@article{MTMT:34763139,
	title = {Kabdebó Lóránt drámákról és színházi előadásokról szerzett írásainak áttekintése},
	url = {https://m2.mtmt.hu/api/publication/34763139},
	author = {Kurdi, Mária},
	journal-iso = {KALEJDOSZKÓP},
	journal = {KALEJDOSZKÓP: A MAGYAR DIASZPÓRA KÉTNYELVŰ LAPJA},
	volume = {23},
	unique-id = {34763139},
	issn = {1480-5499},
	year = {2024},
	pages = {&}
}

@article{MTMT:34763137,
	title = {An Overview of Lóránt Kabdebó’s Writings on Drama and Theatre Performances Mária Kurdi},
	url = {https://m2.mtmt.hu/api/publication/34763137},
	author = {Kurdi, Mária},
	journal-iso = {KALEJDOSZKÓP},
	journal = {KALEJDOSZKÓP: A MAGYAR DIASZPÓRA KÉTNYELVŰ LAPJA},
	volume = {23},
	unique-id = {34763137},
	issn = {1480-5499},
	year = {2024},
	pages = {&}
}

@inbook{MTMT:34761941,
	title = {Explaining changes in motivation, anxiety, and willingness to communicate in English language online education using complex, dynamic systems theory},
	url = {https://m2.mtmt.hu/api/publication/34761941},
	author = {Fekete, Adrienn},
	booktitle = {Interdisciplinary Research and Innovation in Bilingual and Second Language Teacher Education},
	doi = {10.4324/9781003350217-15},
	unique-id = {34761941},
	abstract = {Understanding how learners’ individual differences (IDs) can facilitate or hinder learning is essential for creating optimal learning conditions and providing quality instruction. Learners’ IDs are greatly affected by stimuli coming from their micro- and macro-environment. Research has pointed out that learners’ IDs are constantly interacting with one another and the environment; therefore, they should not be examined in isolation but as a complex and dynamic system (CDS) that changes over time and in response to environmental stimuli. With the introduction of online education, learners’ learning environment drastically changed, triggering uncharted psychological responses in them.
		
		This mixed methods study drawing on complex dynamic systems theory (CDST) examines the changes in 27 English teacher trainees’ motivation, anxiety, and willingness to communicate (WTC) in English in online education. First, the participants’ answers to a qualitative questionnaire were analyzed using content analysis to detect emerging themes and subtle details. Then, descriptive statistics was employed to compute frequencies characterizing behavioral patterns. Finally, qualitative data were used again to explain the numerical results.
		
		The findings of the study point out unfavorable psychological states characterizing leaner behaviors in online education, the challenges of online learning, and a distinction between display and real communication and WTC. Furthermore, new types of anxiety that did not emerge in offline education were detected such as technology anxiety, camera and microphone anxiety, fatigue anxiety, personal interaction deprivation, invasion of privacy, lack of feedback from peers, and lack of communicative success.},
	year = {2024},
	pages = {190-215},
	orcid-numbers = {Fekete, Adrienn/0000-0003-1805-2426}
}

@misc{MTMT:34726388,
	title = {Understanding Changes in Learners’ Motivation, Anxiety, and Willingness to Communicate in Online Education with the Help of Complex Dynamic Systems Theory},
	url = {https://m2.mtmt.hu/api/publication/34726388},
	author = {Fekete, Adrienn},
	unique-id = {34726388},
	year = {2024},
	orcid-numbers = {Fekete, Adrienn/0000-0003-1805-2426}
}

@article{MTMT:34529023,
	title = {The relationship among EFL learners’ motivational self-system, willingness to communicate, and self-assessed proficiency at an Ethiopian preparatory high school},
	url = {https://m2.mtmt.hu/api/publication/34529023},
	author = {Welesilassie, Merih Welay and Nikolov, Marianne},
	doi = {10.1016/j.heliyon.2024.e24171},
	journal-iso = {HELIYON},
	journal = {HELIYON},
	volume = {10},
	unique-id = {34529023},
	year = {2024},
	eissn = {2405-8440},
	orcid-numbers = {Nikolov, Marianne/0000-0001-5844-4729}
}

@article{MTMT:34512175,
	title = {What support do international doctoral students claim they need to improve their academic writing in English?},
	url = {https://m2.mtmt.hu/api/publication/34512175},
	author = {Phyo, Wai Mar and Nikolov, Marianne and Hódi, Ágnes},
	doi = {10.1016/j.amper.2023.100161},
	journal-iso = {AMPERSAND},
	journal = {AMPERSAND},
	volume = {12},
	unique-id = {34512175},
	year = {2024},
	eissn = {2215-0390},
	orcid-numbers = {Nikolov, Marianne/0000-0001-5844-4729; Hódi, Ágnes/0000-0003-0325-1449}
}

@article{MTMT:34092049,
	title = {L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT},
	url = {https://m2.mtmt.hu/api/publication/34092049},
	author = {Timpe-Laughlin, Veronika and Dombi, Judit and Sydorenko, Tetyana and Sasayama, Shoko},
	doi = {10.1177/13621688231188310},
	journal-iso = {LANG TEACH RES},
	journal = {LANGUAGE TEACHING RESEARCH},
	unique-id = {34092049},
	issn = {1362-1688},
	abstract = {Accomplishing oral interactive workplace tasks requires various language abilities, including pragmatics. While technology-mediated tasks are thought to offer many possibilities for teaching and assessing second language (L2) pragmatics, their effectiveness – especially those facilitated by an AI agent (artificial intelligence agent) – remains to be explored. This study investigated how 47 tertiary-level learners of English as a second language (ESL) performed on an oral interactive task that required them to make requests to their boss in two distinct modalities. Each participant completed the same task with a fully automated AI agent and with a human interlocutor in a face-to-face format. Findings showed that both modalities elicited language use relevant to the pragmatics target. However, fully automated interactions were found to be more transactional, while face-to-face interactions were more functionally oriented (e.g. more frequent/varied supportive moves). Although fully automated interactive tasks may be useful for eliciting requests, replicating human-to-human interactions remains a challenge.},
	year = {2024},
	eissn = {1477-0954},
	orcid-numbers = {Timpe-Laughlin, Veronika/0000-0001-8757-8881; Dombi, Judit/0000-0001-9278-9093}
}

@article{MTMT:32726691,
	title = {Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays},
	url = {https://m2.mtmt.hu/api/publication/32726691},
	author = {Timpe-Laughlin, Veronika and Sydorenko, Tetyana and Dombi, Judit},
	doi = {10.1080/09588221.2022.2032184},
	journal-iso = {COMPUT ASSIST LANG L},
	journal = {COMPUTER ASSISTED LANGUAGE LEARNING},
	volume = {37},
	unique-id = {32726691},
	issn = {0958-8221},
	year = {2024},
	eissn = {1744-3210},
	pages = {149-178},
	orcid-numbers = {Timpe-Laughlin, Veronika/0000-0001-8757-8881; Sydorenko, Tetyana/0000-0002-1173-657X; Dombi, Judit/0000-0001-9278-9093}
}

@inproceedings{MTMT:34744094,
	title = {Spatial morphemes in Nuristani},
	url = {https://m2.mtmt.hu/api/publication/34744094},
	author = {Almuth, Degener and Hegedűs, Irén},
	booktitle = {Roots of Peristan: The Pre-Islamic Cultures of the Hindukush/Karakorum},
	unique-id = {34744094},
	year = {2023},
	pages = {277-294},
	orcid-numbers = {Hegedűs, Irén/0000-0003-0522-089X}
}

@misc{MTMT:34629158,
	title = {Challenges and responses: State-accredited language examinations in Hungary post-Covid},
	url = {https://m2.mtmt.hu/api/publication/34629158},
	author = {Babos, Krisztina and Lehmann, Magdolna and Lukácsi, Zoltán},
	unique-id = {34629158},
	abstract = {Abstract
		This mixed-methods study set out to investigate the effect of the introduction of computer-based testing (CBT) in the context of state-accredited foreign language examinations in Hungary. Traditionally operating an exclusively paper-based testing (PBT) system, the Educational Authority launched a project comparing (a) the results and (b) the success rates between the two delivery modes. In the quantitative analysis, we found significant differences between the delivery modes. This result was supported by the verbal data from interviews with exam officers.
		
		Summary
		State-accredited foreign language testing in Hungary is an administrative procedure primarily regulated by Government Decree 137 / 2008. During the COVID pandemic in 2020, the Decree was modified to accommodate CBT including internet-based testing (iBT) so that candidates could take the language tests required for entrance examinations and university degrees. While the introduction of CBT was a necessary and adequate step to ensure the smooth operation of language testing, it remained equally important to maintain the previously established quality standards. Therefore, the Educational Authority together with the Hungarian Accreditation Board for Foreign Language Examinations launched a mixed-methods study to investigate the effect of the introduction of CBT on test results and pass rates. In the quantitative analysis, we processed the data from the years 2018 through 2022 (N = 493,301). Using t-tests and ANOVA, we found that while differences existed both between delivery modes and years of test administration, they were explained by changes in language policy rather than the advent of CBT. In the qualitative inquiry, the four most popular exam offices were interviewed about their views on CBT. Exam office managers believed that success on language tests was a function of mastery and preparation rather than delivery mode.},
	year = {2023}
}