A record of training, inquiry and the questions still ahead.
Rather than staying in a single comfort zone, I chose maximum exposure across the Polish educational landscape — from public kindergartens and international schools to primary schools and language centres — to deeply understand the psychological barriers and communicative needs of learners at every developmental stage.
Every classroom demanded a tailored pedagogical strategy: early-childhood multisensory storytelling, gamification for young minds, and emotionally safe environments that raise Willingness to Communicate in older learners.
"High level of responsibility, initiative, professionalism… high engagement, positive attitude, strong teamwork. Highly recommended."
SWPS University, Warsaw
Classroom action research on willingness to communicate.
Primary schools, Warsaw & Vietnam
Designing and delivering YL & VYL EFL programmes.
Language education institutions
Building speaking and phonics programmes from the ground up.
EFL providers, Vietnam
Authoring sequences, materials and teacher-training playbooks.
Verified Academic Dossier · Click any certificate to view full document
Uniwersytet SWPS — Warsaw · June 2026
Training in the methodology of using technology in TEFL, with emphasis on creating multimedia-supported educational materials and the use of Interactive Whiteboard tools for remote teaching.
View original PDFINTESOL Worldwide — Accredited by ALAP · November 2025
Awarded at Pass A2 standard. 350 learning hours of advanced TESOL methodology. Certificate № 00018034.
INTESOL Worldwide — Accredited by ALAP · February 2026
Awarded at Pass A1 standard. Specialised training in pre-school and primary EFL pedagogy. Certificate № 00019607.
Glenn College — Professional Education of British Columbia · November 2023
Intensive 160-hour TESOL Diploma Program under Kristian Lee (Director) and Allan Scafe (Head Instructor). British Columbia, Canada.
Apollos University — School of Professional Studies · July 2022
Granted by the Board of Directors of Apollos University upon recommendation of the faculty. Certificate № 280.
Musical Babies / Niños Musicales · September 2025
Developing language competencies through classical music, picture cards and sensory teaching aids for learners aged 6 months to 6 years. Warsaw, Poland.
Regional English Language Office — U.S. Embassy in Hanoi · May 2024
Workshop convened by Jerrold Frank, Regional English Language Officer, in cooperation with HCMC University of Education. Vietnam.
IMME Australia · PTE Leader · September 2024
Pearson Test of English (PTE) Train the Trainers Program. Signed by David Williamson and Jessica Phan (CEO, IMME Australia).
IMME Australia · PTE Leader · March – April 2025
Workshop series on PTE pronunciation criteria and practical teaching strategies. Signed by Ms Jessica Phan, CEO.
HEW London — Teacher Training Hub · 2025
Certificate of participation in the TESOL Master Class workshop. Signed by Gem Nguyen, Director.
Accredited Paediatric First Aid Training · 2025
Certified in paediatric first aid — an essential safeguarding qualification for working with young learners.
A classroom action research project conducted in a Polish primary school, investigating how speaking-activity design shapes young learners' willingness to communicate in English. The thesis combines observational data, learner reflections, and iterative teaching cycles.
Read full study"Investigating the emotional dimensions of language learning to bridge the gap between competence and performance in young learner classrooms."
ATLAS 17th International Scientific Research and Innovation Congress
Honored to present my first international research paper — an oral and technical presentation focused on a specific learner who struggled with a profound fear of speaking English and a very low WTC index. Sharing the observations and ICT-based solutions we implemented reaffirmed that meaningful research often begins with the smallest struggles we witness in the classroom.
Bridging the gap between anxiety and fluency
A small-scale classroom-based case study exploring how a two-month ICT-supported speaking intervention affected a 16-year-old adolescent EFL learner's willingness to communicate, speaking anxiety, and supported speaking development. Findings highlight the importance of structured teacher support, gradual scaffolding, and meaningful task design when digital tools are used to support speaking growth.