework of Terminological Awareness in Healthcare Communication

Kata Vadai: Possible Ways to Develop Foreign Language Learners' Critical Language Awareness: A Case Study

Adrienn Károly: Translating EU Texts in the English BA Programme: Exploring Teachers’ Views and Practice

Esther Gutierrez Eugenio: Assessing L3 Teachers’ Beliefs about Multilingualism: Building, Fine-tuning and Validating a Trilingual Questionnaire

Uwe Pohl and Judit Révész: Training to Become a Mentor: Hungarian EFL Teachers' Personal Discoveries

Volume 7 - 2013:

Mária Adorján: Explorations in Lexical Repetition Analysis: The Outcomes of Manual vs. Computer Automated Research Methods

Natália Borza: Register Analysis of English Biology Texts: A Corpus-Based Exploratory Study of Grammar

Emese Bukor: The Impact of Personal and Professional Experiences: Holistic Exploration of Teacher Identity

Krisztina Nagy-Váci: Alternative Learning Plots: A Narrative Inquiry into Teachers’ Competence Building in the Classroom

Viktória Lázár: Achievements and Attributions in the Context of Acquiring English as a Foreign Language: Learner Beliefs

Dávid Juhász: Re-routing in Europe: The Key to Successful Communication as a Truck Driver with Limited Language Competence

Volume 6 - 2012:

Rita Kóris: Adventures into the Unknown: A Pilot Interview Study on Business English Teachers' Specialized Competencies and Attributes

Bálint Feyér: Investigating Hungarian EFL Learners' Comprehension of and Attitudes towards Speech Varieties of English: A Two-phase Study

Andrea Koltai: Exploring Student Motivation: Teaching Students Specializing in EU English

Júlia Bosnyák and Nikolett Gáncs: The Motivational Disposition of English Language Teacher Trainees

Negah Allahyar and Ahmad Nazari: Potentiality of Vygotsky's Sociocultural Theory in Exploring the Role of Teacher Perceptions, Expectations and Interaction Strategies

Volume 5 - 2011:

Borbála Kálmos: Language Learner Errors and Dyslexia: A Tale of Unlikely Parallels

Francis J. Prescott: Validating a Long Qualitative Interview Schedule

Zsuzsa Tóth: Foreign Language Anxiety and Advanced EFL Learners: An Interview Study

Adrienn Károly: Exploring Learners’ Needs and Expectations: Translating EU Texts in an English Bachelor’s Programme at a Hungarian College

Andrea Juhász: Native EFL Teachers’ Self-Perception of their Teaching Behaviour: A Qualitative Study

Ágnes Kovács: The Role of Social Environment in the Formation of Adult English Language Learners’ Attitudes to Learning English: A Pilot Study 

Réka Asztalos: Students’ Disposition towards the Use of Computers and the Internet in Language Learning: The Results of a Pilot Study

Brigitta Dóczi: Comparing the Vocabulary Learning Strategies of High School and University Students: A Pilot Study

Volume 4 - 2010:

Éva Illés and Kata Csizér: Secondary School Students’ Contact Experiences and Dispositions towards English as an International Language – A Pilot Study

Uwe Pohl and Margit Szesztay: Understanding Group Energy in University Language Classes

Ildikó Szendrői: Teacher Talk in The ESP Classroom – The Results of a Pilot Observation Study Conducted in the Tourism Context

Éva Barta: Test Takers’ Listening Comprehension Sub-Skills and Strategies

Beatrix Henkel: Ukrainian and English Motivational Self System of Minority Learners in Transcarpathia

Volume 3 - 2009:

Réka Jablonkai: “In The Light Of”: A Corpus-Based Analysis of Lexical Bundles in Two EU-Related Registers

Mátyás Bánhegyi: The Translator’s Ideology and the Reproduction of Superstructure

Gyöngyi Boldog: Pronominal This: Deictic of Commitment

Helga Dorner and Éva Major: Evolving Collaboration among Teacher Trainees – Analysis of Collaborative Discourse

Borbála Rieger:  Hungarian University Students’ Beliefs about Language Learning: A Questionnaire Study

Dorottya Holló and Nóra Németh: Ten Years On: Applying the Lessons of a Research Project in Thinking about the Practicalities of Research Design

Volume 2 - 2008:

Gyula Tankó & Gergely J. Tamási: A Comprehensive Taxonomy of Argumentative Thesis Statements: A Preliminary Pilot Study

Ildikó Furka: The Curriculum Vitae and the Motivational Letter: A Rhetorical and Cultural Analysis

Anna Trébits: English Lexis in the Documents of the European Union – A Corpus-Based Exploratory Study

Zsuzsa Tóth: A Foreign Language Anxiety Scale for Hungarian Learners of English

Gabriella Mezei: Motivation and Self-regulated Learning: A Case Study of a Pre-intermediate and an Upper-intermediate Adult Student

Ilona Huszti: The Micro Level of Reading Miscues: Case Studies of Six Learners

Adrienn Menyhárt: Teachers or Lecturers? The Motivational Profile of University Teachers of English

(( ))(( ))(( ))(( ))

Volume 1 - 2007:

Zsuzsanna Walkó: EFL Research Articles through the Lens of Pragmatic Politeness

Francis Prescott: Organizational Strategies in the Writing of Entry-Level University Students

Dávid Veljanovszki: Students’ Academic Speech Events as Seen by Students and Teachers in a

Hungarian EFL Setting

Jasmina Sazdovska: A Three-Phase Discourse Analysis of Student Business Presentations

Klára Bereczky: Marking Logical Connection in Presentations

Gordon Dobson: The Textual Representation of a Political Paradigm Shift: A Critical Discourse

Analysis of Two Election Manifestos

Stefka Barócsi: The Role of Observation in Professional Development in Foreign Language Teacher Education

(( ))(( ))(( ))(( ))

back to top

                                  ©  PhD Programme in Language Pedagogy and English Applied Linguistics, ELTE -  Budapest