[7] In 2000, one of her first publications was on history in which she investigated the change of the regime on the three Visegrád Group countries namely, Poland, Czech Republic, Slovakia, and Hungary.

[8] In 2009 her work on motivation in second language learning was published on the website of the Institute of Research on Education (in Hungarian: Oktatáskutató és Fejlesztő Intézet).

[10] Since 2011, she has been an active member of the International Association of Teachers of English as a Foreign Language (IATEFL) Hungary, presenting at the organisation's conferences annually.

[11] On 29 August 2014, she was a plenary speaker along with Diane Larsen-Freeman, Marjolijn Verspoor, Kees de Bot, Judit Kormos and Rosa Manchón at the International Conference on Motivational Dynamics and Second Language Acquisition, organized by Zoltán Dörnyei at the University of Nottingham.

[13] In 2018, she was invited keynote speaker at Faculty of Arty and Social Sciences of the National University of Singapore along with Phil Benson, Kimberly Noels and Xiaohong Wen.

The main results of their study was that integrativeness might be the single most important factor, subsuming the effects of all the other responses to questions asked.

The authors claimed that the results are not confined to the European context but have much wider implications regarding attitude change, motivational dynamics and language globalisation.

[24] Csizér claimed, along with Judit Kormos in article published in TESOL Quarterly in 2014, that strong instrumental goals and international posture, along with positive future self‐guides, might be the prerequisites for use of effective self‐regulatory strategies, which in turn might have an important role in influencing autonomous use of traditional and computer‐assisted learning resources.