고려대학교 (학사) Korea University (B.A.)

조지타운대학교 (석사) Georgetown University (M.S.)

조지타운대학교 (박사) Georgetown University (Ph.D.)

Ⅰ담당과목

2025년 2학기 : 영어교육데이터분석

영어교육특강 (대학원)

2025년 1학기 : 영어습득이론 (대학원)

Ⅰ연구업적

2024. 

How are personality factors connected to EFL learners’ oral performance? A psychological network analysis. System, 127, 103516. https://doi.org/10.1016/j.system.2024.103516 [SSCI]

Relationships between child learners’ reading motivation and reading proficiency in English. Studies in English Language & Literature, 50(3), 117-139. [KCI]

Identifying underachieving students in English using TOEIC Bridge: A comparative study with the College Scholastic Ability Test English Section. English Teaching, 79(2), 191-209. [SCOPUS]

The relationships among adult learners’ L2 enjoyment, anxiety, and boredom and their impact on L2 oral proficiency. Korean Journal of Applied Linguistics, 40(1), 97-117. [KCI]

Harnessing generative AI and EdTech for positive psychology in language learning. Multimedia-Assisted Language Learning, 27(1), 51-77. [KCI]

2023. 

The effects of extensive reading on child learners’ English book reading ability: Reading motivation as predictor variables. Korean Journal of English Language and Linguistics, 23, 994-1013. [SCOPUS]

2022. 

Exploring motion event construal: How much attention do speakers of different languages and cultures pay to context? Lingua, 265, 103164. [SSCI]

Differentials effects of meaning- versus form-focused reading on secondary EFL learners’ development of reading abilityand reading attitudes. Korean Journal of English Language and Linguistics, 22, 1199-1219. [SCOPUS]

2021. 

Investigating the psychometric features of young language learners' foreign language reading anxiety. The Linguistic Assocation of Korea Journal, 29(4), 1-20. [KCI]

2020. 

Exploring the effects of L2 proficiency on the syntactic features of L2 oral presentation. Studies in English Language & Literature, 36(3), 341-367. [KCI]

The effects of L1-L2 phonological mappings on L2 phonological sensitivity: Evidence from self-paced listening. Studies in Second Language Acquisition, 42(5), 1041-1076. [SSCI]

2019. 

Different-proficiency learners write L2 argumentative essays in different genres: A corpus-based research. Studies in Foreign Language Education, 33(2), 109-136. [KCI]

Examining second language writing anxiety across proficiency: A cluster analysis study. English21, 32(3), 107-133. [KCI]

How do textual features of L2 argumentative essays differ across proficiency levels? A multidimensional cross-sectional study. Reading & Writing, 32(9), 2251-2279. [SSCI]

2018. 

Who are more successful in learning English grammar: A self-determination theory perspective. English Language & Literature Teaching, 24(4), 41-64. [KCI]

2017. 

Measures of implicit knowledge revisited: Processing modes, time pressure, and modality. Studies in Second Language Acquisition, 39(3), 431-457. [SSCI]

The pedagogical relevance of processing instruction in second language idiom acquisition. International Review of Applied Linguistics in Language Teaching, 55(2), 93-132. [SSCI]

Relationships between reading anxiety and advanced Korean learners’ academic performances: In the context of Korean for academic purposes. Bilingual Research, 67(2), 129-160. [KCI]

Exploring flipped classroom effects on second language learners’ cognitive processing. Foreign Language Annals, 50(2), 260-284. [SSCI]

2016. 

Measuring reading proficiency using eyetracking. Studies in Foreign Language Education, 30(3), 215-239. [KCI]

2014. 

Timing of form-focused instruction and development of implicit vs. explicit knowledge. English Teaching, 69(2), 123-147. [KCI]

Explicit grammar instruction and development of implicit knowledge. English Language & Literature Teaching, 20(1), 93-112. [KCI]

Teaching second language grammar: Deductive versus inductive instruction. English Language Teaching, 26(1), 1-20. [KCI]

2013. 

Timing of rule instruction and its differential effectiveness. Korean Journal of Applied Linguistics, 29(4), 53-77. [KCI]

Relationships of form-focused instruction, target complexity, and development of implicit and explicit knowledge. English Teaching, 68(2), 29-54. [KCI]

2012. 

L2 phone-based interaction and development of communicative competence: A case study of an adult’s English learning in EFL context. Asian EFL Journal, 14(3), 98-176. [SCOPUS]