Yuliya ASOTSKA-WIERZBA, PhD

Position:

• Assistant Professor

Positions held in the Institute and the University:

• Student Support Coordinator for the first year of 5-year MA studies
• Supervisor of student internships (BA and MA studies)
• Member of the SNEC student society
• Representative of the Department of English Language Education during the UKEN Open Days

Degrees:

• 2019; Doctor in the discipline of linguistics;
  Pedagogical University of Cracow;
  Thesis: „The development of academic and specific language skills in the perspective of autonomous learning by students during online lessons”;
  Supervisor: Małgorzata Pamuła-Behrens, PhD;
  Reviewer: Hanna Komorowska, PhD;
  Reviewer: Jarosław Krajka, PhD.

• 2009; Master of Arts;
  Pedagogical University of Cracow, Faculty of Humanities;
  Thesis: “Developing speaking skills – through taboo and non-conventional topics”;
  Supervisor: Agnieszka Strzałka, PhD;
  Reviewer: Joanna Rokita-Jaśkow, PhD.

Main field of research:

• Applied Linguistics.

Department:

• Department of English Language Education

Research Interests:

• English language teaching methodology
• Computer-assisted foreign language teaching
• Artificial Intelligence, Virtual Reality and Augmented Reality in language teaching
• Teaching English for Specific Purposes
• Academic skills development
• Foreign language teacher development

Teaching:

• Practical English Language Skills
• Language and Society
• Academic Writing
• BA seminar
• Interpersonal Communication
• Teacher Development

Membership in Academic Societies:

• 2017 – Stowarzyszenie e-learningu akademickiego (SEA),
• 2011 – Polskie Towarzystwo Neofilologiczne (PTN).

Selected visiting lectures:

• N/A

Main Publications:

Articles:

• Asotska-Wierzba, Y. (2024). How to Design an Online Course Creating a Strong Sense of Teacher Presence. Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova, 9, 29-47.
• Pitura, J., Turula, A., Nowak, S., Jakubik, J., & Asotska-Wierzba, Y. (2024). Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework. Neofilolog, 62(2), 482–501
• Asotska-Wierzba, Y. (2021). Synchronous computer-supported collaborative writing of a proposal during the pandemic. Neofilolog, 57(2), 197-216.
• Asotska-Wierzba, Y. (2021). Wykorzystanie technologii informacyjno-komunikacyjnej w edukacji przedszkolnej i wczesnoszkolnej. In J. Rokita-Jaśkow & K. Nosidlak (Eds.), Nauczania języków obcych dzieci. Globalne wyzwania, lokalne rozwiązania. (pp. 154-164). Kraków: Wydawnictwo Naukowe UP.
• Asotska-Wierzba, Y. (2018). Scaffolding strategic academic reading in online language learning. Annales Universitatis Paedagogicae Cracoviensis. Studia Anglica, AUPC (246), 86-95
• Asotska-Wierzba, Y. (2016). Zastosowanie wybranych e-narzędzi Web 2.0 w dydaktyce języków obcych. In Rozwój Społeczności Międzynarodowej: Przeszłość oraz Nowe Wyzwania, Vol. 4 (pp. 366-375). Lwów-Olsztyn: Lwowski Uniwersytet Narodowy im. Iwana Franki
• Asotska-Wierzba, Y. (2013). Новый способ индивидуализации преподавания, основанный на концепции множественных интеллектов и „точек доступа”. Russian Language Abroad, 241, 34-37.
• Asotska-Wierzba, Y., & Strzałka, A. (2011). Taboo and non-conventional content as attitude and emotion sensitive tool. Journal of Language Teaching and Research, (2)6, 1283-1288