김정은
- 영문이름
- Kim, Jeong-eun
- 전공
- 전화번호
- 063-270-3212
- 이메일
- jek48@jbnu.ac.kr
- 연구분야
- 영어교수법, 제2언어습득, 응용언어학 English Teaching Methodology, Second Language Acquisition, Applied Linguistics
- 위치
- 인문사회관 628호
학력
고려대학교 (학사) Korea University (B.A.)
조지타운대학교 (석사) Georgetown University (M.S.)
조지타운대학교 (박사) Georgetown University (Ph.D.)
조지타운대학교 (석사) Georgetown University (M.S.)
조지타운대학교 (박사) Georgetown University (Ph.D.)
주요경력
전북대학교 인문대학 영어영문학과 부교수 Associate Prof., Jeonbuk National University
전북대학교 인문대학 영어영문학과 조교수 Assistant Prof., Jeonbuk National University
홍익대학교 사범대학 영어교육과 조교수 Assistant Prof., Hongik University
뉴햄프셔대학교 영어영문학과 전임강사 Lecturer, University of New Hampshire
전북대학교 인문대학 영어영문학과 조교수 Assistant Prof., Jeonbuk National University
홍익대학교 사범대학 영어교육과 조교수 Assistant Prof., Hongik University
뉴햄프셔대학교 영어영문학과 전임강사 Lecturer, University of New Hampshire
주요논문
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]
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]