Discrepancies in the country versions of the WHOQOL-BREF as a potential source of error in assessing quality of life and a barrier to comparative research Stanisław Maksymowicz, Maria Libura, Andrzej Jarynowski, Michał B. Paradowski Health and Quality of Life Outcomes, 2026 The WHOQOL-BREF questionnaire is widely used globally in research that requires the assessment of quality of life. Its official status, broad availability in multiple languages, and the fact that it is free to use are the primary reasons it is selected by researchers and clinicians. However, the quality of particular language versions and the lack of standardization raise concerns about the quality of data collected in different countries and thus their comparability. In this study, 17 country versions published on the WHO website were analyzed. Each translation was compared to the model English questionnaire in terms of visual layout, inclusion of instructions for respondents, timeframe of measurement, and additional elements. Moreover, selected versions were reviewed by native speakers and with use of LLM to assess the accuracy of the question and scale translations. The results of the analysis revealed significant discrepancies between translations in all analyzed fields. Some translation errors were so severe that responses to certain questions could not be meaningfully compared. The study concludes that the WHOQOL-BREF questionnaire translations should be reviewed across all evaluated elements to ensure its consistency and comparability. Additionally, specific language versions developed by various academic institutions should be closely scrutinized by the WHO team. A common practice of adding a note that a particular version is not an official WHO translation will not suffice, as these tools are treated de facto as officially approved by researchers and medical specialists.
Social Networks and Language Learning in Forced Immersion: Ukrainian Refugees in Poland Michał B. Paradowski, Karolina Czopek, Andrea Palmini, Vitaly Belik, Andrzej Jarynowski Journal of International Migration and Integration, 2025 Several studies in the sociology of immigration have focussed on informal networks as the primary source of migrants’ social capital. However, the literature has largely eschewed the potential afforded by the computational analytical tools of network science that permit the reconstruction and mapping of community sociograms and the calculation of the impact of centrality metrics. In addition, studies are still scarce that would combine network-analytic approaches with rigorous investigations of refugees’ acquisition of host-country language skills, despite the proven import thereof for functioning in the new destination. We analyse the peer interaction networks of 251 Ukrainian refugees participating in an intensive Polish language course. Employing a custom-designed name-interpreter survey in conjunction with a pre-/post-test design, we leverage computational social network analysis to i) identify patterns of participants’ informal communication beyond the classroom, with particular attention to interactions within their co-national group, and ii) examine how these patterns, alongside individual background characteristics, affect their language development. Speaking Ukrainian correlated with greater centrality in the contact network. Russian-dominant speakers often concealed their use of this language, possibly because they were frequently found at the network periphery. We discuss the affective, motivational, and interactive factors identified as predictors of progress in Polish.
The moral Foreign Language Effect beyond the L2: Non-first languages behave similarly (but there are nuances) Zofia Stańczykowska, Michał B. Paradowski Mental Lexicon, 2024 Bilinguals’ decision-making may be affected by the linguistic context, depending on whether the scenario to be evaluated is presented in their first or second language. This phenomenon is known as the (moral) Foreign Language Effect (FLe/MFLE). To the best of our knowledge, the present study is the first to investigate whether a difference can also be observed between decisions taken by multilinguals in their second (L2) vs third languages (L3). Expectedly, akin to the L2 Status Factor hypothesis, the results of a survey experiment showed no significant distinctions in scenario evaluations across non-native languages, suggesting that the “foreign status” of these renders similar emotionality and/or exemption from social normativity. The few nuances that do emerge are traceable to the specific scenarios used in FLe research.
Social Aspects in Language Learning: New Perspectives from Study-Abroad Research Anne Marie Devlin, Annarita Magliacane, Michał B. Paradowski Language Learning, 2024 The past three decades have witnessed a surge both in the number of students engaged in international mobility with the hope of improving linguistic abilities—whether as a main or auxiliary goal—and in research interest in the effect of such sojourns on second language (L2) learning. Both students and many researchers expect the affordances of immersion in a target-language-speaking environment to lead to superior progress in comparison with remaining in situ in the home country. Yet the growing body of literature has shown vastly differentiated results among programs, sojourners, and skills. One of the factors responsible for this varied picture has been the influence of students’ social experiences, nontrivially shaping the trajectories of L2 development during study abroad (SA; Kinginger, 2011). This special issue brings together researchers in the field of SA and L2 acquisition with the aim of casting new light not only on the linguistic outcomes of SA, but also on the social and language practices in which learners engage during their sojourns that help (or not) to shape the transformation of their linguistic repertoires. Of particular interest in research in this context is the interrelation of social engagement and instruction. We bring together new research focusing on a range of both traditionally popular languages (English, Spanish) and less commonly taught ones (Arabic, Chinese), highlighting ways in which innovative conceptualizations, multimethod paradigms, and new analytical tools can provide novel, more informed insights into the development of both global linguistic competence and specific aspects of L2 knowledge during a SA sojourn. This special issue is organized around six papers with individual yet complementary foci, SA contexts, linguistic targets, methods, and analytical tools. The overarching focus is the impact of social contact on language learning trajectories. This is influenced by a shift from a more traditional “taken-for-granted” conceptualization of the SA learning context—one in which the setting is perceived “as a monolithic physical location where all students have equal access to all aspects of the language at all times” (Devlin, 2019, pp. 123–124; see also Coleman, 2015, p. 37)—toward a more nuanced approach accounting for the dynamic nature of microcontexts shaped by learner interactions. Building on studies that have foregrounded the importance of exploring the latter (Dewey, 2017; Dewey et al., 2013; Freed et al., 2004; Mitchell et al., 2017; Paradowski, Jarynowski, Czopek, & Jelińska, 2021; Paradowski, Jarynowski, Jelińska, & Czopek, 2021; Paradowski et al., 2022; Tracy-Ventura et al., 2016), we add further insight into the role these micro-contexts and interactions play in L2 development by approaching the concept through multiple lenses. We explore a range of innovative data collection methods, for example a name-interpreter questionnaire with self-fill pie charts, specifically designed to move beyond a focus on the traditional microlevel of individual students’ egocentric networks (Paradowski et al.); guided interactions with members of the host community to highlight the differential qualitative nature of feedback obtained through social interaction (Shively); or the use of computerized oral tests whereby the participants orally respond to socially situated responses (Wang and Halenko). Apart from the diversity in data collection methods, the collection of papers also showcases state-of-the-art analytical tools helping to investigate the impact of differential contact on L2 development, such as computational social network analysis (Paradowski et al.), generalized additive mixed models (Köylü et al.), or latent profile analysis (Heinzmann et al.). A secondary focus of the special issue is the oft-overlooked role of instruction in SA. For many students, formal instruction is an integral aspect of the SA experience. Several contributions to this special issue, such as that by Chen and Howard, investigate this specifically, whereas others bring to the fore the need for student guidance in navigating “socio-cultural conventions and their effects on communication” (Shardakova, 2005, p. 446)—notably Shively’s paper focusing on pragmatics. This highlights how learners’ linguistic needs in “the wild” (Eskildsen & Theodórsdóttir, 2017, p. 143) can be met through instructional input either before or during the sojourn. We also present a study on the complex relationship between SA duration and linguistic gains in Köylü et al.’s examination of how a newly developed series of linear mixed-effects models facilitate the understanding of the relationship between time, formulaicity, and lexical complexity indices. third-level students of language in an institutional context embarking on a stay abroad within the context of their studies to a university in the target speech community … and then returning to the institutional context after this limited time-frame and continuing to study the language in question in an institutional context. (Barron, 2019, p. 44) Although this definition undoubtedly still resonates, over the past several years “the overall thrust of internationalization in higher education” (Tullock & Ortega, 2017, p. 7) has led to significant changes in how the SA language-oriented landscape is being conceptualized in an increasingly globalized and diverse world. The changes have occurred particularly in relation to our growing understanding of the profiles of students who engage in mobility, and in what is meant by traditionally used terms such as “target language community.” It is now acknowledged that internationally mobile students often embark on their sojourn as already plurilingual individuals, and not necessarily for the specific purpose of language learning. Nevertheless, many engage in language-learning-related practices during their sojourn that give rise to transformations in their linguistic repertoires. Furthermore, it is becoming clear that such practices do not take place in a monolingual or monocultural target language community (Trentman, 2021a, 2021b; see also Beaven & Conacher, 2021, for an overview), but in localities where multiple languages and cultures coexist. This represents a major paradigm shift from what Coleman (1997) reductively referred to as a move from L1land to L2land. Thus, in an attempt to understand SA in an era of internationalized education within globalized and diverse societies, it makes sense to position it within the field of international student mobility. “International student mobility” is an all-encompassing term that accounts for all students who leave their home country or institute and cross an international border for the purpose of engaging in (HE) study (see Tyne & Ruspini, 2021). As a result, it encompasses a wide spectrum of student mobility profiles, including both degree and credit mobility students: ones who cross borders to complete a full degree, and those who do so as partial fulfillment of their home institute degree. Within these classifications, there are students who travel from one linguistic community to another: for example, a Chinese student who moves to Japan to study dentistry through the medium of Japanese, or a U.S. student who spends a semester in Mexico with the aim of improving their Spanish. By contrast, there are students who engage in mobility in order to study in a lingua franca context, where the target language and/or the medium of instruction differs from the ambient language of the country. An example would be a Swiss student who moves to Sweden to study business through the medium of English. From these examples, it is clear that the act of educational mobility—along with the ensuing language practices—is no longer solely the purview of language majors. As previously mentioned, this shift in perspective can be attributed to the push for internationalization across the HE sector, leading to a continuous expansion in the volume of students engaging in international mobility. Despite recent disruptors such as the global pandemic, war, political instability, Brexit, academic boycotts, and competition from a postpandemic surge in virtual mobility and internationalization at home (Guidi et al., 2023), by 2025 the number of internationally mobile students is expected to exceed 15 million, almost trebling current figures (Roshid & Ibna Seraj, 2023). The explosion, the reasons for which are multifaceted, is largely driven by educational policy at the level of individual institutes and nations, and by supranational bodies such as the European Union, whose Erasmus+ program supports and funds HE mobility throughout the EU and a small number of partner countries. However, the main goals seem to be preparing students for multilingual and multicultural workplaces; providing leverage to academic institutes, with many “tout[ing] the number of students that study abroad each year as a badge of honor” (Isabelli-García & Isabelli, 2020, p. xx); improving universities’ standing in global rankings; and, in the case of the Erasmus+ program, creating a pan-national identity (see Devlin, 2020, for an overview). Additionally, it is worth highlighting a recent phenomenon that has been playing a significant role in reshaping the landscape of international student mobility, and consequently the SA context. This refers to the “unparalleled quantitative expansion [of English-medium instruction] in higher education” (Smit, 2023, p. 499). English-medium instruction has facilitated an expansion of the range of countries that can host internationally mobile students. Simultaneously, it has reshaped the landscape in which language learning and practices occur. This has subsequently led to a boom in English as a lingua franca study abroad (ELFSA) research (Borràs, 2023; Köylü, 2016, 2021; Köylü & Tracy-Ventura, 2022; Llanes, 2019; Llanes et al., 2016). When all these changes are considered together, it becomes clear that binary definitions such as L1land and L2land prevalent in traditional framings of the SA context are no longer adequate to describe current practices. Although SA, with its focus on language learning and development, still constitutes a research “field in its own right … [with] its own agenda” (Mitchell & Tyne, 2021, p. 277), it is undoubtedly shaped by the dynamics of the internationalization of HE. Furthermore, it can no longer be considered a niche phenomenon; rather, it constitutes a significant and growing player in the development of HE globally. In the previous section, we set about repositioning SA and highlighting its significance against the backdrop of an expanding and increasingly complex international educational landscape. In the following sections we provide an overview of previous research in the field of SA and language learning. We look at three prominent epistemological paradigms: outcome oriented, process oriented, and complexity oriented. The overview is intended to provide the reader with a broad-brush picture of the development of SA research. Individual papers in this special issue build on and explore the themes in greater depth. Since the seminal publication of Second Language Acquisition in a Study Abroad Context (Freed, 1995), SA has been recognized as a legitimate and distinct learning setting that has the potential to expose learners to cultural and language learning experiences that lead to learning gains substantially different from the traditional at-home classroom settings (Mitchell et al., 2020). Initially, SA research was held together by a focus on what Tullock and Ortega (2017, p. 8) refer to as “measurable SA outcomes”: that is, linguistic gains that can be quantified through the use of instruments such as pre- and postsojourn language assessment, elicited language and discourse completion tasks, acceptability judgment tasks, and free production. This line of research has produced a rich and diverse body of work incorporating tense and aspect (Howard, 2003), fluency (Freed et al., 2004), pragmatic functions (Bardovi-Harlig & Bastos, 2011), sociolinguistic competence (Barron, 2006), and sociopragmatic variation (Devlin, 2014; Magliacane, 2017), among others. The outcomes are predominantly referenced through comparison with learners in other learning contexts such as at-home ones, or by accounting for intra-SA such as of SA students, the of the SA individual and the of (Tullock & Ortega, 2017, p. 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Peer Interaction Dynamics and Second Language Learning Trajectories During Study Abroad: A Longitudinal Investigation Using Dynamic Computational Social Network Analysis Michał B. Paradowski, Nicole Whitby, Michał Czuba, Piotr Bródka Language Learning, 2024 Using computational Social Network Analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on the second language (L2) gains of a complete cohort of 41 U.S. sojourners enrolled in a 3‐month intensive study‐abroad Arabic program in Jordan. Unlike extant research, our study focuses on students’ interactions with alma mater classmates, reconstructing their complete network, tracing the impact of individual students’ positions in the social graph using centrality metrics, and incorporating a developmental perspective with three measurement points. Objective proficiency gains were influenced by predeparture proficiency (negatively), multilingualism, perceived integration of the peer learner group (negatively), and the number of fellow learners speaking to the student. Analyses reveal relatively stable same‐gender cliques, but with changes in the patterns and strength of interaction. We also discuss interesting divergent trajectories of centrality metrics, L2 use, and progress; predictors of self‐perceived progress across skills; and the interplay of context and gender.
The predictors of L2 grit and their complex interactions in online foreign language learning: motivation, self-directed learning, autonomy, curiosity, and language mindsets Michał B. Paradowski, Magdalena Jelińska Computer Assisted Language Learning, 2024 Learning a foreign language is a long-term process requiring persistence and a willingness to engage in activities that will help develop communicative competence. An important role on the way to achieving linguistic proficiency is played by L2 grit. However, foreign language learners differ in the intensity of this trait. We identify the most important predictors of L2 grit in the online language learning context. Basing on a literature review, we first identify possible predictors in the generic process of L2 learning, including language mindsets as well as two general psychological dispositions: a sense of autonomy and curiosity, and subsequently one predictor specifically related to the virtual learning context, i.e., readiness for online learning. A multiple linear regression model built using questionnaire data collected from 615 learners from 69 countries enrolled in language courses taught in a remote or hybrid mode reveals that L2 grit is most determined by two dimensions of readiness for online learning, and to a lesser extent by learners’ autonomy and curiosity, and significantly and positively correlates with these factors. The regression model explains 48% of variance in the dependent variable. A subsequent psychological network analysis, one of the first applications of this method in the field of SLA, permitted estimating the relative importance of these factors in the complex network of associations, indicating equally strong direct connections between L2 grit and both dimensions of readiness for online learning, and a much weaker edge linking L2 grit with autonomy. The findings have practical implications for language teachers in remote and hybrid settings.
How Output Outweighs Input and Interlocutors Matter for Study-Abroad SLA: Computational Social Network Analysis of Learner Interactions MICHAŁ B. PARADOWSKI, AGNIESZKA CIERPICH–KOZIEŁ, CHIH–CHUN CHEN, JEREMI K. OCHAB Modern Language Journal, 2022 Abstract This data‐driven study framed in the interactionist approach investigates the influence of social graph topology and peer interaction dynamics among foreign exchange students enrolled in an intensive German language course on second language acquisition (SLA) outcomes. Applying the algorithms and metrics of computational social network analysis (SNA), we find that (a) the best predictor of target language (TL) performance is reciprocal interactions in the language being acquired, (b) the proportion of output in the TL is a stronger predictor than input (Principle of Proportional Output), (c) there is a negative relationship between performance and interactions with same‐first‐language speakers, (d) a significantly underperforming English native‐speaker dominated cluster is present, and (e) there are more intense interactions taking place between students of different proficiency levels. Unlike previous study abroad social network research concentrating on the microlevel of individual learners’ egocentric networks and presenting an emic view only, this study constitutes the first application of computational SNA to a complete learner network (sociogram). It provides new insights into the link between social relations and SLA with an etic perspective, showing how social network configuration and peer learner interaction are stronger predictors of TL performance than individual factors such as attitude or motivation, and offering a rigorous methodology for investigating the phenomenon.
Google Translate Facilitates Conference Abstracts’ Acceptance, But Not Invitations to Deliver an Oral Presentation Piotr Toczyski, Grzegorz Banerski, Cezary Biele, Jarosław Kowalski, Michał B. Paradowski Lecture Notes in Networks and Systems, 2022 Removing the language barrier could bring great benefits not only to the scientific community. Therefore, it is necessary to strive to improve both the tools and procedures in which these tools are used, to ensure a reliable exchange of knowledge. The authors try to find out whether the existing and widely available technology (Google Translate) contributes to the facilitation of knowledge sharing among scientists. Humanity has been trying to construct and improve the technology of universal real-time translation for a long time. For many, it was inspired by scifi works, in which, probably, this idea appeared already in the 1940s (see Leinster’s “First contact”). This is an important topic because the language of science has long since become English, and for most of the scientific community it is not the mother tongue. Furthermore, we are now talking about the English languages of the world, or “world Englishes”, not to mention those who say “the language of science is bad English”. The paper tells a story which on the one hand constitutes a thoughtful anecdote, on the other may offer a good introduction to a serious scientific study. As it stands now, the main argument for including it is the story itself, with which we encourage further studies to scale our ideas in terms of a broader sample and comparability.
The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching Magdalena Jelińska, Michał B. Paradowski Frontiers in Psychology, 2021 In response to the outbreak of the COVID-19 pandemic, educational institutions around the world were forced into lockdown in order to contain the spread of the virus. To ensure continuous provision of education, most transitioned to emergency remote instruction. This has been particularly the case in higher education (HE) institutions. The circumstances of the pandemic have brought unprecedented psychological pressure on the population, in the case of educators and students exacerbated by the transition to a mode of instruction that was completely novel to the majority. The present study examines how college and university instructors dealt with teaching online in these unparalleled circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. Between April and September 2020, a comprehensive online survey was filled out by 804 HE instructors from 92 countries. We explore how sociodemographic variables such as gender, age, relationship status, living conditions, and length of professional experience non-trivially affect situational anxiety, work-life synergy, coping, and productivity. The results contribute to a better understanding of the impact of the pandemic and emergency remote instruction on college and university instructors’ well-being by explaining the mechanisms mediating the relationship between individual, contextual, and affective variables. It may provide helpful guidelines for college and university administrators as well as teachers themselves as to how help alleviate the adverse effects of the continuing pandemic and possible similar disruptions leading to school closures on coping and well-being.
Peer interactions and second language learning: The contributions of social network analysis in study abroad vs at-home environments Language Mobility and Study Abroad in the Contemporary European Context, 2021
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Ukrainian refugees learning Polish: A tale of language, identity, and integration MB Paradowski, K Czopek, A Jarynowski Education abroad: Language, learners, and communities , 2027 2027
Discrepancies in the country versions of the WHOQOL-BREF as a potential source of error in assessing Quality of Life and a barrier to comparative research S Maksymowicz, M Libura, A Jarynowski, MB Paradowski Health and Quality of Life Outcomes 24, Article 69 , 2026 2026
Social networks and language learning in forced immersion: Ukrainian refugees in Poland MB Paradowski, K Czopek, A Palmini, V Belik, A Jarynowski Journal of International Migration and Integration , 2026 2026 Citations: 1
Teaching for a better world: Cultivating Social-Emotional Learning in English language pedagogy LJ Pentón Herrera, G Martínez-Alba, MB Paradowski 2026 Citations: 2
“Like trying to fit the circle peg in the square hole”: Language and linguistics instructors’ stress levels during emergency remote teaching in times of the COVID-19 pandemic MB Paradowski, M Jelińska Second language learning and the COVID-19 pandemic: Case studies of … , 2026 2026
Journey through the world of dynamical systems on networks A Puchalska, MN Cartier van Dissel, P Gora, M Iskrzyński, ... Mathematical models for interacting dynamics on networks, 225–274 , 2026 2026 Citations: 1
Navigating new realms: Language teacher identities and evolving responsibilities in the new world LJ Pentón Herrera, A Becker, MB Paradowski Journal of Education for Multilingualism 2 (2), 155–166 , 2025 2025
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Peer interaction dynamics and second language learning trajectories during study abroad: A longitudinal investigation using dynamic computational Social Network Analysis MB Paradowski, N Whitby, M Czuba, P Bródka Language Learning 74 (S2), 58–115 , 2024 2024 Citations: 28
The moral Foreign Language Effect beyond the L2: Non-first languages behave similarly (but there are nuances) Z Stańczykowska, MB Paradowski The Mental Lexicon 19 (1), 55-67 , 2024 2024 Citations: 1
Social aspects in language learning: New perspectives from study-abroad research AM Devlin, A Magliacane, MB Paradowski Language Learning 74 (S2), 5–23 , 2024 2024 Citations: 6
The predictors of L2 grit and their complex interactions in online foreign language learning: Motivation, self-directed learning, autonomy, curiosity, and language mindsets MB Paradowski, M Jelińska Computer Assisted Language Learning 37 (8), 2320–2358 , 2024 2024 Citations: 93
How output outweighs input and interlocutors matter for study-abroad SLA: Computational social network analysis of learner interactions MB Paradowski, A Cierpich-Kozieł, CC Chen, JK Ochab The Modern Language Journal 106 (4), 694-725 , 2022 2022 Citations: 37
Google Translate facilitates conference abstracts’ acceptance, but not invitations to deliver an oral presentation P Toczyski, G Banerski, C Biele, J Kowalski, MB Paradowski Digital Interaction and Machine Intelligence: Proceedings of MIDI’2021 – 9th … , 2022 2022 Citations: 1
Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective M Jelińska, MB Paradowski Online Learning Journal [special issue “Lessons about online learning from … , 2021 2021 Citations: 195
The impact of demographics, life and work circumstances on college and university instructors’ well-being during quaranteaching M Jelińska, MB Paradowski Frontiers in Psychology 12 (643229) , 2021 2021 Citations: 51
Peer interactions and second language learning: The contributions of Social Network Analysis in Study Abroad vs At-Home environments MB Paradowski, A Jarynowski, K Czopek, M Jelińska Language, mobility and study abroad in the contemporary European context, 99–116 , 2021 2021 Citations: 50
Keep your friends close: Jak interakcje między uczniami pomagają w przyswajaniu języka obcego. Implikacje dla doby pandemii A Jarynowski, K Czopek, MB Paradowski Acta Neophilologica 23 (2), 115–131 , 2021 2021 Citations: 5
Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation … M Jelińska, MB Paradowski Frontiers in Psychology 12 (648443) , 2021 2021 Citations: 98
Transitions, translanguaging, trans-semiotising in heteroglossic school environments: Lessons from (not only) South African classrooms MB Paradowski Multilingual Classroom Contexts: Transitions and transactions, 213–284 , 2021 2021 Citations: 14
MOST CITED SCHOLAR PUBLICATIONS
Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective M Jelińska, MB Paradowski Online Learning Journal [special issue “Lessons about online learning from … , 2021 2021 Citations: 195
Second language as an exemptor from sociocultural norms: Emotion-related language choice revisited M Gawinkowska, MB Paradowski, M Bilewicz PloS one 8 (12), e81225 , 2013 2013 Citations: 107
Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation … M Jelińska, MB Paradowski Frontiers in Psychology 12 (648443) , 2021 2021 Citations: 98
The predictors of L2 grit and their complex interactions in online foreign language learning: Motivation, self-directed learning, autonomy, curiosity, and language mindsets MB Paradowski, M Jelińska Computer Assisted Language Learning 37 (8), 2320–2358 , 2024 2024 Citations: 93
Perceived effectiveness of language acquisition in the process of multilingual upbringing by parents of different nationalities MB Paradowski, A Bator International Journal of Bilingual Education and Bilingualism 21 (6), 647-665 , 2018 2018 Citations: 55
The impact of demographics, life and work circumstances on college and university instructors’ well-being during quaranteaching M Jelińska, MB Paradowski Frontiers in Psychology 12 (643229) , 2021 2021 Citations: 51
Peer interactions and second language learning: The contributions of Social Network Analysis in Study Abroad vs At-Home environments MB Paradowski, A Jarynowski, K Czopek, M Jelińska Language, mobility and study abroad in the contemporary European context, 99–116 , 2021 2021 Citations: 50
Diffusion of linguistic innovation as social coordination MB Paradowski, Ł Jonak Psychology of Language and Communication 16 (2), 131-142 , 2012 2012 Citations: 39
How output outweighs input and interlocutors matter for study-abroad SLA: Computational social network analysis of learner interactions MB Paradowski, A Cierpich-Kozieł, CC Chen, JK Ochab The Modern Language Journal 106 (4), 694-725 , 2022 2022 Citations: 37
Out-of-class peer interactions matter for second language acquisition during short-term overseas sojourns: The contributions of Social Network Analysis [Selected poster … MB Paradowski, A Jarynowski, M Jelińska, K Czopek Language Teaching 54 (1), 139–143 , 2021 2021 Citations: 37
The benefits of multilingualism MB Paradowski Multilingual Living Magazine 3 (2), 18–20 , 2010 2010 Citations: 37
Exploring the L1/L2 interface: A study of Polish advanced EFL learners MB Paradowski Institute of English Studies, University of Warsaw , 2007 2007 Citations: 35
Modelling communities and populations: An introduction to computational social science A Jarynowski, MB Paradowski, A Buda Studia Metodologiczne – Dissertationes Methodologicae, 39 [special … , 2019 2019 Citations: 33
Understanding English as a lingua franca: A complete introduction to the theoretical nature and practical implications of English used as a lingua franca: Barbara Seidlhofer … MB Paradowski The Interpreter and Translator Trainer 7 (2), 312-320 , 2013 2013 Citations: 31
Peer interaction dynamics and second language learning trajectories during study abroad: A longitudinal investigation using dynamic computational Social Network Analysis MB Paradowski, N Whitby, M Czuba, P Bródka Language Learning 74 (S2), 58–115 , 2024 2024 Citations: 28
Conquering foreign language anxiety related to speaking MB Paradowski, K Dmowska, D Czasak Productive Foreign Language Skills for an Intercultural World. A Guide (not … , 2015 2015 Citations: 28
What’s cooking in English culinary texts? Insights from genre corpora for cookbook and menu writers and translators MB Paradowski The Translator 24 (1), 50-69 , 2018 2018 Citations: 24
Corroborating the role of L1 awareness in FL pedagogy MB Paradowski 33rd International LAUD Symposium “Cognitive Approaches to Second/Foreign … , 2008 2008 Citations: 24
Foreign-language grammar instruction via the mother tongue MB Paradowski Multilingualism and Applied Comparative Linguistics, Vol. 1: Comparative … , 2007 2007 Citations: 23
