Michał B. Paradowski | University of Warsaw (original) (raw)

Publications by Michał B. Paradowski

The Mental Lexicon, 2024

Bilinguals’ decision-making may be affected by the linguistic context, depending on whether the s... more 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.

In M.R. Salaberry (Ed.), After COVID: Language, Diversity, and Social Justice. De Gruyter Mouton, 2025

The COVID-19 pandemic precipitated an unprecedented disruption to higher education. The necessity... more The COVID-19 pandemic precipitated an unprecedented disruption to higher education. The necessity to move instruction online within a very short time frame, coupled with the need to master new digital tools and develop compatible and effective pedagogical practices, presented significant challenges for educators, resulting in considerable stress. This study provides an in-depth analysis of the stress factors affecting 435 linguistics instructors and teaching assistants across 85 countries during the transition to emergency remote teaching (ERT). Utilizing regression and mediation analyses, we explore the impact of multiple factors, including anxiety about the future, selected aspects of instructors’ attitudes towards (E)RT and of the ecology of teaching on perceived stress related to the transition to RT. The results indicated that all measured aspects of attitudes towards RT (i.e., RT-related self-compassion, RT acceptance, RT effectiveness, and appraisal of the situational impact) as well as two components of the ecology of language and linguistics teaching (i.e., class optionality and experience in teaching the subject) significantly affected instructors’ levels of stress. The analysis indicates that remote teaching effectiveness and the appraisal of situational impact affect stress levels both directly and indirectly through acceptance of online teaching. Identification of variables which induce stress in times of crisis is crucial for the prevention of teacher burnout, enhanced instructor well-being and performance, and—consequently—the assurance of uncompromised student performance.

Language Learning, 2024

The past three decades have witnessed a surge in both the number of students engaged in internati... more The past three decades have witnessed a surge in both the number of students engaged in international mobility with the hope to improve linguistic abilities-whether as a main or auxiliary goal-and in research interest in the effect of such sojourns on second language 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 the literature has shown vastly differentiated results among programmes, sojourners, and skills. One of the factors responsible for this varied picture has been the influence of students' social experiences, non-trivially shaping the trajectories of study-abroad (SA) L2 development (Kinginger, 2011).

M. Čolić, J. Giesselmann, J. Glück, M. Kramar Fijavž, D. Mugnolo, & A. Mauroy (Eds.), Mathematical models for interacting dynamics on networks, 2025

We present a subjective selection of methods for complex systems analysis ranging from statistica... more We present a subjective selection of methods for complex systems analysis ranging from statistical tools through numerical methods based on AI to both linear and non-linear ODEs and PDEs. All the notions are presented in the context of applied problems to visualise the strengths and drawbacks of the approach. The major aim of capturing such a broad overview is to understand the interrelations between network theories that seem to be distant from the mathematical perspective.

Language Learning, 2024

Using computational social network analysis (SNA), this longitudinal study investigates the devel... more Using computational social network analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on 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, we focus 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 relative 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.

Computer Assisted Language Learning, 2023

Learning a foreign language is a long-term process requiring persistence and a willingness to eng... more 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 of L2 grit in the generic process of L2 learning, which include language mindsets and two general psychological dispositions: a sense of autonomy and curiosity, and one predictor specifically related to the learning context, i.e., readiness for online learning. A multiple linear regression model built using questionnaire data collected from 615 remote/hybrid language learners from 69 countries 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. Moreover, L2 grit correlates significantly and positively with these factors. The regression model predicts 48% of variance in the dependent variable. A subsequent psychological network analysis 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.

In: C. Biele, J. Kacprzyk, W. Kopeć, J.W. Owsiński, A. Romanowski & M. Sikorski (Eds.), Digital Interaction and Machine Intelligence: Proceedings of MIDI’2021 – 9th Machine Intelligence and Digital Interaction Conference, December 9–10, 2021, Warsaw, Poland. Cham: Springer., 2022

Removing the language barrier could bring great benefits not only to the scientific community. Th... more 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 sci-fi 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 Modern Language Journal, 2022

This data-driven study framed in the interactionist approach investigates the influence of social... more 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 language course in Germany on SLA outcomes. Applying the algorithms and metrics of computational social network analysis (SNA), we find i) that the best predictor of TL performance is reciprocal interactions in the language being acquired, ii) the proportion of output in the TL is a stronger predictor than input, iii) a negative relationship between performance and interactions with same-L1 speakers, iv) a significantly underperforming English native-speaker dominated cluster, and v) more intense interactions taking place between students of different proficiency levels.
Unlike previous Study Abroad social network research concentrating on the micro-level of individual learners’ egocentric networks, presenting an emic view only, and primarily TL native-speaker contacts, this study, constituting the first application of computational SNA to a complete learner network (sociogram), complements an etic perspective providing new insights into the link between social relations and second language acquisition, shows how social network configuration and peer learner interaction are stronger predictors of L2/L3/Lx performance than individual factors such as attitude or motivation, and offers a rigorous methodology for investigating the phenomenon.

Frontiers in Psychology [special issue “Covid-19 and Beyond: From (Forced) Remote Teaching and Learning to ‘The New Normal’ in Higher Education”]., 2021

In response to the outbreak of the COVID-19 pandemic, educational institutions around the world w... more 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 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 unprecedented circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. A comprehensive online survey was filled out by 804 HE instructors from 92 countries between April and September 2020. 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 school closures on coping and well-being.

Frontiers in Psychology [Research Topic "Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency"], 2021

The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into dis... more The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers’ demographics and professional adaptation to emergency remote teaching in their perception of how their student were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

Acta Neophilologica, 2021

Artykuł opisuje zjawisko przyswajania języka obcego z perspektywy naturalnie występujących intera... more Artykuł opisuje zjawisko przyswajania języka obcego z perspektywy naturalnie występujących interakcji w tym języku pomiędzy uczącymi się. Środowiskiem szczególnie sprzyjającym intensywnej komunikacji tego rodzaju jest immersja w języku docelowym, która umożliwia nie tylko rozwój kompetencji językowych, ale także budowanie kapitału kulturowego. W artykule zaprezentowano metodologię analizy sieci społecznych, która w ostatnich latach rzuciła nowe światło na związek pomiędzy indywidualną pozycją w sieci relacji a przyswajaniem języka, pozwalając określić, jaki kontekst i intensywność interakcji najbardziej sprzyjają postępowi w języku obcym.
Interakcje fizyczne, pomimo korzyści m. in. w przyswajaniu języka obcego, stanowią obecnie potencjalne ryzyko epidemiologiczne, które różnicuje się m. in ze względu na wiek uczniów. dobie pandemii COVID-19, badacze sieci społecznych stoją przed nowymi wyzwaniami, zaś pedagodzy i nauczyciele języków obcych – przed zadaniem zmaksymalizowania ekspozycji uczniów na język obcy w warunkach edukacji zdalnej.

In: I. Koutny, I. Stria & M. Farris (Eds.) (2020). Rolo de lingvoj en interkultura komunikado / The role of languages in intercultural communication. Poznań: Rys., 2020

Communication breakdowns have deservedly been attracting the interest of researchers, as they con... more Communication breakdowns have deservedly been attracting the interest of researchers, as they constitute important factors influencing the process of linguistic interaction and language acquisition. Not only do they affect the process of communication per se, but also have other, often serious, consequences. Particular interest should be accorded to the process of achieving—and failing to achieve—understanding when English is spoken as a vehicular language.
We present the results of the first comprehensive analysis of the complete conversations subcomponent of the Vienna-Oxford International Corpus of English (VOICE), focusing on the i) possible causes of communication breakdowns, and ii) strategies employed by speakers in order to both prevent and overcome such failures. We categorise and show the distribution of the sources of 122 detected breakdowns as well as the compensatory strategies employed by interlocutors to successfully avert and solve communication problems.
All of the material was examined in search of characteristic features and communication breakdowns. These were then analysed in detail with regard to what caused the failures and how they were resolved, or at least how the speakers attempted to resolve them. Finally, the remaining data were again scrutinised in search of preventative strategies.
The chapter concludes with pedagogical recommendations.

Online Learning Journal [Special Issue on the COVID-19 Emergency Transition to Remote Learning] , 2021

The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing edu... more The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing educators and learners into the need for shifting to emergency remote instruction, usually with little time given for preparation.
From April until September 2020 we carried out a custom-made multinational longitudinal survey study involving participants from 118 countries, exploring 435 interlocking factors that potentially influenced the patterns of the stakeholders’ adaptation to teaching during school closures. Using agglomerative hierarchical clustering followed by a k-means cluster analysis, we detect two readily distinguishable groups, of better- and worse-coping instructors. Subsequently, we zoom in on two of the key constructs differentiating the two cohorts, namely teachers’ engagement in remote teaching and teacher coping with remote instruction. We present and discuss the findings against the backdrop of one individual and three contextual variables which were identified as significant moderator predictors: gender, education level handled, mode of delivery (synchronous vs asynchronous), and the economic status of the respective countries. The relative contribution of these predictors is calculated using a general linear model. Apart from their epistemological significance, the non-trivial findings offer valuable pedagogical and administrative guidelines for the continuing wave of the pandemic, as well as for planned online courses ‘proper’. The detection of the contextual effects also underscores the importance of large multisite research.

In: Mitchell, Rosamond & Henry Tyne (Eds.), Language, Mobility and Study Abroad in the Contemporary European Context. Oxon: Routledge., 2021

This chapter introduces the rationale behind a social network analytic (SNA) approach in the cont... more This chapter introduces the rationale behind a social network analytic (SNA) approach in the context of second language acquisition (SLA). The conceptual overview presents ways of operationalising social graphs and common metrics used in the calculations, supported by illustrative examples. We then argue for merging quantitative SNA with qualitative data. Subsequently, we showcase findings from the PEERLANG project (Paradowski et al., 2021) investigating the influence of peer out-of-class interactions on SLA in two different contexts: among international participants in intensive summer language courses (multilingual “immersion” scenario), and stationary foreign language majors (“no immersion”). We reveal patterns emerging from both contexts, demonstrating the role that mobility plays in network dynamics, and how both factors together moderate language attainment. We show that the impact of peer learner networks on L2 acquisition can be both positive and negative, depending on the context and the network layer involved. Computational and anthropological SNA offers a novel methodology for investigating the link between social relations and language acquisition (especially L2 production).

Michał B. Paradowski, Andrzej Jarynowski, Magdalena Jelińska, Karolina Czopek (2021). Out-of-class peer interactions matter for second language acquisition during short-term overseas sojourns: The contributions of Social Network Analysis. Language Teaching, 54(1)., 2021

Social networks play an important role in the behaviour and attainment of individuals. This study... more Social networks play an important role in the behaviour and attainment of individuals. This study investigates how interactions with peer L2 learners catalyse or inhibit second language acquisition, and constitutes one of the first applications of computational social network analysis (SNA) to investigating the phenomenon in unregulated conversational interaction. Unlike some previous notable studies (Dewey et al., 2012; 2013; Zappa‐Hollman & Duff, 2015; Gautier, 2019), we do not limit the scope of enquiry to individual (ego-)networks, which only investigate the links between the individual and her/his alters, but we set out to examine the full L2 learner network in its entirety, where knowledge of the links between (almost) all network members enables a reconstruction of the connected social graph of the complete learner group.
In a sample of participants in two editions of a 4-week-long intensive summer course of the Polish language and culture (n=332), we find that peer learner networks can have both a positive and a negative impact on L2 acquisition. Among others:
i) a positive predictor of L2 improvement is reciprocal out-of-class interactions in the language being acquired,
ii) outgoing interactions in the L2 are a stronger predictor than incoming interactions,
iii) there exists a clear negative relationship between performance and interactions with same-L1 speakers,
iv) there is a clear negative relationship between L2 performance and weighted in-degree centrality in total communication,
v) fluency in lingua-franca English tends to significantly impede progress in the (non-English) L2.
While the link between social relations and language acquisition has been universally acknowledged by SLA scholars, social network analysis offers not only a novel methodology, but a whole new insight into the language learning process, demonstrating how network structure and the dynamics of interaction are stronger predictors of TL performance than many individual factors such as attitude or motivation. The findings may deliver practical recommendations for language teachers as to how, by first identifying students’ and groups’ communication profiles and social interaction patterns, and subsequently seeking ways to reinforce and promote advantageous educational behaviours while discouraging or inhibiting deleterious ones, they could aid learners in their quest to acquire the L2.

In: van der Walt, Christa & Verbra Pfeiffer (Eds.) Multilingual Classroom Contexts: Transitions and transactions. Stellenbosch: SUN PReSS., 2021

The collection of the preceding contributions to this volume are evidence of the multiple challen... more The collection of the preceding contributions to this volume are evidence of the multiple challenges faced by students and teachers-practitioners in South Africa’s linguistically and culturally diverse classrooms. Chief amongst them is the inadequate development of many students’ literacy and academic language proficiency, manifested in dismal reading scores and matriculation results. While challenges inherent in multilingual classrooms are a staple of schools throughout the world, one uniqueness of the South African scenario resides in many students’ having to switch to new languages of instruction at successive levels of their education.
This concluding chapter commences with a succinct portrayal of the language policies in the country and its education system, and a critical synthesis both of the multiple transitions during the scholastic process and the educational challenges inherent in the system. The subjective selection of issues deemed most vital and critical in the education landscape of the Motherland will then expand into a discussion of school realities and challenges that are not exclusive to South Africa, but which are experienced by all countries and educational institutions bringing together people from diverse cultural and linguistic backgrounds.
Since this is by no means a given in mainstream language policies and practices, we shall subsequently present the rationale behind the maintenance, development, and principled in-class use of students’ home (and other) languages and dialects. Such considerations beg the question of an appropriate course of action. One that naturally presents itself as well-suited in this context is the theoretical stance, set of communicative practices, and pedagogical approach that have collectively been referenced under the umbrella term of translanguaging. The philosophy is explicated, followed by proposals of compatible techniques and strategies for linguistically diverse classrooms, as well as a set of additional recommendations which, whilst not pertaining to the translanguaging ideology per se, are believed to be potentially relevant to and beneficial for South African and other heteroglossic classroom contexts.
Although the concept of translanguaging has now gained world recognition and popularity in the scholarly literature and among teachers ‘on the ground’, its interpretation and implementation are by no means without problems and limitations. The chapter concludes with recommendations of critical, reflective plurilingual pedagogies that always take into account the circumstances and ecologies of the classroom and the subjectivities of the students.

Studia Metodologiczne - Dissertationes Methodologicae, 2019

In sociology, interest in modelling has not yet become widespread. However, the methodology has b... more In sociology, interest in modelling has not yet become widespread. However, the methodology has been gaining increased attention in parallel with its growing popularity in economics and other social sciences, notably psychology or political science, and the growing volume of social data being measured and collected.
In this paper, we present representative computational methodologies from both data-driven (such as “black box”) and rule-based (such as “per analogy”) approaches. We show how to build simple models, and discuss both the greatest successes and the major limitations of modelling societies. We claim that the end goal of computational tools in sociology is providing meaningful analyses and calculations in order to allow making causal statements in sociological explanation and support decisions of great importance for society.

Proceedings of The Gingko Meeting. An Interdisciplinary and Transdisciplinary Exchange. Complexity Science Hub Vienna, 2019

In: Palalas, Agnieszka, Helmi Norman & Przemysław Pawluk (Eds.) Blended Learning in the Age of Social Change and Innovation. Proceedings of the 3rd World Conference on Blended Learning. Greece: International Association for Blended Learning, 34–41., 2018

Peer assessment has long been used as an alternative to instructor assessment of students’ learni... more Peer assessment has long been used as an alternative to instructor assessment of students’ learning. Yet, its receivers are often skeptical about the effectiveness and validity of the evaluation (e.g. Strijbos, Narciss & Dünnebier, 2010; Kolowich, 2013; Formanek et al., 2017; Meek, Blakemore & Marks, 2017). Still, other studies (e.g. Cho & Schunn, 2007; Gielen et al., 2010; Ashton & Davies, 2015) have found peer grading to be reliable and valid when accompanied by proper guidance, and that when used appropriately, it may benefit both the learners who receive the feedback and those who provide it (Dochy, Segers & Sluijsmans, 1999; Barak & Rafaeli, 2004).
Nowadays peer assessment remains an element vital to the existence of massive open online courses (MOOCs), and is widely recognized by the research community as a topic which needs to be investigated in detail and improved in the future. Massive open online courses whose primary focus is second language learning (LMOOCs) are organized by various institutions around the world. Nevertheless, publications addressing issues related to this type of course are fairly scarce (cf. Bárcena & Martín-Monje, 2015).
Pronunciation routinely accounts for a major share of communication breakdowns in non-native speaker interactions as well as communication between native and non-native speakers (cf, e,g, Paradowski, 2013; Pawlas & Paradowski, under review). Yet, in many language classrooms its teaching is brushed off in favor of imparting other skills. Luckily this shortage is increasingly being addressed with the ready availability of CALL. We present a small case study of peer assessment reliability in the context of a Japanese pronunciation MOOC offered by one of the popular online providers.
A phonetic analysis of the first author’s speech recordings has been carried out using Praat software (Boersma & Weenink, 2017) in order to assess the accuracy of feedback obtained from course participants. On its basis, an evaluation of the pronunciation has been made and then compared with assessment provided by peers, a TA involved in the course, and an independent Japanese native speaker teacher.
Although the peers’ comments conveyed a general idea about progress, their feedback was not sufficiently detailed. More reliable was the assessment by the TA. Still, an evaluation completed by an independent Japanese native speaker showed that a person not involved in any way in the MOOC was easily able to make even more observations. Thus, assessment appeared objective and reliable only after triangulating all the sources of feedback.
The study revealed that peer assessment may not produce reliable results if the process of evaluation is not sufficiently facilitated; namely, when there are no explicit guidelines and preparatory training exercises provided for the participants. The peer evaluation was difficult to perform in a helpful manner since the assignments lacked clearly constructed rubrics. Thus, future language courses, particularly those that concentrate on productive skills such as speaking, ought to implement clear rubrics together with a grading tutorial.

The past two decades have created quantitatively higher and qualitatively different demands for f... more The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
Available with 35% discount from http://www.amazon.com/Productive-Foreign-Language-Skills-Intercultural/dp/3631648790/

The Mental Lexicon, 2024

Bilinguals’ decision-making may be affected by the linguistic context, depending on whether the s... more 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.

In M.R. Salaberry (Ed.), After COVID: Language, Diversity, and Social Justice. De Gruyter Mouton, 2025

The COVID-19 pandemic precipitated an unprecedented disruption to higher education. The necessity... more The COVID-19 pandemic precipitated an unprecedented disruption to higher education. The necessity to move instruction online within a very short time frame, coupled with the need to master new digital tools and develop compatible and effective pedagogical practices, presented significant challenges for educators, resulting in considerable stress. This study provides an in-depth analysis of the stress factors affecting 435 linguistics instructors and teaching assistants across 85 countries during the transition to emergency remote teaching (ERT). Utilizing regression and mediation analyses, we explore the impact of multiple factors, including anxiety about the future, selected aspects of instructors’ attitudes towards (E)RT and of the ecology of teaching on perceived stress related to the transition to RT. The results indicated that all measured aspects of attitudes towards RT (i.e., RT-related self-compassion, RT acceptance, RT effectiveness, and appraisal of the situational impact) as well as two components of the ecology of language and linguistics teaching (i.e., class optionality and experience in teaching the subject) significantly affected instructors’ levels of stress. The analysis indicates that remote teaching effectiveness and the appraisal of situational impact affect stress levels both directly and indirectly through acceptance of online teaching. Identification of variables which induce stress in times of crisis is crucial for the prevention of teacher burnout, enhanced instructor well-being and performance, and—consequently—the assurance of uncompromised student performance.

Language Learning, 2024

The past three decades have witnessed a surge in both the number of students engaged in internati... more The past three decades have witnessed a surge in both the number of students engaged in international mobility with the hope to improve linguistic abilities-whether as a main or auxiliary goal-and in research interest in the effect of such sojourns on second language 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 the literature has shown vastly differentiated results among programmes, sojourners, and skills. One of the factors responsible for this varied picture has been the influence of students' social experiences, non-trivially shaping the trajectories of study-abroad (SA) L2 development (Kinginger, 2011).

M. Čolić, J. Giesselmann, J. Glück, M. Kramar Fijavž, D. Mugnolo, & A. Mauroy (Eds.), Mathematical models for interacting dynamics on networks, 2025

We present a subjective selection of methods for complex systems analysis ranging from statistica... more We present a subjective selection of methods for complex systems analysis ranging from statistical tools through numerical methods based on AI to both linear and non-linear ODEs and PDEs. All the notions are presented in the context of applied problems to visualise the strengths and drawbacks of the approach. The major aim of capturing such a broad overview is to understand the interrelations between network theories that seem to be distant from the mathematical perspective.

Language Learning, 2024

Using computational social network analysis (SNA), this longitudinal study investigates the devel... more Using computational social network analysis (SNA), this longitudinal study investigates the development of the interaction network and its influence on 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, we focus 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 relative 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.

Computer Assisted Language Learning, 2023

Learning a foreign language is a long-term process requiring persistence and a willingness to eng... more 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 of L2 grit in the generic process of L2 learning, which include language mindsets and two general psychological dispositions: a sense of autonomy and curiosity, and one predictor specifically related to the learning context, i.e., readiness for online learning. A multiple linear regression model built using questionnaire data collected from 615 remote/hybrid language learners from 69 countries 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. Moreover, L2 grit correlates significantly and positively with these factors. The regression model predicts 48% of variance in the dependent variable. A subsequent psychological network analysis 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.

In: C. Biele, J. Kacprzyk, W. Kopeć, J.W. Owsiński, A. Romanowski & M. Sikorski (Eds.), Digital Interaction and Machine Intelligence: Proceedings of MIDI’2021 – 9th Machine Intelligence and Digital Interaction Conference, December 9–10, 2021, Warsaw, Poland. Cham: Springer., 2022

Removing the language barrier could bring great benefits not only to the scientific community. Th... more 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 sci-fi 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 Modern Language Journal, 2022

This data-driven study framed in the interactionist approach investigates the influence of social... more 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 language course in Germany on SLA outcomes. Applying the algorithms and metrics of computational social network analysis (SNA), we find i) that the best predictor of TL performance is reciprocal interactions in the language being acquired, ii) the proportion of output in the TL is a stronger predictor than input, iii) a negative relationship between performance and interactions with same-L1 speakers, iv) a significantly underperforming English native-speaker dominated cluster, and v) more intense interactions taking place between students of different proficiency levels.
Unlike previous Study Abroad social network research concentrating on the micro-level of individual learners’ egocentric networks, presenting an emic view only, and primarily TL native-speaker contacts, this study, constituting the first application of computational SNA to a complete learner network (sociogram), complements an etic perspective providing new insights into the link between social relations and second language acquisition, shows how social network configuration and peer learner interaction are stronger predictors of L2/L3/Lx performance than individual factors such as attitude or motivation, and offers a rigorous methodology for investigating the phenomenon.

Frontiers in Psychology [special issue “Covid-19 and Beyond: From (Forced) Remote Teaching and Learning to ‘The New Normal’ in Higher Education”]., 2021

In response to the outbreak of the COVID-19 pandemic, educational institutions around the world w... more 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 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 unprecedented circumstances, with a focus on how factors connected with their daily lives and livelihoods influenced their well-being. A comprehensive online survey was filled out by 804 HE instructors from 92 countries between April and September 2020. 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 school closures on coping and well-being.

Frontiers in Psychology [Research Topic "Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency"], 2021

The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into dis... more The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers’ demographics and professional adaptation to emergency remote teaching in their perception of how their student were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

Acta Neophilologica, 2021

Artykuł opisuje zjawisko przyswajania języka obcego z perspektywy naturalnie występujących intera... more Artykuł opisuje zjawisko przyswajania języka obcego z perspektywy naturalnie występujących interakcji w tym języku pomiędzy uczącymi się. Środowiskiem szczególnie sprzyjającym intensywnej komunikacji tego rodzaju jest immersja w języku docelowym, która umożliwia nie tylko rozwój kompetencji językowych, ale także budowanie kapitału kulturowego. W artykule zaprezentowano metodologię analizy sieci społecznych, która w ostatnich latach rzuciła nowe światło na związek pomiędzy indywidualną pozycją w sieci relacji a przyswajaniem języka, pozwalając określić, jaki kontekst i intensywność interakcji najbardziej sprzyjają postępowi w języku obcym.
Interakcje fizyczne, pomimo korzyści m. in. w przyswajaniu języka obcego, stanowią obecnie potencjalne ryzyko epidemiologiczne, które różnicuje się m. in ze względu na wiek uczniów. dobie pandemii COVID-19, badacze sieci społecznych stoją przed nowymi wyzwaniami, zaś pedagodzy i nauczyciele języków obcych – przed zadaniem zmaksymalizowania ekspozycji uczniów na język obcy w warunkach edukacji zdalnej.

In: I. Koutny, I. Stria & M. Farris (Eds.) (2020). Rolo de lingvoj en interkultura komunikado / The role of languages in intercultural communication. Poznań: Rys., 2020

Communication breakdowns have deservedly been attracting the interest of researchers, as they con... more Communication breakdowns have deservedly been attracting the interest of researchers, as they constitute important factors influencing the process of linguistic interaction and language acquisition. Not only do they affect the process of communication per se, but also have other, often serious, consequences. Particular interest should be accorded to the process of achieving—and failing to achieve—understanding when English is spoken as a vehicular language.
We present the results of the first comprehensive analysis of the complete conversations subcomponent of the Vienna-Oxford International Corpus of English (VOICE), focusing on the i) possible causes of communication breakdowns, and ii) strategies employed by speakers in order to both prevent and overcome such failures. We categorise and show the distribution of the sources of 122 detected breakdowns as well as the compensatory strategies employed by interlocutors to successfully avert and solve communication problems.
All of the material was examined in search of characteristic features and communication breakdowns. These were then analysed in detail with regard to what caused the failures and how they were resolved, or at least how the speakers attempted to resolve them. Finally, the remaining data were again scrutinised in search of preventative strategies.
The chapter concludes with pedagogical recommendations.

Online Learning Journal [Special Issue on the COVID-19 Emergency Transition to Remote Learning] , 2021

The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing edu... more The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing educators and learners into the need for shifting to emergency remote instruction, usually with little time given for preparation.
From April until September 2020 we carried out a custom-made multinational longitudinal survey study involving participants from 118 countries, exploring 435 interlocking factors that potentially influenced the patterns of the stakeholders’ adaptation to teaching during school closures. Using agglomerative hierarchical clustering followed by a k-means cluster analysis, we detect two readily distinguishable groups, of better- and worse-coping instructors. Subsequently, we zoom in on two of the key constructs differentiating the two cohorts, namely teachers’ engagement in remote teaching and teacher coping with remote instruction. We present and discuss the findings against the backdrop of one individual and three contextual variables which were identified as significant moderator predictors: gender, education level handled, mode of delivery (synchronous vs asynchronous), and the economic status of the respective countries. The relative contribution of these predictors is calculated using a general linear model. Apart from their epistemological significance, the non-trivial findings offer valuable pedagogical and administrative guidelines for the continuing wave of the pandemic, as well as for planned online courses ‘proper’. The detection of the contextual effects also underscores the importance of large multisite research.

In: Mitchell, Rosamond & Henry Tyne (Eds.), Language, Mobility and Study Abroad in the Contemporary European Context. Oxon: Routledge., 2021

This chapter introduces the rationale behind a social network analytic (SNA) approach in the cont... more This chapter introduces the rationale behind a social network analytic (SNA) approach in the context of second language acquisition (SLA). The conceptual overview presents ways of operationalising social graphs and common metrics used in the calculations, supported by illustrative examples. We then argue for merging quantitative SNA with qualitative data. Subsequently, we showcase findings from the PEERLANG project (Paradowski et al., 2021) investigating the influence of peer out-of-class interactions on SLA in two different contexts: among international participants in intensive summer language courses (multilingual “immersion” scenario), and stationary foreign language majors (“no immersion”). We reveal patterns emerging from both contexts, demonstrating the role that mobility plays in network dynamics, and how both factors together moderate language attainment. We show that the impact of peer learner networks on L2 acquisition can be both positive and negative, depending on the context and the network layer involved. Computational and anthropological SNA offers a novel methodology for investigating the link between social relations and language acquisition (especially L2 production).

Michał B. Paradowski, Andrzej Jarynowski, Magdalena Jelińska, Karolina Czopek (2021). Out-of-class peer interactions matter for second language acquisition during short-term overseas sojourns: The contributions of Social Network Analysis. Language Teaching, 54(1)., 2021

Social networks play an important role in the behaviour and attainment of individuals. This study... more Social networks play an important role in the behaviour and attainment of individuals. This study investigates how interactions with peer L2 learners catalyse or inhibit second language acquisition, and constitutes one of the first applications of computational social network analysis (SNA) to investigating the phenomenon in unregulated conversational interaction. Unlike some previous notable studies (Dewey et al., 2012; 2013; Zappa‐Hollman & Duff, 2015; Gautier, 2019), we do not limit the scope of enquiry to individual (ego-)networks, which only investigate the links between the individual and her/his alters, but we set out to examine the full L2 learner network in its entirety, where knowledge of the links between (almost) all network members enables a reconstruction of the connected social graph of the complete learner group.
In a sample of participants in two editions of a 4-week-long intensive summer course of the Polish language and culture (n=332), we find that peer learner networks can have both a positive and a negative impact on L2 acquisition. Among others:
i) a positive predictor of L2 improvement is reciprocal out-of-class interactions in the language being acquired,
ii) outgoing interactions in the L2 are a stronger predictor than incoming interactions,
iii) there exists a clear negative relationship between performance and interactions with same-L1 speakers,
iv) there is a clear negative relationship between L2 performance and weighted in-degree centrality in total communication,
v) fluency in lingua-franca English tends to significantly impede progress in the (non-English) L2.
While the link between social relations and language acquisition has been universally acknowledged by SLA scholars, social network analysis offers not only a novel methodology, but a whole new insight into the language learning process, demonstrating how network structure and the dynamics of interaction are stronger predictors of TL performance than many individual factors such as attitude or motivation. The findings may deliver practical recommendations for language teachers as to how, by first identifying students’ and groups’ communication profiles and social interaction patterns, and subsequently seeking ways to reinforce and promote advantageous educational behaviours while discouraging or inhibiting deleterious ones, they could aid learners in their quest to acquire the L2.

In: van der Walt, Christa & Verbra Pfeiffer (Eds.) Multilingual Classroom Contexts: Transitions and transactions. Stellenbosch: SUN PReSS., 2021

The collection of the preceding contributions to this volume are evidence of the multiple challen... more The collection of the preceding contributions to this volume are evidence of the multiple challenges faced by students and teachers-practitioners in South Africa’s linguistically and culturally diverse classrooms. Chief amongst them is the inadequate development of many students’ literacy and academic language proficiency, manifested in dismal reading scores and matriculation results. While challenges inherent in multilingual classrooms are a staple of schools throughout the world, one uniqueness of the South African scenario resides in many students’ having to switch to new languages of instruction at successive levels of their education.
This concluding chapter commences with a succinct portrayal of the language policies in the country and its education system, and a critical synthesis both of the multiple transitions during the scholastic process and the educational challenges inherent in the system. The subjective selection of issues deemed most vital and critical in the education landscape of the Motherland will then expand into a discussion of school realities and challenges that are not exclusive to South Africa, but which are experienced by all countries and educational institutions bringing together people from diverse cultural and linguistic backgrounds.
Since this is by no means a given in mainstream language policies and practices, we shall subsequently present the rationale behind the maintenance, development, and principled in-class use of students’ home (and other) languages and dialects. Such considerations beg the question of an appropriate course of action. One that naturally presents itself as well-suited in this context is the theoretical stance, set of communicative practices, and pedagogical approach that have collectively been referenced under the umbrella term of translanguaging. The philosophy is explicated, followed by proposals of compatible techniques and strategies for linguistically diverse classrooms, as well as a set of additional recommendations which, whilst not pertaining to the translanguaging ideology per se, are believed to be potentially relevant to and beneficial for South African and other heteroglossic classroom contexts.
Although the concept of translanguaging has now gained world recognition and popularity in the scholarly literature and among teachers ‘on the ground’, its interpretation and implementation are by no means without problems and limitations. The chapter concludes with recommendations of critical, reflective plurilingual pedagogies that always take into account the circumstances and ecologies of the classroom and the subjectivities of the students.

Studia Metodologiczne - Dissertationes Methodologicae, 2019

In sociology, interest in modelling has not yet become widespread. However, the methodology has b... more In sociology, interest in modelling has not yet become widespread. However, the methodology has been gaining increased attention in parallel with its growing popularity in economics and other social sciences, notably psychology or political science, and the growing volume of social data being measured and collected.
In this paper, we present representative computational methodologies from both data-driven (such as “black box”) and rule-based (such as “per analogy”) approaches. We show how to build simple models, and discuss both the greatest successes and the major limitations of modelling societies. We claim that the end goal of computational tools in sociology is providing meaningful analyses and calculations in order to allow making causal statements in sociological explanation and support decisions of great importance for society.

Proceedings of The Gingko Meeting. An Interdisciplinary and Transdisciplinary Exchange. Complexity Science Hub Vienna, 2019

In: Palalas, Agnieszka, Helmi Norman & Przemysław Pawluk (Eds.) Blended Learning in the Age of Social Change and Innovation. Proceedings of the 3rd World Conference on Blended Learning. Greece: International Association for Blended Learning, 34–41., 2018

Peer assessment has long been used as an alternative to instructor assessment of students’ learni... more Peer assessment has long been used as an alternative to instructor assessment of students’ learning. Yet, its receivers are often skeptical about the effectiveness and validity of the evaluation (e.g. Strijbos, Narciss & Dünnebier, 2010; Kolowich, 2013; Formanek et al., 2017; Meek, Blakemore & Marks, 2017). Still, other studies (e.g. Cho & Schunn, 2007; Gielen et al., 2010; Ashton & Davies, 2015) have found peer grading to be reliable and valid when accompanied by proper guidance, and that when used appropriately, it may benefit both the learners who receive the feedback and those who provide it (Dochy, Segers & Sluijsmans, 1999; Barak & Rafaeli, 2004).
Nowadays peer assessment remains an element vital to the existence of massive open online courses (MOOCs), and is widely recognized by the research community as a topic which needs to be investigated in detail and improved in the future. Massive open online courses whose primary focus is second language learning (LMOOCs) are organized by various institutions around the world. Nevertheless, publications addressing issues related to this type of course are fairly scarce (cf. Bárcena & Martín-Monje, 2015).
Pronunciation routinely accounts for a major share of communication breakdowns in non-native speaker interactions as well as communication between native and non-native speakers (cf, e,g, Paradowski, 2013; Pawlas & Paradowski, under review). Yet, in many language classrooms its teaching is brushed off in favor of imparting other skills. Luckily this shortage is increasingly being addressed with the ready availability of CALL. We present a small case study of peer assessment reliability in the context of a Japanese pronunciation MOOC offered by one of the popular online providers.
A phonetic analysis of the first author’s speech recordings has been carried out using Praat software (Boersma & Weenink, 2017) in order to assess the accuracy of feedback obtained from course participants. On its basis, an evaluation of the pronunciation has been made and then compared with assessment provided by peers, a TA involved in the course, and an independent Japanese native speaker teacher.
Although the peers’ comments conveyed a general idea about progress, their feedback was not sufficiently detailed. More reliable was the assessment by the TA. Still, an evaluation completed by an independent Japanese native speaker showed that a person not involved in any way in the MOOC was easily able to make even more observations. Thus, assessment appeared objective and reliable only after triangulating all the sources of feedback.
The study revealed that peer assessment may not produce reliable results if the process of evaluation is not sufficiently facilitated; namely, when there are no explicit guidelines and preparatory training exercises provided for the participants. The peer evaluation was difficult to perform in a helpful manner since the assignments lacked clearly constructed rubrics. Thus, future language courses, particularly those that concentrate on productive skills such as speaking, ought to implement clear rubrics together with a grading tutorial.

The past two decades have created quantitatively higher and qualitatively different demands for f... more The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
Available with 35% discount from http://www.amazon.com/Productive-Foreign-Language-Skills-Intercultural/dp/3631648790/

We investigate peer learner networks of 251 Ukrainian refugees enrolled in an intensive course of... more We investigate peer learner networks of 251 Ukrainian refugees enrolled in an intensive course of the Polish language. Using a pre-/post-test design and a specially devised survey, we apply the tools of computational social network analysis to find out whether patterns of out-of-class communication within and beyond the cohort affected linguistic gains. While dominance in Ukrainian vs Russian did not affect progress in the TL, speaking Ukrainian correlated with centrality in the contact network. Russian speakers in turn often concealed their L1 use, possibly because not infrequently they were finding themselves at the network periphery.
The most influential significant predictors of self-perceived progress overall and in grammar were level of course enjoyment and two social network measures: the degree of being indicated as interlocutors by well-connected students (pagerank) and degree of interaction with Russian-speaking friends. Objectively measured progress, however, instead highly negatively correlated with length of residence in Poland.

In: A. Jopek-Bosiacka, A. Leńko-Szymańska, M. Szupica-Pyrzanowska & U. Topczewska (Eds.), Lingwistyka stosowana. Kompendium. Warsaw: Institute of Applied Linguistics., 2023

The COVID-19 pandemic abruptly shuttered most language teaching institutions, forcing the move of... more The COVID-19 pandemic abruptly shuttered most language teaching institutions, forcing the move of instruction online. Basing on responses to a comprehensive multi-site questionnaire, this paper explores the impact of the transition on 1,149 language teachers from 104 countries by investigating factors which influenced their engagement in using technology in the virtual classes. On average, the teachers felt that the remote mode of delivery depressed students’ language progress by around 64%. The data reveal the relative importance of the perception of how learners were affected by the challenges, the students’ estimated progress, prior experience with online instruction, technological challenges experienced, and the economic status of the country of employment. The resultant linear model explains 52% of the variance. Crucially, ‘fixed’ sociodemographic factors do not seem to influence the outcomes, which offers a positive take-home message about the promising potential of preventative and preparatory measures.

The current COVID-19 pandemic has both exposed and exacerbated existing societal disparities. Eth... more The current COVID-19 pandemic has both exposed and exacerbated existing societal disparities. Ethnicity, age, socioeconomic status, geographical location, underlying health condition have—in combination with, but also controlling for other confounds—been responsible for significant differences in both infection risk, rates of ICU admittance, need for respirator treatment, and deaths. While many reports and studies have been devoted to these factors, much less systematic research is available on how inequalities among teachers and students have impacted online instruction and stakeholder wellbeing during the school disruptions.
This study addresses this gap by investigating how disparities among teachers and students, as well as awareness thereof, have influenced educators’ psychological overload after the transition to emergency remote teaching. To this end, we examine the responses of 1,944 teachers from 106 countries to an online questionnaire administered between April and September 2020. We focus on investigating how inequalities among educators (related to demographics, family support, access to resources and infrastructure, and anxieties about the future) influenced their psychological overload, and how this influence was mediated by their perception of student coping. The resultant model explains 43% of the variance, with practical implications for more effective pandemic pedagogy.