Kim, Jeongyeon
김정연
- Applied Linguistics
- Website
- Research Interests
- language identity;language policy;English for Specific Purposes;internationalization on higher education;intercultural communicative competence;Interdisciplinary Education;Applied Linguistics;언어학;응용언어학
- Lab Description
- As an applied linguist and teacher, Dr. Kim works on pragmatics of foreign language in her research and teaching, social aspects of foreign language uses. Two major themes of her research include contextuality in L2 learning and the development of L2 intercultural communicative competence. Contextuality highlights learning and teaching contexts including foreign language policy and instructional technology. From a social-constructivist perspective, learning is a process of socialization that encompasses a learner’s participation in a certain task or activity and continuous adaptation to the unfolding circumstances and activities (Lave & Wenger, 1991; Vygotsky, 1978; Wertsch, 1991). In view of this, an educational context with different flagship policies of internationalization creates a space in which local and international members co-construct the meaning of learning subjects and English language. My previous research projects have helped to build a shared understanding of the foreign language reforms of higher education between different stakeholders, including local and international members (Kim & Tatar, 2017, 2018; Kim, J., Kim, E. G., & Kweon, S-O., 2018; Kim, Kweon, & Kim, 2017; Kim, Tatar, & Choi, 2014).
The other theme is intercultural communicative competence (ICC), greatly related to the internationalization of higher education (Kim, 2019; Kim, Choi, & Tatar, 2017). My ultimate goal of research here is to communicate to stakeholders the impact of cultural diversity on institutions and their management (Hermans, 2005). As a way to promote English proficiency in an internationalized campus, I have employed the concept of ‘intercultural sensitivity’ (Chen & Starosta, 1997) and examined local and international students’ levels of ICC in recent research (Kim, 2019; Kim, Choi, & Tatar, 2017).
Roles of context in L2 learners’ self-regulatory actions: The case of videoconference-based EFL writing course.
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Issue Date2023-08
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Effects of English proficiency on motivational regulation in a videoconference-based EFL speaking class
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Issue Date2023-07
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Issue Date2023-02
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Facilitative Effects of Feedback Delivered via a Social Q&A Platform in the English-Medium Instruction Context
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Issue Date2022-09
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Perceptions of Non-Honorific Language Uses and Participation in a Business Meeting of a Korean Startup
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Issue Date2022-02
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Contrasting Views of English-Medium Instruction by Korean Professors and Students: Towards a Negotiated Language Policy
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Issue Date2021-12
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Bilingual signs at an ‘English only’ Korean university: place-making and ‘global’ space in higher education
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Issue Date2021-10
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Motivational Regulation for Learning English Writing Through Zoom in an English-Medium Instruction Context
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Issue Date2021-09
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Issue Date2021-06
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Issue Date2020-12
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Issue Date2020-09
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Roles of teacher feedback in promoting effective english-medium instruction of a business subject
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Issue Date2020-09
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Corrective Feedback and Engineering Students’ Perceptions of Interdisciplinary Study Through English-Medium Instruction
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Issue Date2020-09
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International students’ intercultural sensitivity in their academic socialisation to a non-English-speaking higher education: a Korean case study
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Issue Date2020-08
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Beyond Nativeness versus Nonnativeness in the Construction of Teacher Identity in the Context of Korean as a Foreign Language
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Issue Date2019-06
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Challenges in implementing English-medium instruction: Perspectives of Humanities and Social Sciences professors teaching engineering students
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Issue Date2018-07
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A case study of international instructors’ experiences of English-medium instruction policy in a Korean university
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Issue Date2018-05
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A Case Study of Nonnative English-Speaking International Students' Adjustment to a Korean University
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Issue Date2018-03
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Issue Date2017-10
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Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language
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Issue Date2017-04
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