Dr. habil. Edit Ágnes Kontra Miklósné Hegybiró, PhD.
Name: Dr. habil. Edit Ágnes Kontra Miklósné Hegybiró, PhD.
Faculty: Faculty of Education
Department: Department of English Language and Literature
Position: Professor
Office: T209
E-mail:
Phone +421 35 32 60 748
Person responsible for the profile subjects of the study programme:
English language and literature teacher training in combination (1. and 2. degree, full-time form)

University studies
József Attila University, Faculty of Humanities
English and German
1971 - 1976
University of Exeter, College of St Mark and St John
Master of Education
1994 - 1996
PhD. study
Universityof Glamorgan, United Kingdom
teacher education
1996 - 1998
Habilitation
Eötvös Loránd University
linguistics
2012

Employment
Selye János University, Department of English Language and Literature
full professor
2021 -
Selye János University, Department of Modern Philology
associate professor
2017 - 2021
Eötvös Loránd University, School of English and American Studies
associate professor
1998 - 2018


Research area Since 2005 my main research interest has been the investigation of

Research projects The foreign language leaning motivation, beliefs and strategies of Deaf and severely hard-of-hearing
K105095
OTKA
2012 - 2015

Equal rights in foreing language education
2006-0010
NKTH B2
2006 - 2010

Support for professional publications
--
Oktatási Minisztériun Világ-Nyelv Pályázat
2006 - 2006

Training program for teaching foreign languages via sign language
TÁMOP 5.4.5
TÁMOP
2009 - 2010

ELT for a Global World
16940-6/2015/INTFO
EMMI Felsőoktatási Struktúraátalakítási Alap
2015 - 2015

Publication of an edited volume on the foreign language learning of disabled and special needs learn
-
Pro Renovanda Hungariae Klebelsberg Kuno emlékére
2006 - 2006



Category A1 - Book publications of scientific monograph character (AAA, AAB, ABA, ABB, ABC, ABD)
Number of entries: 4
AAA Scientific/scholarly monographs published abroad (2)
ABC Chapters in scientifric/scholarly monographs published abroad (2)

Category A2 - Miscellaneous book publications (ACA, ACB, BAA, BAB, BCB, BCI, EAI, CAA, CAB, EAJ, FAI)
Number of entries: 5
ACA University textbooks published abroad (1)
ACB University textbooks published inland (2)
FAI Book-like editorial works (bibliographies, encyclopaedias, catalogues, dictionaries, proceedings books etc.) (2)

Category B - Journals listed in international databases, author warrants, patents, and discoveries (ADC, ADD, AEG, AEH, BDC, BDD, CDC, CDD, AGJ)
Number of entries: 5
ADC Scientific/scholarly papers published abroad in journals registered in the Current Contents Connect database (5)

Category C - Miscellaneous peer-reviewed publications (ACC, ACD, ADE, ADF, AEC, AED, AFA, AFB, AFC, AFD, AFE, AFF, AFG, AFH, BBA, BBB, BCK, BDA, BDB, BDE, BDF, BEC, BED, BFA, BFB, BGH, CDE, CDF)
Number of entries: 28
ADE Scientific/scholarly papers published abroad in journals not registered in the Current Contents Connect database (14)
AEC Scientific/scholarly papers published abroad in peer-reviewed proceedings or monographs (10)
AFC Published conference articles presented at conferences abroad (2)
AFD Published conference articles presented at conferences inland (1)
AFG Published abstracts of conference articles presented at conferences abroad (1)

Category N - Miscellaneous non peer-reviewed publications (ADM, ADN, AEM, AEN, BDM, BDN, CBA, CBB)
Number of entries: 2
ADM Scientific/scholarly papers published abroad in journals registered in the databases Web of Science or SCOPUS (2)

Category D - Miscellaneous publications not classified by the MESR
Number of entries: 2
BEE Specialised papers published abroad in non-reviewed (conference and non-conference) proceedings books (2)

Total number of entries: 46

Citations:

[1] Citations and reviews which appeared in a foreign publication and are listed in an international database (WoS or Scopus). (76)
[3] Citations which appeared in a foreign publication and are not listed in any international database. (31)
Total: 107

List of publications:

AAA Scientific/scholarly monographs published abroad
Number of entries: 2


AAA 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Gabriella DÓCZI-VÁMOS a Borbála KÁLMOS. Diszlexiával angolul: Gyakorlati útmutató tanároknak. 1. vyd. Budapest: Akadémiai Kiadó, 2012. 207 s. ISBN 978-963-05-9262-8.

AAA 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Nyelvtanulás két kézzel: A jelnyelv szerepe a siketek idegennyelv-tanulásában. 1. vyd. Budapest: ELTE Eötvös Kiadó, 2010. 182 s. ISBN 978-963-284-131-1.


ABC Chapters in scientifric/scholarly monographs published abroad
Number of entries: 2


ABC 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. "Szeretnék angolul tudni, csak nagyon nehéz": Feltáró kutatás a speciális intézményekben tanuló fiatalok idegennyelv-tanulási tapasztalatairól. In: Hallássérült fiatalok idegennyelv-tanulása Magyarországon: Zárótanulmányok és módszertan, óratervekkel. Budapest: Tinta Könyvkiadó, 2015, P. 31-54. ISBN 978-963-409-021-2.

ABC 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Language learning against the odds: Retrospective accounts by four Deaf adults. In: English as a foreign language for deaf and hard of hearing persons in Europe. Lublin: Wydawnictvo KUL, 2013, P. 93-111. ISBN 978-83-7702-598-7.


ACA University textbooks published abroad
Number of entries: 1


ACA 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Topics in the methodology of teaching EFL. 1. vyd. Budapest: Okker, 2006. 152 s. ISBN 963 8088 12 5.

Citations:
2008  [3] HUSZTI, I. The micro level of reading miscues : Case studies of six learners. In Working Papers in Language Pedagogy. ISSN 1789-3607, 2008, vol. 2, p. 105-118.




ACB University textbooks published inland
Number of entries: 2


ACB 001 HOLLÓ, Dorottya, Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ a Eszter TÍMÁR. A krétától a videóig: Nyelvtanárok kézikönyve. 1. vyd. Budapest: Nemzeti Tankönyvkiadó, 1996. 200 s. ISBN 963-18-7500-8.

ACB 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Judit KORMOS. An introduction to language testing for teachers of English. 1. vyd. Budapest: OKKER, 2007. 132 s. ISBN 978-963-8088-20-8.


ADC Scientific/scholarly papers published abroad in journals registered in the Current Contents Connect database
Number of entries: 5


ADC 001 CSIZÉR, Kata a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. Foreign Language Learning Characteristics of Deaf and Severely Hard-of-Hearing Students. DOI 10.1111/modl.12630 The Modern Language Journal. Vol. 104, no. 1 (2020), s. 233-249. ISSN 0026-7902. CCC, WoS, SCOPUS.

Q WoS=Q1

Citations:
2021  [1] SUBASNO, Y. - DEGENG, I. N. S. - PALI, M. - et al. The effectiveness of multiplex teaching method in mastering vocabulary for deaf students. In European Journal of Educational Research. ISSN 2165-8714, 2021, vol. 10, no. 4, p. 1649-1667. SCOPUS

2021  [1] OCTABERLINA, L. R. - ROFIKI, I. Using Online Game for Indonesian EFL Learners to Enrich Vocabulary. In International Journal of Interactive Mobile Technologies. ISSN 1865-7923, 2021, vol. 15, no. 1, p. 168-183. SCOPUS

2021  [1] LEWANDOWSKA, P. Adult deaf and hard of hearing people on learning English as a foreign language-international experiences and recommendations. In English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions. Routledge : Oxon, 2021. ISBN 978-100316217-9, p. 110-127. SCOPUS

2021  [1] VULCHANOVA, M. - LERVAG, I. K. Role of Subtitles in L2 Acquisition and Comprehension: A Pilot Study of Hearing-Impaired Students. Languages. ISSN 2226-471X, 2021, vol. 6, no. 1, p. 1-12. WoS ; SCOPUS



ADC 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. An investigation into the relationship of foreign language learning motivation and sign language use among deaf and hard of hearing. DOI 10.1515/iral-2013-0001 IRAL - International Review of Applied Linguistics in Language Teaching. Vol. 51, no. 1 (2013), p. 1-22. ISSN 1613-4141. WoS, SCOPUS. IF (2016): 0,545. SNIP (2016): 0,269.

Citations:
2021  [1] KANG, K. Y. - SCOTT, J. A. The experiences of and teaching strategies for deaf and hard of hearing foreign language learners: A systematic review of the literature. In American Annals of the Deaf. ISSN 0002-726X, 2021, vol. 165, no. 5, p. 527-547. WoS ; SCOPUS

2021  [1] PANDYA, S. P. Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities. In Journal of Deaf Studies and Deaf Education. ISSN 1081-4159, 2021, vol. 26, no. 1, p. 58-69. WoS ; SCOPUS

2019  [1] DOMAGAŁA-ZYŚK, E. - PODLEWSKA, A. Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. In European Journal of Special Needs Education. ISSN 0885-6257, 2019, vol . 34, no. 2, p. 156-171. WoS ; SCOPUS

2016  [3] LOWE, R. J. Special educational needs in English language teaching: Towards a framework for continuous professional development. In English Language Teacher Education and Development. ISSN 1365-3741, 2016, vol. 19, p. 23-31.

2015  [3] KELLY, R. - DUFVA, H. - TAPIO, E. Many languages, many modalities : Finnish Sign Language Signers as Learners of English. In AFinLAn vuosikirja 2015. ISSN 2343-2608, 2015, vol. 73, p. 113-125.



ADC 003 CSIZÉR, Kata, Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ a Katalin PINIEL. An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary. Studies in Second Language Learning and Teaching. Vol. 5, no. 2 (2015), p. 229-249. ISSN 2083-5205. WoS.

Citations:
2021  [1] KANG, K. Y. - SCOTT, J. A. The experiences of and teaching strategies for deaf and hard of hearing foreign language learners: A systematic review of the literature. In American Annals of the Deaf. ISSN 0002-726X, 2021, vol. 165, no. 5, p. 527-547. WoS ; SCOPUS

2015  [1] BANEGAS, D. L. Motivation and foreign language learning: From theory to practice. In Revista Espanola de Linguistica Aplicada. ISSN 0213-2028, 2015, vol. 28, no. 2, p. 641-646. WoS



ADC 004 CSIZÉR, Kata a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. ELF, ESP, ENL and their effect on students' aims and beliefs: A structural equation model. DOI 10.1016/j.system.2012.01.002 System. Vol. 40, no. 1 (2012), p. 1-10. ISSN 0346-251X. CCC, WoS, SCOPUS. IF (2016): 1,400. SNIP (2016): 1,332.

Citations:
WoS  [1] LUO, W. H. A study of Taiwanese university students' English use, learning goals and attitudes toward English as a lingua franca. In Studies in Second Language Learning and Teaching. ISSN 2083-5205, vol. 8, no.4, p. 775-794. 2018

2021  [1] HUMPHREYS, G. - BAKER, W. Developing intercultural awareness from short-term study abroad: insights from an interview study of Japanese students. In Language and Intercultural Communication. ISSN 1470-8477, 2021, vol. 21, no. 2, p. 260-275. WoS ; SCOPUS

2021  [1] BORENIC, V. K. Esp students’ attitudes and motivation before and after croatia joined the erasmus program. In Journal of Teaching English for Specific and Academic Purposes. ISSN 2334-9182, 2021, vol. 9, no. 3, p. 451-464. WoS ; SCOPUS

2020  [1] CHEN, Y.-S. - REN, W. - LIN, C.-Y. English as a lingua franca: From theory to practice. In Language Teaching. ISSN 0261-4448, 2020, vol. 53, no. 1, p. 63-80. WoS ; SCOPUS

2020  [1] JARAMILLO, M. G. L. - DAVILA, A. M. - JARQUIN, E. V. E. - et al. English as a lingua franca: Perspectives from international MA tesol students in the United States. In Universal Journal of Educational Research. ISSN 2332-3205, 2020, vol. 8, no. 4, p. 1605-1619. SCOPUS

2019  [1] BAKER, W. English as a Lingua Franca and transcultural communication: Rethinking competences and pedagogy for ELT. In Ontologies of English: Conceptualising the Language for Learning, Teaching, and Assessment. Cambridge : Cambridge University Press, 2019. ISBN 978-110868515-3, p. 253-272. SCOPUS

2019  [1] BORENIC, V. K. Attitudes to English and Motivation to Continue Learning English in a Tertiary Education Setting. In Revista de Lenguas para Fines Específicos. ISSN 1133-1127, 2019, vol. 25, no. 1, p. 9-27. WoS

2018  [1] AIELLO, J. Reconceptualizing Englishes and English-speaking identities. In Neoigating Englishes and English-Speaking Identities: a Study of Youth Learning English in Italy. Oxford : Routledge, 2018. ISBN 978-1-315-29967-9, p. 119-139. WoS

2018  [1] DONTCHEVA-NAVRATILOVA, O. English language teacher education in the Czech Republic: attitudes to ELF. In Using English as a Lingua Franca in Education in Europe: English in Europe: Volume 4. ISSN 2364-4303, 2018, vol. 4. WoS

2018  [1] MAVRI, A. - HADJICONSTANTINOU, S. Evaluating the Use of Groupware Technologies in Support of Collaborative Learning in an ESP Tertiary Education Course. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). ISSN 0302-9743, 2018, vol. 10924 LNCS, p. 446-465. WoS ; SCOPUS

2017  [1] AIELLO, J. Negotiating Englishes and English-speaking identities: A study of youth learning English in Italy. In Negotiating Englishes and English-Speaking Identities: A Study of Youth Learning English in Italy. Oxfordshire : Taylor and Francis Inc., 2017. ISBN 978-131529967-9, p. 1-159. SCOPUS

2017  [1] TANG, J. Translating into English as a Non-Native Language: a translator trainer's perspective. In Translator. ISSN 1355-6509, 2017, vol. 23, no. 4, p. 388-403. WoS ; SCOPUS

2017  [1] SING, C. S. English as a lingua franca in international business contexts: Pedagogical implications for the teaching of English for specific business purposes. In Handbook of Business Communication: Linguistic Approaches. Berlin : De Gruyter, 2017. ISBN 978-161451486-2, p. 319-356. SCOPUS

2016  [1] LEE, K. Y. - GREEN, R. W. The World Englishes paradigm: A study of Korean university students’ perceptions and attitudes. In English Teaching. ISSN 1175-8708, vol. 15, no. 1, p. 155-168. WoS ; SCOPUS

2016  [1] KE, I. C. Deficient non-native speakers or translanguagers? Identity struggles in a multilingual multimodal ELF online intercultural exchange. In Journal of Asian Pacific Communication. ISSN 0957-6851, 2016, vol. 26, no. 2, p. 280-300. WoS ; SCOPUS

2016  [1] BAKER, W. English as an academic lingua franca and intercultural awareness: Student mobility in the transcultural university. In Language and Intercultural Communication. ISSN 1470-8477, 2016, vol. 16, no. 3, p. 437-451. WoS ; SCOPUS

2016  [1] SUNG, C. C. M. Exposure to multiple accents of English in the English Language Teaching classroom: from second language learners’ perspectives. In Innovation in Language Learning and Teaching. ISSN 1750-1229, 2016, vol. 10, no. 3, p. 190-205. WoS ; SCOPUS

2016  [1] BAKER, W. Culture and language in intercultural communication, English as a lingua Franca and English language teaching: Points of convergence and conflict. In The Cultural and Intercultural Dimensions of English as a Lingua Franca. United Kingdom : Channel View Publications, 2016. ISBN 978-178309510-0;978-178309508-7, p. 70-89. WoS ; SCOPUS

2016  [1] REN, W. - CHEN, Y. S. - LIN, C. Y. University students' perceptions of ELF in mainland China and Taiwan. In System. ISSN 0346-251X, 2016, vol. 56, p. 13-27. WoS ; SCOPUS

2015  [1] SIFAKIS, N. C. - BAYYURT, Y. Insights from ELF and WE in teacher training in Greece and Turkey. In World Englishes. ISSN 0883-2919, 2015, vol. 34, no. 3, p. 471-484. WoS ; SCOPUS

2014  [1] WINKE, P. Testing hypotheses about language learning using structural equation modeling. In Annual Review of Applied Linguistics. ISSN 0267-1905, 2014, vol. 34, p. 102-122. WoS ; SCOPUS

2014  [1] KE, I.C. - CAHYANI, H. Learning to become users of English as a Lingua Franca (ELF): How ELF online communication affects Taiwanese learners' beliefs of English. In System. ISSN 0346-251X, 2014, vol. 46, p. 28-38. WoS ; SCOPUS

2014  [1] LINDEMANN, S. LITZENBERG, J. S. Problematizing the Dependence on L1 Norms in Pronunciation Teaching: Attitudes toward Second-language Accents. In Social Dynamics in Second Language Accent. In Trends in Linguistics. ISSN 1868-6362, 2014, vol. 10, p. 171-194. WoS

2013  [1] ZHENG, Y. Y. An inquiry into Chinese learners' English-learning motivational self-images: ENL learner or ELF user? In Journal of English as a Lingua Franca. ISSN 2191-9216, 2013, vol. 2, no. 2, p. 341-364. WoS



ADC 005 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Kata CSIZÉR a Katalin PINIEL. The challenge for Deaf and hard-of-hearing students to learn foreign languages in special needs schools. DOI 10.1080/08856257.2014.986905 European Journal of Special Needs Education. Vol. 30, no. 2 (2014), p. 141-155. ISSN 0885-6257. WoS, SCOPUS. IF (2016): 0,447. SNIP (2016): 0,724.

Citations:
2021  [1] CAMARENA, I. G. - MORENO-RODRIGUEZ, R. - TELLEZ, F. R. Learning a Foreign Language in Compulsory Education: Deaf and Hard-of-Hearing Students’ Experiences [Aprendizaje de una lengua extranjera en educación obligatoria: Experiencias de estudiantes con sordera e hipoacusia]. In Qualitative Research in Education. ISSN 2014-6418, 2021, vol. 10, no. 1, p. 88-114. WoS ; SCOPUS

2021  [1] KANG, K. Y. - SCOTT, J. A. The experiences of and teaching strategies for deaf and hard of hearing foreign language learners: A systematic review of the literature. In American Annals of the Deaf. ISSN 0002-726X, 2021, vol. 165, no. 5, p. 527-547. WoS ; SCOPUS

2021  [1] PANDYA, S. P. Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities. In Journal of Deaf Studies and Deaf Education. ISSN 1081-4159, 2021, vol. 26, no. 1, p. 58-69. WoS ; SCOPUS

2019  [1] DOMAGAŁA-ZYŚK, E. - PODLEWSKA, A. Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. In European Journal of Special Needs Education. ISSN 0885-6257, 2019, vol . 34, no. 2, p. 156-171. WoS ; SCOPUS

2017  [1] ORTIZ, E. F. Literacy Learning Tool for Students with Hearing Disability, through Teaching Methodologies of Foreign Languages and Games. In 9th International Conference on Education and New Learning Technologies (Edulearn17). Valencia : IATED, 2017. ISBN 978-84-697-3777-4, 3228-3237. WoS




ADE Scientific/scholarly papers published abroad in journals not registered in the Current Contents Connect database
Number of entries: 14


ADE 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Siket hallgatók az európai mobilitásban. Modern nyelvoktatás : A Magyar Alkalmazott Nyelvészek és Nyelvtanárok Egyesületének folyóirata. Évf. 24, sz. 4 (2018), p. 60-67. ISSN 1219-638X.

ADE 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. Felsőoktatásban tanuló siket és súlyos fokban nagyothalló hallgatók idegennyelv-tanulási motivációja: egy klaszterelemzésből levonható következtetések. DOI 10.17670/MPed.2019.2.97 Magyar pedagógia : a Magyar Tudományos Akadémia Pedagógiai Bizottságának folyóirata : journal of the Educational Comitee of the Hungarian Academy of Science. Évf. 119, sz. 2 (2019), p. 97-111. ISSN 0025-0260.

ADE 003 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. "They can achieve their aims without native skills in the field of work or studies": Hungarian students´ views on English as a lingua franca. Studies in Second Language Learning and Teaching. Vol. 1, no. 1 (2011), p. 135-152. ISSN 2083-5205.

Citations:
2021  [1] BORENIC, V. K. ESP Student's Attitudes and Motivation Before and After Croatia Joined the Erasmus Program. In Journal of Teaching English for Specific and Academic Purposes. ISSN 2334-9182, 2021, vol. 9, no. 3, p. 451-464. WoS ; SCOPUS

2018  [1] SUNG, C. C. M. Investigating perceptions of English as a lingua franca in Hong Kong: The case of university students. In English Today. ISSN 0266-0784, 2018, vol. 34, no. 1, p. 38-44. WoS ; SCOPUS

2014  [3] VETTOREL, P. English as a Lingua Franca in Wider Networking: Blogging Practices. Berlin : Walter de Gruyter, 2014. ISBN 978-3-11-032285-9, p. 255, 256, 325.

2014  [1] MYSTKOWSKA-WIERTELAK, A. - BIELAK, J. Polish students’ perceptions of english as an international language. In Second Language Learning and Teaching. ISSN 2193-7648, 2014, vol. 20, p. 253-268. WoS ; SCOPUS



ADE 004 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. Az angol mint lingua franca a szaknyelvet tanuló egyetemisták gondolkodásában. Modern Nyelvoktatás. Évf. 17, sz. 2-3 (2011), p. 9-23. ISSN 1219-638X.

ADE 005 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Csilla BARTHA. Foreign language education in Hungary: Concerns and controversies. DOI 10.1515/9783110223323.61 Sociolinguistica. Vol. 24, no. 1 (2010), p. 61-84. ISSN 1865-939X.

Citations:
2016  [1] BRUEN, J. - SHERIDAN, V. The impact of the collapse of communism and EU accession on language education policy and practice in Central and Eastern Europe: two case-studies focussing on English and Russian as foreign languages in Hungary and Eastern Germany. In Current Issues in Language Planning. ISSN 1466-4208, 2016, vol. 17, no. 2, p. 141-160. SCOPUS

2016  [1] BORBÉLY, A. Sustainable bilingualism and language shift: Longitudinal research in Romanian-Hungarian bilingual Kétegyháza (Hungary). In Acta Linguistica Hungarica. ISSN 1216-8076, 2016, vol 63, no. 1, p. 23-61. SCOPUS



ADE 006 SEDLÁČKOVÁ, Jitka a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. Foreign Language Learning Experiences of Deaf and Severely Hard-of-Hearing Czech University Students. Pedagogická orientace. Roč. 29, č. 3 (2019), p. 336-358. ISSN 1211-4669.

ADE 007 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Kata CSIZÉR a Katalin PINIEL. Halássérült nyelvtanulók egyéni változóinak vizsgálata: motiváció, képzetek, stratégiák. Alkalmazott Nyelvtudomány. Évf. 13, sz. 1-2 (2013), p. 5-21. ISSN 1587-1061.

ADE 008 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Kata CSIZÉR a Anna SÁFÁR. Idegen nyelvek tanulása siketek és nagyothallók körében. Új Pedagógiai Szemle. Évf. 59, sz. 1 (2009), p. 72-83. ISSN 1788-2400.

Citations:
2014  [1] MEDGYES, P. - NIKOLOV, M. Research in foreign language education in Hungary (2006-2012). In Language Teaching. ISSN 0261-4448, 2014, vol. 47, no. 4, p. 504-537. WoS ; SCOPUS



ADE 009 BARRATT, Leslie a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. Native-English-Speaking Teachers in Cultures Other Than Their Own. TESOL Journal. Vol. 9, no. 3 (2000), p. 19-23. ISSN 1056-7941.

Citations:
2015  [1] MOUTINHO, R. - DE ALMEIDA, J. C. P. The role of language teachers as cultural diplomats. In Multicultural Education. ISSN 2005-615X, 2015, vol. 7, no. 1-2, p. 85-98. WoS ; SCOPUS

2014  [1] SELVI, A. F. Myths and Misconceptions About Nonnative English Speakers in the TESOL (NNEST) Movement. In TESOL Journal. ISSN 1056-7941, 2014, vol. 5, no. 3, p. 573-611. WoS

2013  [1] YAO, J. - HAN, J. Bilingual Beginning Mandarin Teachers' Classroom English in Sydney Schools: Linguistic Implications for Teacher Education. In Asia-Pacific Education Researcher. ISSN 2243-7908, 2013, vol. 22, no. 2, p. 127-136. WoS ; SCOPUS

2012  [1] BENSON, P. Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools. In Language Teaching Research. ISSN 1477-0954, 2012, vol. 16, no. 4, p. 483-499. WoS ; SCOPUS

2012  [1] FAEZ, F. Diverse teachers for diverse students: Internationally educated and Canadian-born teachers' preparedness to teach English language learners. In Canadian Journal of Education. ISSN 0380-2361, 2012, vol. 35, no. 3, p. 64-84. SCOPUS

2012  [1] LIU, S. - WANG, J. Characteristics and transformation of native English speaker teachers' Beliefs: A study of U.S. English teachers in China. In Asian EFL Journal. ISSN 1738-1460, 2012, vol. 14, no. 1, p. 212-253. SCOPUS

2012  [1] FLORENCE MA, L. P. Advantages and Disadvantages of Native- and Nonnative-English-speaking Teachers: Student Perceptions in Hong Kong. In TESOL Quarterly. ISSN 1545-7249, 2012, vol. 46, no. 2, p. 280-305. WoS ; SCOPUS

2010  [1] GRUBBS, S. J. - JANTARACH, V. - KETTEM, S. Studying English with Thai and native-speaking teachers. In Teachers and Teaching: Theory and Practice. ISSN 1354-0602, 2010, vol. 16, no. 5, p. 59-57. WoS ; SCOPUS

2008  [1] MOUSSU, L. - LLURDA, E. Non-native English-speaking English language teachers: History and research. In Language Teaching. ISSN 0261-4448, 2008, vol. 41, no. 3, p. 315-348. SCOPUS

2006  [1] CARLESS, D. - WALKER, E. Effective team teaching between local and native-speaking English teachers. In Language and Education. ISSN 0950-0782, 2006, vol. 20, no. 6, p. 463-477. SCOPUS

2005  [1] HAN, S.-A. Good teachers know where to scratch when learners feel itchy: Korean learners' views of native-speaking teachers of English. In Australian Journal of Education. ISSN 0004-9441, 2005, vol. 49, no. 2, p. 197-213. SCOPUS



ADE 010 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Négyen, akik siketeket tanítanak. Modern Nyelvoktatás. Évf. 20, sz. 1-2 (2014), p. 3-17. ISSN 1219-638X.

ADE 011 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Judit KORMOS. Nyelvtanárok a diszlexiáról. Új Pedagógiai Szemle. Évf. 57, sz. 9 (2007), p. 82-91. ISSN 1215-1807.

Citations:
2014  [1] MEDGYES, P. - NIKOLOV, M. Research in foreign language education in Hungary (2006-2012). In Language Teaching. ISSN 0261-4448, 2014, vol. 47, no. 4, p. 504-537. WoS ; SCOPUS



ADE 012 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. Nyelvtanulási célok, képzetek és az angol nyelv: Feltáró faktorelemzés szaknyelvet tanuló egyetemisták körében. Alkalmazott Nyelvtudomány. Évf. 11, sz. 1-2 (2011), p. 19-37. ISSN 1587-1061.

ADE 013 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Reflections on the purpose of methodology training. English Language Teaching Journal. Vol. 51, no. 3 (1997), p. 242-248. ISSN 0951-0893.

Citations:
2018  [3] KOURKOULI, K. Investigating the Impact of Greek EFL Teachers’ Participation in Online Communities of Practice as a Means of Professional Development. In European Journal of Education. ISSN 2601-8616, 2018, vol. 1, no. 1, p. 58.

2017  [3] TZOTZOU, M. D. Developing an INSET Course for State EFL Teachers in Greece: A Process-Oriented Teacher Education Proposal towards Digital Literacy. In Multilingual Academic Journal of Education and Social Sciences. ISSN 2308-0876, 2017, vol. 5, no. 1, p. 52.

2015  [3] WOLTER, B. A participant-centred approach to INSET course design. In ELT Journal : An International Journal for Teachers of English to Speakers of Other Languages. ISSN 0951-0893, 2015, vol. 54, no. 4, p. 311-318.

2014  [3] STEVENS, A. Implementing Task-based Learning with Malaysian Early Primary Teachers: Implications for Professional Development. In The English Language Teacher Development Prroject. Theory, Research and Practice. Pulau Pinang : Penerbit Universiti Sains Malaysia, 2014. ISBN 978-983-861-699-7, p. 118, 119, 122.

2011  [3] LÁZÁR, I. Teachers’ beliefs about integrating the development of intercultural communicative competence in language teaching. Case studies of Hungarian pre-service English teachers. In ForumSprache. ISSN 1868-0852, 2011, vol. 3, no. 1, p. 116.

2010  [3] BOBB-WOLFF, L. Can Moodle Increase Learner Autonomy?. In Revista Canaria de Estudios Ingleses. ISSN 0211-5913, 2010, vol. 61, p. 99-115.

2006  [3] LOCH, Á. Teachers' Perceptions About Their Beliefs Concerning Language Teaching. In Practice and Theory in Systems of Education. ISSN 1788-2591, 2006, vol. 1, no. 1, p. 96, 97.

2004  [1] OSAM, U. V. - BALBAY, S. Investigating the decision-making skills of cooperating teachers and student teachers of English in a Turkish context. In Teaching and Teacher Education. ISSN 0742-051X, 2004, vol. 20, no. 7, p. 745-758. WoS ; SCOPUS

2000  [3] HALBACH, A. Trainee change through teacher training: A case study in training English language teachers in Spain. In Journal of Education for Teaching. ISSN 0260-7476, 2000, vol. 26, no. 2, p. 139-146.



ADE 014 CSIZÉR, Kata, Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ a Anna SÁFÁR. Siket és nagyothalló felnőttek idegennyelv-tanulási motivációja. Magyar Pedagógia. Évf. 108, sz. 4 (2008), p. 341-357. ISSN 0025-0260.

Citations:
2014  [1] MEDGYES, P. - NIKOLOV, M. Research in foreign language education in Hungary (2006-2012). In Language Teaching. ISSN 0261-4448, 2014, vol. 47, no. 4, p. 504-537. WoS ; SCOPUS




ADM Scientific/scholarly papers published abroad in journals registered in the databases Web of Science or SCOPUS
Number of entries: 2


ADM 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. "They can achieve their aims without native skills in the field of work or studies": Hungarian students' views on English as a lingua franca. DOI 10.14746/ssllt.2011.1.1.8 Studies in Second Language Learning and Teaching. Vol. 1, no. 1 (2011), p. 135-152. ISSN 2083-5205. WoS.

Q WoS=Q1

Citations:
2018  [1] SUNG, C. C. M. Investigating perceptions of English as a lingua franca in Hong Kong: The case of university students. In English Today. ISSN 0266-0784, 2018, vol. 34, no. 1, p. 38-44. WoS ; SCOPUS

2014  [1] MYSTKOWSKA-WIERTELAK, A. - BIELAK, J. Polish Students' Perceptions of English as an International Language. In Awareness in Action: The Role of Consciousness in Language Acquisition. Berlin : Springer, 2014. ISBN 978-3-319-00460-0, p. 253-268. WoS



ADM 002 KORMOS, Judit, Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ a Anita CSÖLLE. Language wants of English majors in a non-native context. DOI 10.1016/S0346-251X(02)00045-3 System. Vol. 30, no. 4 (2002), p. 517-542. ISSN 0346-251X. SCOPUS. SNIP (2016): 1,332.

Citations:
2019  [3] GUO, Y. - ZHANG, L. Mettre en place un dispositif hybride en classe de FLE, basé sur la classe inversée et le SPOC : un cas de l’Université de Zhejiang Gongshang (Chine). In Revue MÉTHODAL. ISSN 2585-2892, 2019, no. 3, p. 171.

2018  [1] RIORDAN, E. Language for teaching purposes: Bilingual classroom discourse and the non-native speaker language teacher. In Language for Teaching Purposes: Bilingual Classroom Discourse and the Non-Native Speaker Language Teacher. New York : Springer International Pupblishing, 2018. ISBN 978-3319710005-1, p. 1-227. SCOPUS

2016  [1] POORBEHZADI, A. A. - SONGHORI, M. H. Analysis of language needs of english literature majors: A non-native context study. In Journal of Language Teaching and Research. ISSN 1798-4769, 2016, vol. 7, no. 6, p. 1210-1215. SCOPUS

2016  [3] JALAMBO, M. O. - SHUIB, M. - SHAKFA, M. D. Investigating English Language Listening And Speaking Target Necessities of Social Work Students at the University College of Applied Sciences, Palestine. In International Journal of Academic Research in Progressive Education and Development. ISSN 2226-6348, 2016, vol. 5, no. 2.

2015  [3] JALAMBO, M. O. - SHUIB, M. Investigating English Language Reading and Writing Target Lacks and Wants of Social Work Students at the University College of Applied Sciences, Palestine. In British Journal of Humanities and Social Sciences. ISSN 2048-1268, 2015, vol. 12, no. 2, p. 47.

2015  [3] KÖVÉR, Á. - SZŰCS, Á. The Motivation Processes of MA in English Applied Linguistics Students. In WoPaLP. ISSN 1789-3607, 2015, vol. 9, p. 25.

2015  [3] REZAIE, M. - SAYADIAN, S. The perception of Male and Female Teachers of Learning Needs. In International Journal of Educational Investigations. ISSN 2410-3446, 2015, vol. 2, no. 3, p. 115.

2015  [1] BOCANEGRA-VALLE, A. Foreign language learning needs in higher education: Reasons for convergence and accountability. In Revista de Lenguas para Fines Específicos. ISSN 1133-1127, 2015, vol. 21, no. 1, p. 67-87. WoS

2014  [1] JEEVES, A. The relevance of English language instruction in a changing linguistic environment in Iceland: The L2 self of young Icelanders. In Multilingua. ISSN 0167-8507, 2014, vol. 33, no. 3-4, p. 267-290. WoS ; SCOPUS

2014  [3] NOURI, M. - MAZDAYASNA, G. Tracking down the Academic Target Needs of Undergraduate Students of English Language and Literature in a Non-Native context. In Journal of Foreign Language Teaching and Translation Studies. ISSN 2645-3592, 2014, vol. 3, no. 1, p. 56.

2014  [1] NOORI, M. - MAZDAYASNA, G. A Triangulated Study of Target Situation Needs of Iranian Undergraduate Students of English Language and Literature. In Proceedings of the International Conference on Current Trends in ELT. ISSN 1877-0428, 2014, vol. 98, p. 1374-1379. WoS

2013  [3] KAHRAMAN, A. A Case Study: Language Needs of Electric-Electronics Students. In Uşak Üniversitesi Sosyal Bilimler Dergisi. ISSN 1308-738X, 2013, vol. 6, no. 3, p. 319, 320, 327.

2013  [1] TANVEER, M. The factors causing english language and study skills gaps between foundation and undergraduate programmes; an exploratory study at Majan College. In Asian EFL Journal. ISSN 1738-1460, 2013, vol. 15, no. 3, p. 161-200. SCOPUS

2012  [1] BOROUJENI, F. A. - KETABI, S. Exploring the language learning needs across different levels: A case for the Iranian undergraduate and postgraduate genetics students. In English Language Teaching. ISSN 1916-4742, 2012, vol. 5, no. 7, p. 164-174. SCOPUS

2011  [3] ZOHRABI, M. An Evaluation of the Needs Analysis Component in an Academic Setting. In The Asian ESP Journal. ISSN 2206-0979, 2011, vol. 7, no. 4, p. 153-182.

2011  [1] XU, J. - VAN DE POEL, K. English as a lingua franca in Flanders: A study of university students' attitudes. In English Text Construction. ISSN 1874-8767, 2011, vol. 4, no. 2, p. 257-278. SCOPUS

2010  [3] AL-TAMIMI, A. S. - SHUIB, M. Investigating the English language needs of petroleum engineering students at Hadhramout University of Science and Technology. In The Asian ESP Journal. ISSN 2206-0979, 2010, vol. 6, no. 1, p. 6-34.

2010  [3] ARNÓ-MACIA, E. A Qualitative Approach to Educational Research: Language Courses in English Studies. In Hermes : Journal of Language and Communication Studies. ISSN 0904-1699, vol. 45, p. 143-160.

2010  [1] ELISHA-PRIMO, I. - SANDLER, S. - GOLDFRAD, K. et al. Listening to students' voices: A curriculum renewal project for an EFL graduate academic program. In System. ISSN 0346-251X, 2010, vol. 38, no. 3, p. 457-466. WoS ; SCOPUS

2009  [1] BROWN, J. D. Foreign and Second Language Needs Analysis. In The Handbook of Language Teaching. United States : Wiley, 2009. ISBN 978-140515489-5, p. 267-293. SCOPUS

2009  [3] ARNÓ-MACIA, E. Knowledge about language in English language courses for future language professionals. In NJES. ISSN 1502-7694, 2009, vol. 8, no. 1, p. 5-39.

2008  [3] PARAN, A. The role of literature in instructed foreign language learning and teaching : An evidence-based survey. In Language Teaching. ISSN 1475-3049, 2008, vol. 41, p. 465-496.

2008  [3] BRAUD, V. L’anglais et les magistrats français, résultats d’une enquête de terrain. In ASp. ISSN 1246-8185, 2008, vol. 53-54, p. 141-158.

2007  [3] PRESCOTT, F. Organizational strategies in the writing of entry level univeristy students. In Working Papers in Language Pedagogy. ISSN 1789-3607, 2007, vol. 1, p. 17-37.

2006  [3] AL-HUSSEINI, S. The visible and invisible role of English foundation programmes: A Search for communication opportunities within EFL contexts. In Asian EFL Journal. ISSN 1738-1460, 2006, vol. 8, no. 4, p. 35-51.

2004  [3] MCDONALD, K. Promoting a Particular View of Learner Autonomy Through an English Language Syllabus. In Eger Journal of English Studies IV. ISSN 1786-5638, 2004, p. 141.

2004  [1] O'BRIEN, T. Writing in a foreign language: Teaching and learning. In Language Teaching. ISSN 0261-4448, 2004, vol. 37, no. 1, p. 1-28. SCOPUS




AEC Scientific/scholarly papers published abroad in peer-reviewed proceedings or monographs
Number of entries: 10


AEC 001 PINIEL, Katalin, Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ a Kata CSIZÉR. Foreign Language Teachers at Schools for Deaf and Hard-of-Hearing Students. In: English as a Foreign Language for Deaf and Hard-of-Hearing Persons: Challenges and Strategies. Newcastle upon Tyne: Cambridge Scholars, 2016, P. 73-90. ISBN 1-4438-9534-2.

AEC 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. The foreign-language learning situation of Deaf adults: An overview. DOI 10.1556/2059.01.2017.1 In: Journal of adult learning, knowledge and innovation. Sándor Soós. Budapest: Akadémiai Kiadó, 2017, online, s. 35-42.

Citations:
2021  [1] KANG, K. Y. - SCOTT, J. A. The experiences of and teaching strategies for deaf and hard of hearing foreign language learners: A systematic review of the literature. In American Annals of the Deaf. ISSN 0002-726X, 2021, vol. 165, no. 5, p. 527-547. WoS ; SCOPUS



AEC 003 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. A felsőoktatásban tanuló siket fiatalok idegennyelv-tanulási tapasztalatai, motivációja és nyelvtudásuk szerepe a jövőjük alakításában. In: Tanulmányok a tanügy és az oktatástan világából. Karlovitz János Tibor. Budapest: Neveléstudományi Egyesület, 2019, P. 98-107. ISBN 978-615-5840-06-7.

AEC 004 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Sign bilingual education of foreign languages. In: The Routledge Handbook of Translation and Education. Sara Laviosa, Maria González-Davies. London: Routledge, 2019, P. 353-366. ISBN 978-0-815-36843-4. WoS.

AEC 005 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. The L2 motivation of learners with special educational needs. DOI 10.1007/978-3-030-28380-3_24 In: The palgrave handbook of motivation for language learning. Martin Lamb, Kata Csizér, Henry Alastair. London: Palgrave Macmillan, 2020, P. 495-513. ISBN 978-30-30283-79-7. DOI 10.1007/978-3-030-28380-3. SCOPUS.

Citations:
2021  [1] PANDYA, S. P. Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities. In Journal of Deaf Studies and Deaf Education. ISSN 1081-4159, 2021, vol. 26, no. 1, p. 58-69. WoS ; SCOPUS



AEC 006 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Deaf schoolchildren, adolescents, and adults on methods and strategies that work for them when learning foreign languages. In: English as a Foreign Language for Deaf and Hard of Hearing Learners: Teaching Strategies and Interventions. Ewa Domagata-Zyšk, Nuzha Moritz, Anna Podliewska. Abingdon: Routledge, 2021, P. 93-109. ISBN 9781003162179. SCOPUS.

AEC 007 CSIZÉR, Kata a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. A lingua franca angol mint az interkulturális kommunikáció eszköze. In: Az interkulturális kommunikáció elmélete és gyakorlata. Budapest: Tinta Könyvkiadó, 2013, P. 57-62. ISBN 978-615-5219-43-6.

AEC 008 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Angolul a siketeknek is tudni kell!. In: Az angol tudománya: 125 éves az egyetemi angol szak (1886-2011). Budapest: ELTE Eötvös Kiadó, 2013, P. 77-84. ISBN 978-963-284-501-2.

AEC 009 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Kata CSIZÉR. Ez az angol nem az az angol: Az angol mint lingua franca kutatása angol szakos egyetemisták rövid esszéinek elemzésével. In: Az angol tudománya: 125 éves az egyetemi angol szak, 1886-2011. Budapest: ELTE, 2013, P. 295-302. ISBN 978-963-284-501-2.

AEC 010 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes a Judit KORMOS. Strategy use and the construct of C-tests. In: Der C-test: Theorie, Empirie, Anwendungen: The C-test: Theory, Empirical Research, Applications. Frankfurt am Main: Peter Lang, 2006, P. 121-138. ISBN 3-631-55304-8.

Citations:
2010  [3] CRONJAGER, H. - KLAPHECK, K. - KRATZSCHMAR, M. et al. Entwicklung eine C-Tests für Lernanfanger der Sek : I mit Methoden der klassischen und probabilistischen Testtheorie. In C-test : Contributions from current research. Frankfurt am Main : Peter Lang Verlag, 2010. ISBN 978-3-631-60438-0, p. 72, 73, 80, 230.

2010  [3] REICHERT, M. - KELLER, U. - MARTIN, R. Der C-test, the TCF and the CEFR : A validation study. In C-test : Contributions from current research. Frankfurt am Main : Peter Lang Verlag, 2010. ISBN 978-3-631-60438-0, p. 228, 230.

2006  [3] ECKES, T. - GROTJAHN, R. A closer look at the construct validity of C-test. In Language Testing. ISSN 0265-5322, 2006, vol. 23, no. 3, p. 290-325.




AFC Published conference articles presented at conferences abroad
Number of entries: 2


AFC 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Katalin PINIEL a Kata CSIZÉR. Deaf and hard-of-hearing university students´ dispositions towards and experiences in foreign language learning. In: Looking forward, looking back. Budapest: IATEFL-Hungary, 2017, P. 37-51. ISBN 978-963-12-9148-3.

AFC 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Twenty-five years of English teacher training: Where are we going?: A brief summary of the panel discussion at the 25th IATEFL-Hungary conference. In: Looking forward, looking back. Budapest: IATEFL Hungary, 2017, P. 3-12. ISBN 978-963-12-9148-3.


AFD Published conference articles presented at conferences inland
Number of entries: 1


AFD 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Teaching English to Dyslexic language learners: From research to practice. In: Zborník medzinárodnej vedeckej konferencie Univerzity J. Selyeho - 2017: "Hodnota, kvalita a konkurencieschopnosť - výzvy 21. storočia" - Sekcie humanitných vied. Komárno: Univerzita J. Selyeho, 2017, CD-ROM, s. 227-241. ISBN 978-80-8122-223-8.


AFG Published abstracts of conference articles presented at conferences abroad
Number of entries: 1


AFG 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Flipped classrooms in applied linguistics: Promoting 21st century skills for learning. In: Multiculturalism and Diversity in the 21st Century. Enikő Nagy-Kolozsvári, Szilvia Kovács. Ungvár: RIK-U, 2018, P. 169-172. ISBN 978-617-7692-09-5.


BEE Specialised papers published abroad in non-reviewed (conference and non-conference) proceedings books
Number of entries: 2


BEE 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Kata CSIZÉR a Katalin PINIEL. Idegennyelv-tanulási motivációs tényezők rajzolata siket diákokkal folytatott interjúk tartalmi elemzése alapján. In: Nyelv, kultúra, társadalom. Budapest: Tinta Könyvkiadó, 2015, P. 139-146. ISBN 978-963-409-023-6.

BEE 002 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes. Siket fiatalok az anyanyelvről. In: Nyelv - társadalom - kultúra. Budapest: Tinta Könyvkiadó, 2014, P. 101-106. ISBN 978-615-5219-66-5.


FAI Book-like editorial works (bibliographies, encyclopaedias, catalogues, dictionaries, proceedings books etc.)
Number of entries: 2


FAI 001 KONTRA MIKLÓSNÉ, Hegybíró Edit Ágnes, Kata CSIZÉR a Katalin PINIEL. Hallássérült fiatalok idegennyelv-tanulása Magyarországon: Zárótanulmányok és módszertan, óratervekkel. 1. vyd. Budapest: Tinta, 2015. 150 s. ISBN 978-963-409-021-2.

FAI 002 KORMOS, Judit a Hegybíró Edit Ágnes KONTRA MIKLÓSNÉ. Language learners with special needs. 1. vyd. Bristol: Multilingual Matters Ltd., 2008. 233 s. ISBN 978-184-7690-90-6.

Citations:
2016  [1] PFENNINGER, S. E. Taking L3 learning by the horns: benefits of computer-mediated intervention for dyslexic school children. In Innovation in Language Learning and Teaching. ISSN 1750-1229, 2016, vol. 10, no. 3, p. 220-237. WoS ; SCOPUS

2016  [1] ARDEO, J. M. G. Learning motivation and strategies of ESP university students. In LFE-Revista de Lenguas para Fines Específicos. ISSN 1133-1127, 2016, vol. 22, no. 1, p. 141-169. WoS

2011  [1] NIKOLOV, M. - MIHALJEVIC DJIGUNOVIC, J. All Shades of Every Color: An Overview of Early Teaching and Learning of Foreign Languages. In Annual Review of Applied Linguistics. ISSN 1471-6356, 2011, vol. 31, p. 95-119. WoS ; SCOPUS





 

2020 - J. Selye University, Rector's Award for outstanding research publication activity

2017 - Eötvös Loránd University, Ürményi József Award for outstanding teaching activity

2013 - Ministry of Human Resources, Apáczai Csere János Award for outstanding research activity in support of pedagogical practice

 

Member of the final examination committees at BA and MA levels as well as at "rigorous" exams in English Language and Literature.

Organizer of international symposia for students and faculty at the Department of English Language and Literature for the national 'Week of Science' event at The Teacher Training Faculty of J. Selye University.


 


 

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