On this subpage you will find scientific papers that I have authored (or co-authored). They are provided for free and will always remain so.

📘 “High-quality education as a challenge to sustainable development. Theories and good practices” (2020) is a Master’s thesis that collects and describes methods of effective learning. It forms the basis for the book “Effective Language Learning for Everyone“, which presents in accessible language the effect of the author’s teaching practice, supported by the research contained in this work.

📗 “Learning about learning as an essential element of high-quality education (2022)” is an article published in the newspaper FORUM PEDAGOGICZNE, written in collaboration with Dr. Agnieszka Klimska. The authors propose a model of sustainable education, corresponding to different stages of human development. Learning how to learn is something that is lacking in the current education system, this article is a response to this lack and a proposal for a model that could improve the quality of education.

📘 “Register-specific Semantic Prosody and its Application into L2 Teaching” (2025) is a PhD thesis. The author addresses a gap in second language (L2) pedagogy: the failure to teach semantic prosody—the subtle, evaluative “aura” of words—and how it shifts depending on the text type (register). This dissertation proposes a practical framework for using Data-Driven Learning (DDL) and web-based corpus tools to help advanced learners master these nuances for more native-like communication.

📗 “The pedagogical value of register-specific semantic prosody in L2 teaching (2025)”  is an article published in Applied Linguistics Papers. The author suggests the systematic integration of semantic prosody—the hidden evaluative meaning words acquire from their surroundings—into second language (L2) pedagogy, particularly for advanced language learners.

📗 “Decoding ‘Environmental’ Discourse: A Linguistic Approach to Improving Education for Sustainable Development (2025)” is an article published in the journal “Forum Pedagogiczne”. The authors analyze public discourse on the environment, showing that the adjective “environmental” possesses a strong negative semantic prosody—that is, it acquires a negative meaning through its frequent co-occurrence with words such as “damage,” “problem,” and “pollution.” In conclusion, the article proposes strategies for the linguistic reframing of this discourse within Education for Sustainable Development to promote agency and hope.