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Pedagogy, Education, Workplace

Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Activity-induced boredom in online EFL classes. ELT Journal, 76(1), 58-68. Ask the author for access.

Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. Ask the author for access.

Elahi Shirvan, M., Yazdanmehr, E., Taherian, T., Kruk, M., & Pawlak, M. (2021). Boredom in practical English language classes: A longitudinal confirmatory factor analysis-curve of factors model. Applied Linguistics Review. Ask the author for access.

Fernández, J., Ariza López, P., Enguídanos Vanderweyen, D., Iglesias Soilán, M., Aroztegui Vélez, J., & Sánchez San José, I. (2021). Nueva metodología docente dinámica frente al aburrimiento en las clases: una réplica. Proyecto  Nº338 INNOVA-DOCENCIA 2020 UCM.

Holt, R., & Johnsen, R. (2019). Time and organization studies. Organization Studies, 40(10), 1557-1572. Ask the author for access.

Johnsen, R. (2022) «Busy Idleness»: The Active and Moral Dimension of Boredom. In: Organization, Vol. 29, No. 5, 9.2022, p. 806-815. Ask the author for access

Johnsen, R., Berg Johansen, C., & Toyoki, S. (2019). Serving time: Organization and the affective dimension of time. Organization, 26(1), 3-19. Ask the author for access

Johnsen, R. (2016). Boredom and Organization Studies. Organization Studies, 37(10), 1403-1415.

Johnsen, R. (2011). On boredom: A note on experience without qualities. Ephemera: Theory & Politics in Organization, 11(4).

Kruk, M., Pawlak, M., Taherian, T., Yüce, E., Shirvan, M. E., & Barabadi, E. (2023). When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation models. Studies in Second Language Learning and Teaching, 13(1), 39-69.

Kruk, M., Pawlak, M., Elahi Shirvan, M., & Soleimanzadeh, S. (2023). Revisiting boredom in practical English language classes via exploratory structural equation modeling. Research Methods in Applied Linguistics, 2(1), 100038.

Kruk, M., Pawlak, M., Elahi Shirvan, M., & Shahnama, M. (2022). The emergence of boredom in an online language class: An ecological perspective. System, 107, 102803. Ask the author for access.

Kruk, M. (2022). Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Computer Assisted Language Learning, 35(1-2), 190-216. Ask the author for access.

Kruk, M., Pawlak, M., Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2022). Potential sources of foreign language learning boredom: A Q methodology study. Studies in Second Language Learning and Teaching, 12(1), 37-58.

Kruk, M., Pawlak, M., Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2022). A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling. Language Teaching Research. Ask the author for access.

Kruk, M., & Pawlak, M. (2022). Understanding emotions in English language learning in virtual worlds (1st ed.). Routledge. Ask the author for access.

Kruk, M. (2021). Investigating dynamic relationships among individual difference variables in learning English as a foreign language in a virtual world. Cham: Springer. Ask the author for access.

Kruk, M., Elahi Shirvan, M., Pawlak, M., Taherian, T., & Yazdanmehr, E. (2021). A longitudinal study of the subdomains of boredom in practical English language classes in an online setting: A factor of curves latent growth modeling. Journal of Multilingual and Multicultural Development. Ask the author for access.

Kruk, M. (2021). Investigating the experience of boredom during reading sessions in the foreign language classroom. Journal of Language and Education, 7(3), 89-103.

Kruk, M., Pawlak, M., & Zawodniak, J. (2021). Another look at boredom in language instruction: The role of the predictable and the unexpected. Studies in Second Language Learning and Teaching, 11(1), 15-40.

Kruk, M. (2021). Variation in experiencing boredom during self-directed learning in a virtual world: The case of one English major. Australian Review of Applied Linguistics, 44(3), 289-308. Ask the author for access.

Kruk, M., & Zawodniak, J. (2020). A comparative study of the experience of boredom in the L2 and L3 classroom. English Teaching & Learning, 44(4), 417-437.

Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177-191). Zielona Góra: Uniwersytet Zielonogóski.

Kruk, M., & Zawodniak, J. (2017). Nuda a praktyczna nauka języka angielskiego. Neofilolog, 49(1), 115-131.

Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The EuroCALL Review, 24(1), 25-39.

Kruk, M. (2016). Investigating the changing nature of boredom in the English language classroom: Results of a study. In A. Dłutek & D. Pietrzak (Eds.), Nowy wymiar filologii (Vol. 1, pp. 252-263). Płock: Wydawnictwo Naukowe Państwowej Wyższej Szkoły Zawodowej w Płocku.

Li, C., Pawlak, M., & Kruk, M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development.Ask the author for access.

Li, C., Dewaele. J-M, Pawlak, M, & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. Ask the author for access.

Pawlak, M., Zarrinabadi, N., & Kruk, M. (2022). Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour. Journal of Multilingual and Multicultural Development. Ask the author for access.

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2022). Examining the underlying structure of after-class boredom experienced by English majors. System, 106, 102769. Ask the author for access.

Pawlak, M., Kruk, M., & Zawodniak, J. (2022). Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English. Language Teaching Research. 26(4), 598-616. Ask the author for access.

Pawlak M, Derakhshan A, Mehdizadeh M, & Kruk M. (2021). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research. Ask the author for access.

Pawlak, M., Zawodniak, J., & Kruk, M. (2021). Individual trajectories of boredom in learning English as a foreign language at the university level: Insights from three students’ self-reported experience. Innovation in Language Learning and Teaching, 15(3), 263-278. Ask the author for access.

Pawlak, M., & Kruk, M. (2021). Ciemna i jasna strona mocy, czyli o roli negatywnych oraz pozytywnych emocji w uczeniu i nauczaniu języka obcego. Języki Obce w Szkole, 2, 5-12.

Pawlak, M., Zawodniak, J. & Kruk, M. (2020). Boredom in the foreign language classroom: A micro-perspective. Cham: Springer. Ask the author for access.

Pawlak, M., Zawodniak, J., & Kruk, M. (2020). The neglected emotion of boredom in teaching English to advanced learners. International Journal of Applied Linguistics, 30(3), 497-509. Ask the author for access.

Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2020). Investigating factors responsible for boredom in English classes: The case of advanced learners. System, 97, 102259. Ask the author for access.

Pawlak, M., Zawodniak, J., & Kruk, M. (2019). O nudzie i przeciw nudzie w klasie językowej. Języki Obce w Szkole, 3, 23-27.

Sharp, John, Xiaotong Zhu, Mayara Matos & Jane C. Sharp (2021) The Academic Boredom Survey Instrument (ABSI): a measure of trait, state and other characteristic attributes for the exploratory study of student engagement, Journal of Further and Higher Education, 1-28.

Zawodniak, J., Kruk, M., & Pawlak, M. (2023). Boredom as an aversive emotion experienced by English majors. RELC Journal, 54(1), 22-36. Ask the author for access

Zawodniak, J., & Kruk, M. (2019). Boredom in the English language classroom: An investigation of three language learners. Konińskie Studia Językowe, 7(2), 197-214. Ask the author for access

Zawodniak, J., & Kruk, M. (2019). Retrospektywne studium nudy doświadczanej podczas nauki języków angielskiego i niemieckiego. In M. Woźnicka, A. Stolarczyk-Gembiak, & M. Trojszczak (Eds.), Zbliżenia 5: Językoznawstwo, literaturoznawstwo, translatologia (pp. 215-228). Państwowa Wyższa Szkoła Zawodowa w Koninie. Ask the author for access

Zawodniak, J., Pawlak, M., & Kruk, M. (2019). Ewaluacja narzędzi badania nudy na zajęciach zpraktycznej nauki języka angielskiego z perspektywy makro i mikro. Neofilolog, 53(2), 155-170.

Zawodniak, J., & Kruk, M. (2018). Wpływ świata wirtualnego Second Life na zmiany wpoziomie motywacji, lęku językowego i doświadczenia nudy u studentów filologii angielskiej. Neofilolog, 50(1), 65-85.

Zawodniak, J., & Kruk, M. (2018). Porównawcze studium doświadczania nudy w nauce języków drugiego i trzeciego. Applied Linguistics Papers, 25(3), 149-163.

Zawodniak, J., Kruk, M., & Chumas, J. (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. Konińskie Studia Językowe, 5(4), 425-441.