JOURNAL ARTICLES, REVIEWS,
AND CONFERENCE PROCEEDINGS

Ordered chronologically

Mercer, S. (2018). Connecting minds: Language learner and teacher psychologies. In T. Pattison (Ed.), IATEFL conference selections (pp. 10-19). IATEFL.

Mercer, S. (2018). Getting interested in the psychology of language learning. ELT Research, 33, 7-9.

Kostoulas, A., Stelma, J., Mercer, S., Cameron, L., & Dawson, S. (2018). Complex systems theory as a shared discourse space for TESOL. TESOL Quarterly, 9(2), 246-260.  

Irie, K., Ryan, S., & Mercer, S. (2018). Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences. SSLLT, 8(3), 575-598.

Mercer, S. (2018). Psychology for language learning: Spare a thought for the teacher. Language Teaching, 51(4), 504-525.  

Ončevska Ager, E., & Mercer, S. (2019). Positivity for teacher wellbeing: A training course to help language teachers flourish. The Teacher Trainer Journal, 33(1), 20-22.

Talbot, K., & Mercer, S. (2019). Exploring university ESL/EFL teachers’ emotional well-being and emotional regulation in the United States, Japan, and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432.

Mercer, S., Gregersen, T., MacIntyre, P., & Talbot, K. (2019). Positive language education: Combining positive education and language education. TAPSLA, 4(2), 11-31.

Kostoulas, A., & Mercer, S. (2019). Reflections on complexity: TESOL researchers reflect on their experiences. TAPSLA, 4(2), 109-127.

MacIntyre, P., Gregersen, T., & Mercer, S. (2019). Setting an agenda for Positive Psychology in SLA: Theory, practice and research. The Modern Language Journal, 103(1), 262-274.

MacIntyre, P., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C.-A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26-38.

Kostoulas, A., Babic, S., Glettler, C., Karner, A., Mercer, S., & Seidl, E. (2019). Lost in research: Educators’ attitudes towards research and professional development. Teacher Development, 23(3), 307-324.

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Mercer, S., & Payer, G. (2020). Finding commonalities: An interdisciplinary perspective on teaching English and sports. Bewegung und Sport, 74(1), 3-7.

Gruber, M.-T., Hofstadler, N., Lämmerer, A., & Mercer, S. (2020). Flourishing or floundering? Factors contributing to CLIL primary teachers’ wellbeing. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 19-34.

Dewaele, J.-M., Mercer, S., Talbot, K., & von Blanckenburg, M. (2020). Are EFL pre-service teachers’ judgments of teaching competence swayed by belief that the EFL teacher is an L1 or LX user of English? European Journal of Applied Linguistics.

Mercer, S., & Gregersen, T. (2020). Author review of teacher wellbeing. HLT magazine, 22(3). 

Mercer, S. (2020). Positive psychology and the future of ELT. Bulletin of the JALT Mind, Brain, and Education SIG, 6(7), 7-12.

Mercer, S. (2020). Ten questions for Sarah Mercer. English Australia Journal, 36(2), 82-87. 

MacIntyre, P., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1-13.

Hessel, G., Talbot, K., Gruber, M.-T., & Mercer, S. (2020). The wellbeing and job satisfaction of secondary CLIL & tertiary EMI teachers. Journal for the Psychology of Language Learning, 2(2), 73-91.

Jun, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). ‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK. System, 96, 1-12.

Hofstadler, N., Oberdorfer, P., Lämmerer, A., & Mercer, S. (Advanced access). The ecology of CLIL teachers in Austria: An ecological perspective on CLIL teachers’ wellbeing. Innovation in Language Learning and Teaching.

Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 1-8.

Mercer, S. (2020). The well-being of language teachers in the private sector: An ecological perspective. Language Teaching Research. https://doi.org/10.1177/1362168820973510

Gregersen, T., Mercer, S., MacIntyre, P., Talbot, K., & Banga, C. A. (Advanced Access). Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts. Language Teaching Research. 

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Jun, J., Mercer, S., Babic, S., & Mairitsch, A. (2021). ‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK. System, 96, 1-12.

Hofstadler, N., Oberdorfer, P., Lämmerer, A., & Mercer, S. (2021). The ecology of CLIL teachers in Austria: An ecological perspective on CLIL teachers’ wellbeing. Innovation in Language Learning and Teaching, 15(3), 218-232.

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Mercer, S. (2021). An agenda for well-being in ELT: An ecological perspective. ELT Journal, 75(1), 1-8.

Haukås, A., & Mercer, S. (2021 Advanced Access). Exploring pre-service language teachers’ mindsets using a sorting activity. Innovation in Language Learning and Teaching.

Gregersen, T., Mercer, S., & MacIntyre, P. (2021 Advanced Access). Language teacher perspectives on stress and coping. Foreign Language Annals.

Mairitsch, A. Babic, S., Mercer, S., Sulis, G., Jin, J., & King, J. (2021). Being a student, becoming a teacher: The wellbeing of pre-service language teachers in Austria and the UK. Teaching and Teacher Education, 106, 1-11.

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Haukås, A., Mercer, S., & Svalberg, A. M.-L. (2021). School teachers’ perceptions of similarities and differences between teaching English and a non-language subject. TESOL Quarterly. https://doi.org/10.1002/tesq.3062

Gruber, M.-T., & Mercer, S. (2021). The agency of CLIL primary school teachers in Austria. Journal of Immersion and Content-based Language Education. https://doi.org/10.1075/jicb.20032.gru

Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021).  Pre-service language teacher wellbeing as a complex dynamic system. System, 103, 1-12. https://doi.org/10.1016/j.system.2021.102642

Shin, S., Mercer, S., Babic, S., Sulis, G., Mairitsch, A., King, J., & Jin, J. (2021). Riding the happiness curve: The wellbeing of mid-career phase language teachers. The Language Learning Journal. [Open access]. https://doi.org/10.1080/09571736.2021.1979632

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Angelovska, T.,  Mercer, S., & Talbot, K. R. (2021). Personality traits as predictors of language learner engagement. Language Learning in Higher Education, 11(2), 285–310. https://doi.org/10.1515/cercles-2021-2026

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Babic, S., Mercer, S., Mairitsch, A., Gruber, J., & Hempkin, K. (2022). Language teacher wellbeing in the workplace: Balancing needs. Theory and Practice of Second Language Acquisition, 8(1), 11–34. https://doi.org/10.31261/TAPSLA.11514

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Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U. & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 103686.

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Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J., & King, J. (2022). Retention and attrition in early‐career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106(1), 155–171.

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Gruber, M. T., & Mercer, S. (2022). The agency of CLIL primary school teachers in Austria. Journal of Immersion and Content-Based Language Education, 10(1), 90–112.

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Haukås, Å., Mercer, S., & Svalberg, A. M. L. (2022). School teachers’ perceptions of similarities and differences between teaching English and a non‐language subject. TESOL Quarterly, 56(2), 474–498.

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Haukås, Å., & Mercer, S. (2022).

Exploring pre-service language teachers’ mindsets using a sorting activity. Innovation in Language Learning and Teaching, 16(3), 221–233.

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Babic, S., Platzer, K., Gruber, J., & Mercer, S. (2022). Positive language education: Teaching beyond language.

Humanising Language Teaching, 5, 1–7.

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