Invited talks, workshops

Piniel, K. (2025, January). Language anxiety and other emotions in the language classroom. Invited lecture at Villa College, Faculty of Educational Studies (delivered virtually).

Piniel, K. (2024, June). Don’t worry, be happy! The role of positive psychology in the language classroom. Invited plenary at the Contemporary Crossroads V: Studies in English Applied Linguistics conference, Eötvös Loránd University, Budapest.

 

International conference presentations

Piniel, K., Andréka, Z., & Tankó, G. (2024 July). An investigation of the alignment of national language teaching policy with the advanced-level secondary school- leaving examination in foreign languages in Hungary. Paper presented at the 45^th Language Testing Research Colloquium. Innsbruck, Austria.

Piniel, K. & Zólyomi, A. (2024, May). Developing the short-form flow questionnaire to investigate Hungarian adult language learners’ optimal experiences. Paper presented at the Psychology of Language Learning 5 conference. Madrid, Spain.

Piniel, K., Zólyomi, A., & Petrovics, K. (2024, May). Enhancing learners’ self-efficacy of learning phrasal verbs and providing peer assessment. Paper presented at the Psychology of Language Learning 5 conference. Madrid, Spain.

Bodó, T. & Piniel, K. (2023, May). Formative assessment in the EFL classroom: A positive psychology intervention. Paper presented at the 34th International Conference on Foreign / Second Language Acquisition. Szczyrk, Poland.

Piniel, K., & Kálmán, Cs. (2023, May). Exceptionally motivating teachers’ perceptions of flow in the foreign language classroom. Paper presented at the 34th International Conference on Foreign / Second Language Acquisition. Szczyrk, Poland.

Piniel, K. (2023, May). Meta-analysis of factor analytic studies – The case of the FLCAS. Paper presented at the SSLLT2023 conference. Kalisz, Poland.

Piniel, K. (2023, May). Potential implications of sentence-internal punctuation errors in EFL assessment tasks: Insights from use of English and reading task. Paper presented at the SSLLT2023 conference. Kalisz, Poland.

Csizér, K. Albert, Á. & Piniel, K. (2023, May). Online English classes during the pandemic: High school students’ perspective. Paper presented at the Krízishelyzetek hatása és kihívásai az oktatásban online conference. Ukraine.

Yetis, K. & Piniel, K. (2022, October). Teachers’ co-regulation of students’ emotions in using English: A pilot study in a study-abroad classroom context. Paper presented at the Language Teacher Psychology Conference. Mersin, Türkiye.

Piniel, K., Zólyomi, A., & Smid, D. (2022, June). Variability in change: The case of learners’ emotions. Paper presented at the Psychology of Language Learning 4 conference. Sydney, Canada.

Piniel, K. (2021, November). Flow experiences in the EFL classroom: An example of written narrative tasks. Paper presented online at the Bridging Theory and Practice in Teaching English as a Foreign Language, International Symposium, Selye János University, Komárno, Slovákia.

Piniel, K. & Albert, Á. (2021, June). The perceived importance of intercultural communication and emotions in the language classroom. Paper presented online at the 2021 IAIE conference, Tel Aviv, Israel.

Albert, Á., Csizér, K., & Piniel, K. (2021, August). The role of emotions, motivation, and self-efficacy beliefs in classroom task performance: Investigating secondary school students in Hungary. Paper presented online at the AILA World Congress 2021. Groningen, Netherlands.

Piniel, K. & Albert, Á. (2021, May). The changing role of emotions and self-efficacy in shaping foreign language learners' motivation and autonomy. Paper presented online at the 32nd International Conference on Foreign/Second Language Acquisition. Szczyrk, Poland.

Csizér, K., Albert, Á., Piniel, K. & Dóczi, B. (2021, May). Contextual and individual differences in language learning in Hungary: Motivation, autonomy and emotions of secondary school students. Paper presented online at the 32nd International Conference on Foreign/Second Language Acquisition. Szczyrk, Poland.

Albert, Á., Csizér, K., & Piniel, K. (2019, September). Linking individual difference variables and affective states to performance on foreign language tasks: A pilot study. Paper presented at the Topics in applied linguistics: Classroom-oriented research conference. Opole, Poland.

Albert, Á., Csizér, K., & Piniel, K. (2018, May). The relationship between foreign language learning autonomy and emotions: The results of a nationwide study in Hungary. Paper presented at the Autonomy in language learning and teaching: The case of target language skills and subsystems conference. Konin, Poland.

Albert, Á., Papp, L., & Piniel, K. (2017, April). Contextualising oral task performance: The role of anxiety. Paper presented at the 7^th International Conference on Task-Based Language Teaching, Barcelona, Spain.

Piniel, K. & Albert, Á. (2016, October). Advanced learners’ foreign language related emotions across the four skills. Paper presented at the Focus on the Learner Conference. Konin, Poland.

Piniel, K. & Albert, Á. (2016, June). L2 motivation, anxiety, and self-efficacy’s link to language learners’ flow and anti-flow experiences in the classroom. Paper presented at the University of Zagreb Roundtable. Zagreb, Croatia.

Piniel, K., Csizér, K., Kontra, E. H. (2015, October). Classroom related issues in the language learning motivation of Deaf and hard of hearing university students. Paper presented at the Classroom-Oriented research: Towards effective learning and teaching conference. Konin, Poland.

Piniel, K., Csizér, K., Khudiyeva, S. R., & Gafiatulina, Y. (2015, October). A comparison of Hungarian and Kazakh university students’ language learning profiles. Paper presented at the Classroom-Oriented research: Towards effective learning and teaching conference. Konin, Poland.

Kontra, E. H., Piniel, K., & Csizér, K. (2014, August). Foreign language teachers at schools for the hearing impaired. Paper presented at the Regional Workshop of the ESSE Conference. Kosice, Slovakia.

Piniel, K., & Csizér, K. (2014, August). Changes in motivation, anxiety, and self-efficacy during the course of an academic writing seminar. Paper presented at the International Conference on Motivational Dynamics and Second Language Acquisition, Nottingham, UK.

Csizér, K., Piniel, K., & Kontra, E.H. (2014, May). The foreign language learning motivation of Deaf students: The results of a cluster analysis. Paper presented at the University of Zagreb. Zagreb, Croatia.

Piniel, K. (2014, May). Language anxiety and the four skills. Paper presented at the Matters of the Mind: Psychology and Language Learning Conference, Graz, Austria.

Kontra, E. H., Csizér, K., & Piniel, K. (2014, May). Deaf foreign language learners: Their learning motivation, beliefs and strategies. Paper presented at the Matters of the Mind: Psychology and Language Learning Conference, Graz, Austria.

Kontra, E. H., Csizér, K., & Piniel, K. (2014, March). The interrelationship of motivation, learners’ beliefs, and learning strategies of Deaf and hard of hearing foreign language learners. Paper presented at the annual conference of the American Association of Applied Linguistics, Portland, OR.

Kontra, E. H., Csizér, K., & Piniel, K. (2013, August). Investigating individual differences among Deaf foreign language learners: The validation of an instrument. Paper presented at the 23rd European Second Language Association Conference, Amsterdam, the Netherlands.

Dávid, A. G., & Piniel, K. (2011, May). Establishing assessment categories for rating scales: Business as usual? Paper presented at the 8^th Annual European Association of Language Testing and Assessment Conference, Siena, Italy.

Piniel, K. (2009, September). Investigating the psychometric properties of the Hungarian version of the input, process and output anxiety scales. Paper presented at the 19^th European Second Language Association Conference, Cork, Ireland.

Piniel, K. (2009, March). Investigating the construct of the 'Foreign Language Classroom Anxiety Scale'. Paper presented at the annual conference of the American Association of Applied Linguistics, Denver, CO.

Piniel, K. (2009, March). Researching the development of foreign language classroom anxiety in secondary school: A work in progress. Poster session presented at the Annual TESOL Doctoral Forum, Denver, CO.

Piniel, K. (2007). A theory of the evolution of foreign language classroom anxiety: Fitting the pieces together. Paper presented at the 17^th European Second Language Association Conference, Newcastle, UK.

 

National conference presentations

Piniel, K., Andréka, Z., & Tankó, G. (2024, April). Az emelt szintű idegen nyelvi érettségi vizsga és a középiskolai nyelvtanulást szabályozó dokumentumok szisztematikus összevetése [The systematic comparison of the advanced level English as a Foreign Language matura examination’s regulatory documents]. Paper presented at the XX. Pedagógiai Értékelési Konferencia – PÉK 2024, Szeged.

Tankó, G., Andréka, Z., & Piniel, K. (2024, April). Az emelt szintű idegen nyelvi érettségi vizsgakövetelményeinek konstruktív kritikai elemzése. [The constructive critical analysis of the advanced level English as a Foreign Language matura examination’s requirements]. Paper presented at the XX. Pedagógiai Értékelési Konferencia – PÉK 2024, Szeged.

Bodó, T. & Piniel, K. (2023, June). Formative assessment of vocabulary in action. Paper presented online at the Contemporary Crossroads IV: Studies in English Applied Linguistics conference, Eötvös Loránd University, Budapest.

Albert, Á., Csizér, K. & Piniel, K. (2022, November). A tanulói autonómia meghatározó tényezőinek változása egy budapesti gimnazisták körében végzett longitudinális vizsgálat során [Change in factors influencing learner autonomy: Results of a longitudinal study among high school learners in Budapest]. Paper presented at the XXII. National Pedagogy Conference, Pécs.

Piniel, K. & Zólyomi, A. (2022, June). Foreign language classroom anxiety and its link to gender: A meta-analysis. Paper presented online at the Contemporary Crossroads III: Studies in English Applied Linguistics conference, Eötvös Loránd University, Budapest.

Albert, Á. & Piniel, K. (2021, November). Egyéni különbségek változása a nyelvtanulás során: Egy két éven át tartó vizsgálat eredményei [Change in individual differences during the process of language learning: Results of a two-year study]. Paper presented at the Paper presented at the XXI. National Pedagogy Conference, Szeged.

Csizér, K. & Piniel, K. (2021, November). The interrelationship of L2 motivation and autonomy and their impact on intended behavior, self-efficacy and emotions. Paper presented online at the Responsible Linguistics Conference, Eötvös Loránd University, Budapest.

Albert, Á. & Piniel, K. (2021, October). Using story writing tasks in English classes: Linking students’ performance to flow and emotions. Paper presented online at the 30+1 Birthday conference of IATEFL-Hungary, Veszprém.

Piniel, K. (2021, September). Researching complex dynamic systems in applied linguistics. Paper presented at the Meeting of the Educational Research Methods Sub-Committee of the Hungarian Academy of Sciences, Budapest.

Piniel, K. (2021, September). Emotions in English language learning: A study on achievement emotions. Paper presented online at the Contemporary Crossroads: Studies in English Applied Linguistics, Eötvös Loránd University, Budapest.

Albert, Á., Piniel, K., Csizér, K., & Dóczi, B. (2021, April). Változások a diákok angoltanulással kapcsolatos érzelmeiben, motivációjában, autonómiában és énhatékonyságában a 2019/2020. tanév során [Changes in students’ English learning related emotions, motivation, autonomy and self-efficacy over the course of the 2019/2020 academic year]. Paper presented online at the XXVIII. Magyar Alkalmazott Nyelvészeti Kongresszuson [the XXVIII Hungarian Applied Linguistics Congress], Budapest.

Dóczi, B., Csizér, K., Piniel, K., Albert, Á. (2021, April). Bepillantás az angol tanterembe: egy óramegfigyelési eszköz kipróbálása magyar középiskolákban [Glimpses into the English classroom: Piloting a classroom observation tool in Hungarian high schools]. Paper presented online at the XXVIII. Magyar Alkalmazott Nyelvészeti Kongresszuson [the XXVIII Hungarian Applied Linguistics Congress], Budapest.

Csizér, K., Albert, Á. & Piniel, K. (2021, February). A digitális átállás 2020 tavaszán három budapest középiskolában: Tanulói vélemények az online angolórákról [Switching to online education in the spring of 2020 in three high schools in Budapest: Learners’ views in connection with their online English classes]. Paper presented online at the ‘Oktatás - Informatika - Pedagógia 2021’ conference, University of Debrecen.

Piniel, K. & Kálmán, Cs. (2020, December). Tips and techniques for conducting quantitative research: A workshop for novice researchers. Paper presented online at the Teacher education and higher education studies (EDiTE) conference, Eötvös Loránd University, Budapest.

Albert Á., Dóczi, B., & Piniel, K. (2019, November). Érzelmek és motiváció kapcsolata a nyelvtanulásban. [The link between emotions and motivation in language learning]. Paper presented at the XIX. National Pedagogy Conference, Pécs, Hungary.

Csizér, K., Albert Á. & Piniel, K. (2019, October). The interrelationships of emotions and motivation: The results of two pilot studies. Paper presented at the 29^th conference of IATEFL-Hungary. Budapest, Hungary

Albert, Á., Piniel, K., & Lajtai, Á. (2019, May). Investigating high school students’ emotions in connection with their EFL classes: A questionnaire study. Paper presented at the University of Pécs Roundtable 2019: Empirical Studies in English Applied Linguistics, Pécs, Hungary.

Csizér, K., Albert Á. & Piniel, K. (2019, April). Tanulságok az érzelmek és motiváció összefüggéseiről az angol nyelvtanulás folyamatában: Egy kérdőíves kutatás eredményei. [Lessons from a questionnaire study on the link between motivation and emotions in the process of learning English as a foreign language]. Paper presented at the ‘VI. Trefort-Kerti Bölcsész Tanári’ conference. Budapest, Hungary.

Albert, Á. & Piniel, K. (2017, November). Flow a nyelvoktatásban. [Flow in language learning]. Paper presented at the ‘A pedagógusképzés múltja, jelene és jövője: Jubileumi konferencia az esztergomi érseki tanítóképzés 175., az óvodapedagógus-képzés 125. és a tanárképzés 25. évfordulója alkalmából.’ Conference. Esztergom, Hungary

Albert, Á., & Piniel, K. (2016, November). Emotional profiles of English majors:
An exploratory study. Paper presented at the SEAS 130 Conference, Budapest, Hungary.

Tankó, Gy., & Piniel, K. (2016, November). Formatív értékelési módszerek az idegennyelv-órán [Formative assessment methods in the foreign language classroom]. Paper presented at the Tudós tanárok-Tanár tudósok Conference, Budapest, Hungary.

Kontra, E., Csizér, K., & Piniel, K.  (2015, October). “There is a Deaf student in my English class!” Paper presented at Diversity Day, ELTE, BTK, Budapest, Hungary.

Kontra, E. H., Piniel, K., & Csizér, K. (2015, October). ”If you can get into a university, you can learn English as well”: Deaf and hard-of-hearing university students’ dispositions towards and experiences of foreign language learning. Paper presented at the 25^th conference of IATEFL-Hungary. Budapest, Hungary.

Piniel, K. (2015, May). Exploring teachers' views on hearing impaired students' language learning. Paper presented at the Basic English for Deaf Learners Project Closure Presentations and Workshop. Budapest, Hungary.

Csizér, K., Piniel, K. & Kontra, E. (2014, November). Motiváció és motivált tanulói viselkedés a 14-19 éves korú siketek idegennyelv-tanulásában. [Motivation and motivated learner behavior among 14-19-year-old Deaf foreign language learners]. Paper presented at the XIV. National Pedagogy Conference, Debrecen, Hungary.

Piniel, K. (2014, November). Tanári interjúk:Eredmények. [Interviews with teachers: Findings]. Paper presented at the Roundtable on the Foreign Language Learning of the Hearing Impaired. Budapest, Hungary.

Piniel, K., & Csizér, K. (2014, October). Teachers’ perceptions of teaching students with special needs: The case of Deaf and hard of hearing foreign language learners. Paper presented at the 24^th conference of IATEFL-Hungary. Veszprém, Hungary.

Csizér, K., & Piniel, K. (2013, March). A nyelvtanulási motiváció, szorongás és énhatékonyság dinamikus alakulása a tudományos íráskészség órán. [The dynamic change of motivation, anxiety, and self-efficacy through the course of an academic writing seminar]. Paper presented at the XXIII. conference of the Hungarian Association of Applied Linguists and Language Teachers. Budapest, Hungary.

Piniel, K., & Csizér, K. (2012, November). Motiváció, én-hatékonyság és a szorongás kapcsolata a nyelvtanulásban. [Motivation, self-efficacy, and anxiety’s link with language learning]. Paper presented at the XII. National Pedagogy Conference, Budapest, Hungary.

Dávid, A. G., & Piniel, K. (2011, November). Értékelési skálák szerkesztése: Egzakt eljárás az MA szakdolgozatok értékelésében. [Constructing rating scales: An empirical method of constructing a scale for the MA in ELT theses]. Paper presented at the State of English Conference, Budapest, Hungary.

Piniel, K. (2009, November). A nyelvtanulás és az idegennyelvi-szorongás kapcsolata. [The link between language anxiety and language learning]. Paper presented at the First National Conference of Applied Linguistics Departments, Budapest, Hungary.

Piniel, K. (2007). The evolution of foreign language anxiety. Paper presented at the Hungarian Society for the Study of English Conference, Szeged, Hungary.

Piniel, K. (2006). Foreign language anxiety: A classroom perspective. Paper presented at the University of Pécs Roundtable 2006: Empirical Studies in English Applied Linguistics, Pécs, Hungary.

Futász, R., & Piniel, K. (2004). Nyelvi szigorlat validálása [Validation of a comprehensive language examination]. Paper presented at the IV. National Pedagogy Conference, Budapest, Hungary.

Piniel, K. (2003). Images: a Comenius project, Paper presented at the IATEFL Hungary Conference, Budapest, Hungary.