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."
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Awarded at Pass A2 standard. 350 learning hours of advanced TESOL methodology. Centre: INTESOL Worldwide, Cheshire, United Kingdom. Certificate № 00018034.
Awarded at Pass A1 standard. Specialised training in pre-school and primary EFL pedagogy. Centre: INTESOL Worldwide, Cheshire, United Kingdom. Certificate № 00019607.
Intensive 160-hour TESOL Diploma Program completed under Kristian Lee (Director) and Allan Scafe (Academic Leader, Head Instructor). British Columbia, Canada.
Granted by the Board of Directors of Apollos University upon recommendation of the faculty. Certificate № 280. Foundational TESOL qualification.
Developing language competencies through classical and regional music, picture cards and sensory teaching aids for learners aged 6 months to 6 years. Led by Anna Rattenbury. Warsaw, Poland.
Workshop convened by Jerrold Frank, Regional English Language Officer, U.S. Embassy in Hanoi, in cooperation with HCMC University of Education. Ho Chi Minh City, Vietnam.
Pearson Test of English (PTE) Train the Trainers Program. Signed by David Williamson (Head of Teaching and Learning) and Jessica Phan (CEO, IMME Australia).
Workshop series on PTE pronunciation criteria and practical teaching strategies. Signed by Ms Jessica Phan, CEO of IMME Australia and PTE Leader.
Certificate of participation in the TESOL Master Class workshop at HEW London — Teacher Training Hub. Signed by Gem Nguyen, Director.
Certified in paediatric first aid — an essential safeguarding qualification for working with young learners in kindergarten and primary classroom settings.
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.
Recent international presentations from my ongoing research series on Willingness to Communicate and speaking anxiety.
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.
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.