Anna Mystkowska-Wiertelak is a Professor at the University of Wrocław, affiliated with the Faculty of English and the Department of Glottodidactics. Her scholarly work centers on second language acquisition, particularly the psychological and emotional dimensions of language learning. Education: Habilitation in Humanities (Linguistics), Adam Mickiewicz University in Poznań, 2018 PhD in Linguistics, Adam Mickiewicz University in Poznań, 2010 MA in English Philology, Adam Mickiewicz University in Poznań, 1990 Her research focuses on willingness to communicate (WtC) , learner engagement , emotion regulation , motivation , and learning strategies . She investigates how affective and cognitive factors influence language performance, especially in classroom speaking tasks. Her work often employs mixed-methods designs, including idiodynamic and retrodictive qualitative modeling, to capture the dynamic nature of language learning processes. The analysis of her 15 most recent publications reveals a strong trend toward studying the interplay of emotions, engagement, and self-regulation in language classrooms. Her research spans theoretical and empirical domains, with a particular emphasis on advanced learners and third age learners . She frequently collaborates with scholars such as M. Pawlak and J. Bielak, contributing to both monographs and high-impact journal articles. Scientific Contributions: Co-author of key monographs such as Willingness to Communicate in Instructed Second Language Acquisition (2017) and Production-oriented and Comprehension-based Grammar Teaching (2012) Guest editor of special issues, including Contemporary Challenges in Language Education (Anglica Wratislaviensia, 2024) Regular presenter at international conferences such as AAAL, EUROSLA, and Psychology for Language Learning She actively supervises and collaborates with researchers, though specific advisee names are not listed. She has not received specific awards mentioned in the text, but her extensive publication record and editorial roles indicate high scholarly recognition. She is involved in ongoing research projects exploring motivational dynamics, teacher strategies, and learner psychology, contributing significantly to the advancement of applied linguistics and language pedagogy.
