Baidak, N., Balcon, M.-P., & Motiejunaite, A. (2017). Key data on teaching foreign languages at schools in Europe. Brussels: EURYDICE.
Google Scholar

Barnes K. A., & Dougherty M. R. (2007). The effect of divided attention on global judgment of learning accuracy. American Journal of Psychology, 120, 347–359.
Google Scholar

Baddeley, A. D. (2003). Working memory and language: An overview. Journal of Communication Disorders 36, 189–208.
Google Scholar

Biedroń, A. (2012). Memory abilities in gifted foreign language learners. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 77–96). Berlin: Springer.
Google Scholar

Council of Europe (2001). Common European framework of reference for languages. Learning, teaching, assessment. Cambridge: Cambridge University Press.
Google Scholar

Council of Europe (2018). Common European framework. Companion volume. Strasbourg: Council of Europe.
Google Scholar

Csikszentmihalyi, M. (2008). Flow. The psychology of optimal experience. New York: Harper Perennial Modern Classics.
Google Scholar

Davies, A. (2015). An interview. In A. J. Kunnan (Ed.), Talking about language assessment. The LAQ interviews (pp. 35–50). London: Routledge.
Google Scholar

Dörnyei, Z. (2005). The psychology of the learner. Individual differences in second language acquisition. Mahwah: Lawrence Erlbaum.
Google Scholar

Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning. Frameworks for focused interventions. London: Routledge.
Google Scholar

European Commission (2002). Education and training in Europe: Diverse systems, shared goals for 2010. Brussels: EU Publishing.
Google Scholar

European Commission (2005). A new framework strategy for multilingualism. Communication from the Commission to the Council the European Parliament, the European Economic and Social Committee and the Committee of the Regions. Brussels: EU Publishing.
Google Scholar

European Commission (2012) SurveyLang – First European survey on language competences. Final report. Brussels: EU Publishing.
Google Scholar

European Commission (2019). Key competences for lifelong learning. Brussels: EU Publishing.
Google Scholar

Forgas, J. P. (2007). When sad is better than happy: Mood effects on the effectiveness of persuasive messages. Journal of Experimental Social Psychology, 43, 513–528.
Google Scholar

Forgas, J. P., Vargas, P., & Laham, S. (2005). Mood effects on eyewitness memory: Affective influences on susceptibility to misinformation. Journal of Experimental Social Psychology, 41, 574–588.
Google Scholar

Forster, S., & Lavie, N. (2016). Establishing the attention-distractibility trait. London: Sage.
Google Scholar

Gabryś-Barker, D. (2012). Reflectivity in pre-service teacher education. A survey of theory and practice. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Google Scholar

Ginott, H. (1972). Teacher and child. London: Macmillan.
Google Scholar

Goetz, T., Frenzel, A., Hall, N., Nett, U., Pekrun, R., & Lipnevich, A. (2013). Types of boredom. Experience sampling approach. Motivation and Emotion, 38(3), 401–419.
Google Scholar

Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners. A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly 42, 55–77.
Google Scholar

Heyworth, F. (2013). Applications of quality management for language education. Language Teaching 46/3, 281–315.
Google Scholar

Humphreys, G. W, & Sui, J. (2016). Attentional control and the self: The Self-Attention Network (SAN). Cognitive Neuroscience 7, 5–17.
Google Scholar

Jenkins, J. (2014). Global Englishes. London: Routledge.
Google Scholar

Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330, 932–934.
Google Scholar

Komorowska H. (2018). Speech and its silent partner: Gesture in communication and language learning. In M. Pawlak & A. Mystkowska-Wiertelak (Eds.), Challenges of second and foreign language education in a globalized world (pp. 73–88). Berlin: Springer.
Google Scholar

Krajka, J. (2012). The language teacher in the digital age. Towards a systematic approach to digital teacher development. Lublin: Wydawnictwo UMCS.
Google Scholar

Kruk, M., Zawodniak, J., & Chumas, J. (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. Konin Language Studies 5/4, 425–441.
Google Scholar

Lindsay, G. W. (2020). Attention in psychology, neuroscience and machine learning. Frontiers in Computational Neuroscience, https://www.frontiersin.org/articles/10.3389/fncom.2020.00029/full (accessed 4.05.2020).
Google Scholar

Looney, J., & Wiliam, D. (2015). England: Implementing formative assessment in high stakes environment. In OECD, Improving learning in secondary classrooms (pp. 128–149). Paris: OECD Publishing.
Google Scholar

Merrell, C., Sayal, K., Tymms, P., & Kasim, A. (2016). A longitudinal study of the association between inattention, hyperactivity and impulsivity and children’s academic attainment at age 11. Learning and Individual Differences 53, 156–161.
Google Scholar

Middlebrooks, C.D., Kerr, T., & Castell, A. D. (2017). Selectively distracted. Divided attention and memory for important information. Psychological Sciences & Social Sciences, 28(8), 1103–1120.
Google Scholar

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). PIRLS 2016. International results in reading. IEA/Boston College: TIMMS & PIRLS International Study Center.
Google Scholar

OECD (2005). Schooling for tomorrow. Demand for schooling. Perception, participation and choice. Paris: OECD.
Google Scholar

OECD ( 2009). The teaching and learning international study. TALIS 2009 results. Paris: OECD.
Google Scholar

OECD (2015). Formative assessment. Improving learning in secondary classrooms. Paris: OECD.
Google Scholar

OECD (2018a). The teaching and learning international study. TALIS 2018 results. Paris: OECD.
Google Scholar

OECD (2018b). Programme for international student assessment. PISA 2018 results. Paris: OECD.
Google Scholar

Pacheco-Unguetti, A. P., & Parmentier, F. B. R. (2014). Sadness increases distraction by auditory deviant stimuli. Emotion, 14(1), 203–213.
Google Scholar

Pawlak, M., Zawodniak, J., Kruk, M. (2020). Boredom in the foreign language classroom. Cham: Springer.
Google Scholar

Petty, R. E., & Wegener, D. (1999). The elaboration likelihood model. Current status and controversies. In S. Chaiken Y. Trope (Eds.), Dual process theories in social psychology (pp. 41–72). New York: Guilford.
Google Scholar

Puppel, J. (2013). Facework and gestures: A preliminary analysis of the communicative power of human performative non-verbal practices, Scripta Neophilologica Posnaniensia 13, 85–90.
Google Scholar

Sana F., Weston T., & Cepeda N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31.
Google Scholar

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129–58.
Google Scholar

Scolari, M., Seidl-Rathkopf, K. N., & Kastner. S. (2015). Functions of the human frontoparietal attention network: Evidence from neuroimaging. Current Opinion in Behavioral Sciences, 1, 32–39.
Google Scholar

Sedikides, C., & Skowronski, J. A. (2009). Social cognition and self-cognition. European Journal of Social Psychology 39, 1245–1249.
Google Scholar

Seli, P., Risko, E. F., & Smilek, D. (2016). On the necessity of distinguishing between unintentional and intentional mind wandering. Psychological Science 27, 685–691.
Google Scholar

Sidnell, J., & Stivers, T. (2012). The handbook of conversation analysis. London: Blackwell.
Google Scholar

Spitzberg, B. H., & Cupach, W. R. (2007). The dark side of interpersonal communication. New York: Lawrence Erlbaum.
Google Scholar

Tannen, D. (2005). New York Jewish conversational style. In S. Kiesling & C. Bratt Paulston, (Eds.), Intercultural discourse and communication (pp. 136–149). Malden, MA: Blackwell.
Google Scholar

Tannen, D. (2012). Conversational signals and devices. In L. J. Monaghan, J. Goodman, J. M. Robinson (Eds.), A Cultural approach to interpersonal communication (pp. 157–167). Oxford: Wiley–Blackwell.
Google Scholar

Weiner, B. (2006). Social motivation, justice and the moral emotions: An attributional approach. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Google Scholar

Werbińska, D. (2017). The formation of language teacher professional identity. Słupsk: Wydawnictwo Naukowe Akademii Pomorskiej.
Google Scholar

Witosz, B. (Ed). (2006). Style konwersacyjne. Katowice: Wydawnictwo Uniwersytetu Śląskiego.
Google Scholar

Zanto, Th. P., & Gazzaley, A. (2009). Neural suppression of irrelevant information underlies optimal working memory performance. The Journal of Neuroscience 29(10), 3059–3066.
Google Scholar

www.ecml.at
Google Scholar

www.humanetech.com
Google Scholar