고려대학교 (학사) Korea University (B.A.)
조지타운대학교 (석사) Georgetown University (M.S.)
조지타운대학교 (박사) Georgetown University (Ph.D.)

전북대학교 인문대학 영어영문학과 조교수 Assistant Prof., Chonbuk National University
홍익대학교 사범대학 영어교육과 조교수 Assistant Prof., Hongik University
뉴햄프셔대학교 영어영문학과 전임강사 Lecturer, University of New Hampshire

2017. Measures of implicit knowledge revisited: Processing modes, time pressure,
and modality. Studies in Second Language Acquisition, 39(3),431-457. [SSCI]
2017. The pedagogical relevance of processing instruction in second language idiom
acquisition. International Review of Applied Linguistics in Language Teaching,
55(2), 93-132. [SSCI]
2017. 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]
2017. 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]
2014. Explicit grammar instruction and development of implicit knowledge. English Language
& Literature Teaching, 20(1), 93-112. [KCI]
2014. 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]
2013. 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]