Autonomy and independence were the key values in Western European philosophy, psychology, politics and pedagogy in the 20th century. They are essential in the development of a democratic society (Benson and Voller, 1997). Autonomy in foreign language learning appeared in the 1960s and 1970s while in 1971 the Council of Europe established the Modern Languages Project and founded the Foreign Languages Didactic Centre (CRAPEL) at the University of Nancy, France specializing in systems of learning in autonomy. The theories linking autonomy with peer feedback are those of Bound (1988) who defines the features and behaviour characteristics of an autonomous student. Bound  (1988) suggests that an autonomous student undertakes initiative in the areas which require cooperation with other group members and being responsible for their development as well as considering a teacher to be an advisor is what brings autonomy close to peer feedback.
Peer feedback is one of the methods in teaching foreign languages where feedback to a student is given by another student, not a teacher. This allows for more opportunities for the student to learn from each other. Peer feedback in foreign language learning provides variety in teaching as well as develops students’ autonomy in the learning process  Dam (1995) and Pawlak (2006) suggest that learner autonomy makes use of peer assessment in the form of peer support and cooperation, whereas the role of the teacher is that of a supporting scaffolding and creating room for the development of autonomy.
The aim of this article is to answer the question as to whether it is possible to achieve student autonomy in English by giving oral presentations and by being assessed by one’s peers where the teacher’s role is that of a supervisor, advisor and guide. In this approach the teacher is not the only person providing feedback.

This article covers the issues pertaining to the use of free online Cloud Computing (CC) services when teaching a foreign language. It presents various tools that can be utilized by a teacher in several settings: from one-to-one tuition, teaching language for general purposes to teaching language for specific purposes. The practical ideas included in the article all stem from the author’s personal experience in teaching both English and Polish as foreign languages with the use of CC tools.
The first part of the article deals with the definition of Cloud Computing and the most typical divisions of available CC resources. It also covers the theoretical possibilities that CC brings to a teacher and the challenges and drawbacks that teachers can face when using this technology in class.
The second part presents freely available online CC resources and gives examples as to how they can be used in class in a variety of settings. It covers the following tools: Google Drive, SoundCloud, Prezi and YouTube.
The conclusion attempts to anticipate the future developments of Cloud Computing for education.

In the 21st century mobile devices are growing increasingly popular among people of all ages especially university students around the world. The article discusses the possibilities of mobile devices in EFL learning and teaching as well as presents the examples of particular applications and programs that seem to be useful for a teacher of English as a foreign language. The article reports on the workshop conducted during the Conference “Innowacyjność w dydaktyce języków obcych” (Innovativeness in the didactics of foreign languages) at the Centre of Polish Language and Culture, Jagiellonian University held on 19–20 September, 2014.

The objective of this paper is to demonstrate a few activities that can make a useful contribution to teaching English for Specific Purposes (ESP) to students of geography at tertiary level. I describe case- and pronunciation-based tasks that can be used with such groups of learners at the level of upper-intermediate (Common European Framework of Reference for Languages level B2+), and illustrate them with examples. All the activities presented in this article have been used by the author with several groups of full-time students doing master’s degrees in Geography at the Institute of Geography and Spatial Management of the Jagiellonian University, Kraków over the last few academic years.

The article presents my ideas for using authentic texts in the course for doctoral students English in the Natural Sciences. As an ESP course, it is specifically oriented towards the subject content and the teacher’s role is to facilitate the process of learning by drawing on students’ knowledge of the subject matter. Combining subject matter and English language learning is highly motivating for students, nevertheless it is particularly challenging for the teacher to select and adapt suitable materials, as well as use them effectively to generate communication in the classroom. For a non subject specialist, it is essential to design working with authentic materials so as to give students a meaningful context and opportunity to exchange their background knowledge and practice the language. The first part of this article is devoted to a brief discussion of the difficulties that an ESP teacher must face while adapting authentic materials for the course. The second part contains some examples of materials and activities used in the course.

The main topic of this paper is the formation of the past tense (preteritum) and the Past Participle of weak verbs in Norwegian (bokmål). There exists an important difference between Norwegian on the one hand and English, German or Dutch on the other in the number of past tense suffixes. While English or German possess only one main suffix, Norwegian (bokmål) uses four: -et, -te, -de, -dde. In the paper Norwegian verbs have been collected into three groups – strong, weak and mixed. The methods for choosing the proper past suffix have also been provided. Additionally the Past Participle and the supine form have been described and analysed. Also the paper provides information connected with the history of Germanic past tense suffixes and with comparative studies in Germanic languages