Jookyoung Jung
The Chinese University of Hong Kong, English, Faculty Member
- Hankuk University of Foreign Studies, Graduate School of Tesol, AdjunctKorea University, Republic of Korea, English Language Education, Department MemberUCL Institute of Education, Culture, Communication and Media, Graduate Studentadd
- Second Language Acquisition, Teaching English as a Second Language, Applied Linguistics, TESOL, Task-Based Language Teaching (TBLT), Reading Comprehension, and 15 moreSecond Language Acquisiton, Task-based language teaching, Research methods in applied linguistics, Language and Literacy Development, Task-based Language, English as a Foreign Language (EFL), English As a Second Language (ESL), Computer Assisted Language Learning/Teaching, Computer Assisted Language Learning (CALL), Computer Assisted Language Learning, Technology-mediated teaching and learning, Technology mediated learning, Digital Game Based Learning, Mobile Game-based Learning, and Games for Learningedit
- Jookyoung Jung is an Assistant Professor at the Department of English, at the Chinese University of Hong Kong. Her re... moreJookyoung Jung is an Assistant Professor at the Department of English, at the Chinese University of Hong Kong. Her research interests include the interface between second language instruction and second language acquisition with particular emphasis on technology-mediated language learning, task-based language teaching, second language reading and writing, and the role of individual differences. Her recent work has appeared in journals such as ITL, IRAL, System, Language Awareness, Language Teaching Research, and Studies in Second Language Acquisition.edit
This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.)... more
This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stories under one of four conditions, i.e., reading-only, reading-while-listening, reading-while-listening with colouring, and reading-while-listening with synchronized colouring. The stories contained 12 target adjective-pseudonoun collocations, and participants’ learning was assessed with immediate and one-week delayed posttests that consisted of recall and recognition tests. Lastly, two participants from each group produced stimulated recall comments. The results revealed that both colouring techniques significantly promoted receptive knowledge about the target collocations in the immediate posttest. Synchronized colouring, in particular, was also effective in improving immediate pseudonoun meaning recall scores and reducing reaction times to collocation recognition tests. Stimulated recalls indicated that synchronized colouring allowed for more uninterrupted processing of the stories in close alignment with the audio.
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69... more
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants’ ability to enjoy and appreciate English humor.
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The present study examines how glossing of second language (L2) texts affects L2 learners’ reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest... more
The present study examines how glossing of second language (L2) texts affects L2 learners’ reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items. Participants were 52 Korean college students learning English, who were randomly assigned to a glossed or unglossed condition. Glossing was achieved by means of providing Korean translation of each targeted item in the margin of the text. Reading comprehension was measured with 14 multiple-choice items for each text. The learning of the target features was assessed with a grammaticality judgment test and a word form and meaning recognition test. These tests were supplemented with reaction time data and binary confidence ratings in order to assess the solidity of the knowledge acquired. The results indicated that glossing significantly facilitated learning of the target constructions, while having no influence on reading comprehension scores. These results will be discussed in light of potential usefulness of glossing as a means to facilitate learning of L2 grammatical and lexical features.
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The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the... more
The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the variation of task performance, one pair was selected for qualitative analysis of the language-related episodes isolated from their conversations to observe their cognitive processes. During the task, students used their language to orient themselves into the given task and to provide assistance to each other. Also, from production of private speech, students' cognitive endeavors to solve the encountered linguistic problems were observed. The dialogue discussed provides evidence of language use as both an enactment of mental processes and an occasion for L2 learning.
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This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e., scanning and receptive reading. The participants...
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The present study explored patterns of corrective feedback and repair according to students’ English proficiency level, and...
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The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual... more
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants’ learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchronization between textual and audio input could be a useful catalyst to encourage deeper engagement with the enhanced features.
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Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2 learners’ linguistic performance...
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This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments.... more
This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.
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This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an... more
This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or expeditious reading to figure out the gist as soon as possible. While reading the article, learners’ eye-movements were recorded with an eye-tracker to measure the allocation of attentional resources as well as reading processes. In addition, stimulated recalls were collected for qualitative analysis of learners’ attentional processes. The results revealed that both textual enhancement and task manipulation had significant effects on the way participants allocated their attentional resources during reading, while it did not affect their knowledge of the target constructions as reflected in their grammaticality judgment scores.
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The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual... more
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants’ learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchr...
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This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69... more
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect...
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Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact... more
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The participants were placed in one of the three conditions, i.e., unglossed, single-word glossed, and collocation glossed. Participants’ reading comprehension was measured with twelve true-or-false statements for each story, and their lexical and collocational learning was assessed using unannounced recognition and recall tests. The results revealed that collocational glossing promoted reading comprehension significantly compared to the other two reading conditions. In addition, while both glossing conditions promoted lexical and collocational knowledg...
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Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency... more
Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency manipulation would affect incidental learning of collocations from reading. Fifty-four first language (L1) Cantonese speakers read two English stories in which 12 adjective–pseudonoun collocations appeared either three or six times. The target collocations were coloured in red under the enhanced condition. Participants’ attentional processes were examined using their eye-movements during reading and stimulated recall comments prompted by their own eye-movements. After reading, unannounced immediate and delayed posttests were administered. The results showed that increased frequency led to greater visual attention to the target collocations in terms of both duration and counts of eye-fixations. Increased frequency further led to better performances on the ...
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This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments.... more
This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.
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The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with... more
The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negative. The irony comprehension task was immediately followed by a stimulated recall session to further explore the participants' thought processes while responding to the irony comprehension items. The results revealed that the participants were faster and more accurate when processing positively-valenced comments (literal praise, ironic criticism), compared to negatively-valenced ones (literal criticism, ironic praise). The findings suggest that learners had greater difficulty identifying ironic praises than ironic criticisms, underscoring the role of valence in second language irony inferencing. The stimulated recall data suggested that the anticipation of irony may accelerate the identification of ironic criticisms. While proficiency facilitated the speed of irony comprehension, the duration of L2 use, especially in speaking, emerged as an important factor in moderating the accuracy of irony comprehension.
Eye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated... more
Eye-tracking is primarily used as a tool to capture attentional processes in second language (L2) research. However, it is feasible to design visual displays that can react to and interact with eye-movements in technology-mediated contexts. We explored whether gaze-contingency can foster L2 development by drawing attention to novel words reactively during reading. In particular, we investigated whether the acquisition of lexis can be facilitated by interactive glosses, that is, making glosses visually salient when triggered by fixations on a target word. We found that interactive, gaze-contingent glosses led to more and longer fixations at target words and glosses but did not lead to superior performance in recognition scores. We observed, however, an interaction between interactivity and form recognition, with more gloss fixations being associated with better performance under the interactive, but with worse outcomes in the non-interactive, condition. We attributed this difference to distinct motivations for viewing glosses in the groups.
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual... more
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamically turning to red in synchronization with the audio. The target collocations were 12 adjective-pseudonoun pairs, and participants' learning was measured with a series of recall and recognition tests on pseudonoun form, meaning, and collocations, recording both response accuracy and latency. The results from mixed-effects modeling revealed that both colouring conditions promoted receptive knowledge about the target collocations, and synchronized colouring further boosted semantic processing of the pseudonouns. The findings indicate that synchronization between textual and audio input could be a useful catalyst to encourage deeper engagement with the enhanced features.
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2... more
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The participants were placed in one of the three conditions, i.e., unglossed, single-word glossed, and collocation glossed. Participants' reading comprehension was measured with twelve trueor-false statements for each story, and their lexical and collocational learning was assessed using unannounced recognition and recall tests. The results revealed that collocational glossing promoted reading comprehension significantly compared to the other two reading conditions. In addition, while both glossing conditions promoted lexical and collocational knowledge in the immediate posttest, collocational glossing demonstrated a more durable facilitative impact in the delayed posttest.
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Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency... more
Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency manipulation would affect incidental learning of collocations from reading. Fifty-four first language (L1) Cantonese speakers read two English stories in which 12 adjective–pseudonoun collocations appeared either three or six times. The target collocations were coloured in red under the enhanced condition. Participants’ attentional processes were examined using their eye-movements during reading and stimulated recall comments prompted by their own eye-movements. After reading, unannounced immediate and delayed posttests were administered. The results showed that increased frequency led to greater visual attention to the target collocations in terms of both duration and counts of eye-fixations. Increased frequency further led to better performances on the immediate form and collocation recognition tests. The effects of colouring increased first fixation durations, only when the target collocations appeared six times. Colouring was also linked to higher immediate collocation recognition and delayed meaning recognition and collocation recall scores. Stimulated recall comments revealed that participants noticed the pseudonouns and sometimes utilized their collocate adjectives to infer the meaning of the pseudonouns. The findings of this study demonstrate that textual enhancement and frequency manipulation may affect distinct aspects of collocational learning.
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69... more
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items of various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semistructured interviews to elicit their English learning and use experiences and beliefs about the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants' ability to enjoy and appreciate English humor.
This classroom-based study investigated how task manipulation would affect second language learners’ interactional patterns in video-conferenced collaborative writing task. In Zoom-mediated courses in a university in Hong Kong, 22... more
This classroom-based study investigated how task manipulation would affect second language learners’ interactional patterns in video-conferenced collaborative writing task. In Zoom-mediated courses in a university in Hong Kong, 22 students collaboratively wrote suggestions for improvements to their peers’ lesson plans using Office 365. To examine the impact of different task features on learners’ interactional patterns, the suggestion-giving task was manipulated in terms of discoursestructural demands (i.e., listing bullet-pointed sentences vs composing a coherent letter) and interactional demands (i.e., working in a pair vs working in a group of three or four). Data came from audio-recordings of the students’ peer collaborations and responses to a post-task survey. The results
revealed that students rated writing a coherent letter considerably more demanding than writing bulletpointed sentences, resulting in fewer discussions on how to improve a given lesson plan. In addition, the students’ discussions were predominantly meaning-based with very little focus on the target language use. The findings of this study cast light on the importance of careful task design when implementing video-conferenced collaborative writing tasks.
revealed that students rated writing a coherent letter considerably more demanding than writing bulletpointed sentences, resulting in fewer discussions on how to improve a given lesson plan. In addition, the students’ discussions were predominantly meaning-based with very little focus on the target language use. The findings of this study cast light on the importance of careful task design when implementing video-conferenced collaborative writing tasks.
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This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments.... more
This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-learn), and wrote an unannounced summary of the essay. A subgroup of participants further produced stimulated recalls prompted by their own eye-movements and keystrokes. The results revealed that reading-to-skim led participants to engage in uninterrupted global text processing as manifested in significantly longer forward saccades and regressions. Those under the reading-to-learn condition, in contrast, showed significantly shorter eye-movements accompanied by constant pauses for local processing, while staying substantially longer on the essay. Reading-to-learn further resulted in more frequent pauses and revisions in the summary writing process, recalling a greater number of idea units from the essay. The findings of this study indicate that L2 learners prioritize distinct aspects of text processing depending on the reading purpose, which affects both reading and recall processes.
The present study investigates the impact of glossing and reading activity manipulation on learning of target lexico-grammatical and lexical items. Eighty-eight Korean undergraduate students read either glossed or unglossed English texts.... more
The present study investigates the impact of glossing and reading activity manipulation on learning of target lexico-grammatical and lexical items. Eighty-eight Korean undergraduate students read either glossed or unglossed English texts. Each paragraph of the texts was split into two (less careful condition) or three to four subparts (more careful condition), and participants were asked to rearrange them into a coherent order and answer multiple-choice reading comprehension items. Glossing was conducted by providing Korean translations of target items, i.e. 15 English unaccusative verbs and 10 pseudowords. Learning was assessed with an untimed grammaticality judgment test and word form and meaning recognition tests. The results revealed that glossing affected word meaning recognition scores positively, but form recognition scores negatively. In addition, more careful reading facilitated learning of the target unaccusative verbs while having a negative influence on word meaning recognition scores. Neither glossing nor reading activity manipulation affected reading comprehension scores.
Under the recent pandemic triggered by Covid-19, technology-mediated learning platforms have received increasing attention, and digital video games are one of such prevailing trends. However, most studies in this field have focused on... more
Under the recent pandemic triggered by Covid-19, technology-mediated learning platforms have received increasing attention, and digital video games are one of such prevailing trends. However, most studies in this field have focused on multiplayer online games with particular attention to the interaction between game players. Against this context, this paper reports a case study that explored how single-player video games can affect second language users' incidental lexical learning from playing The Legend of Zelda: Breath of the Wild (BOTW). Eight Cantonese undergraduate students were randomly assigned to either the experimental or the control group and their vocabulary knowledge was assessed using the Vocabulary Knowledge Scale (VKS) tests. Four students in the experimental group played the game for four hours, while those assigned to the control group only took the VKSs without playing the game. The results indicated that the students showed improvement in their receptive know...
This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an... more
This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or expeditious reading to figure out the gist as soon as possible. While reading the article, learners’ eye-movements were recorded with an eye-tracker to measure the allocation of attentional resources as well as reading processes. In addition, stimulated recalls were collected for qualitative analysis of learners’ attentional processes. The results revealed that both textual enhancement and task manipulation had significant effects on the way participants allocated their attentional resources during reading, while it did not affect their knowledge of the target constructions as reflected in their grammaticality judgment scores.
This study explored the impact of pragmalinguistic support on L2 users’ suggestion-giving task performance. Data came from 12 pairs of L2 users in a Zoom-mediated university course. They collaboratively wrote suggestions for improvement... more
This study explored the impact of pragmalinguistic support on L2 users’ suggestion-giving task performance. Data came from 12 pairs of L2 users in a Zoom-mediated university course. They collaboratively wrote suggestions for improvement in their peers’ lesson plans using Office 365. Six pairs received pragmalinguistic support, while the others wrote their suggestions on their own. Audio-recorded pair discussions were coded qualitatively, and the written suggestions were analyzed in terms of linguistic and pragmatic characteristics. The results showed that pragmalinguistic support encouraged the participants to engage more in language-related and task-related episodes. Also, their suggestions contained more diverse lexical downgraders and conventional suggestion-giving expressions. By contrast, those who wrote suggestions without pragmalinguistic support engaged more in pragmatic-related episodes, relying extensively on epistemic modal verbs (e.g., would). The findings indicate that ...
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Glossing, providing information for unfamiliar lexical items to promote reading comprehension, has long been investigated as a textual modification technique to promote second language (L2) reading comprehension. Thus far, however,... more
Glossing, providing information for unfamiliar lexical items to promote reading comprehension, has long been investigated as a textual modification technique to promote second language (L2) reading comprehension. Thus far, however, inconclusive findings have been produced as to whether L2 readers’ working memory capacity plays as a moderator of the effects of glossing on L2 reading comprehension. To fill the gap, the present study explored the moderating impact of working memory capacity on the efficacy of glossing in L2 reading comprehension. Eighty-eight Korean university students read two English passages in either a glossed or an unglossed version, while answering multiple-choice reading comprehension items. Participants’ phonological short-term memory was assessed with a digit span task and a Korean nonword repetition task, while their complex working memory was measured with a backward digit span task and an automated operation span task. The results of mixed-effects modeling ...
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Requests and refusals are well-acknowledged as challenging speech acts even when realized in native interactions owing to their intrinsic nature of being facethreatening. It is therefore conceivable that producing such social responses... more
Requests and refusals are well-acknowledged as challenging speech acts even when realized in native interactions owing to their intrinsic nature of being facethreatening. It is therefore conceivable that producing such social responses would be an arduous task for foreign language learners. Against this background, the present study set out with an aim to examine the politeness in the production of and perception of requests and refusals by six secondary-level EFL learners in Hong Kong under different degrees of social distance and social status, with prospective English teachers and native speakers as the control group. A discourse-completion task and a survey served as the instruments to elicit quantitative data. Results were analyzed with reference to Brown and Levinson’s (1987) politeness theory, which proposes four types of politeness strategies, namely bald on-record, positive politeness, negative politeness and off-record strategy. Findings suggested that intermediate learners had an overuse of direct strategy to threaten both positive and negative face of interlocutors, while advanced learners were reported to be too conventionally indirect in general. Plausible explanation was the insufficient coverage of certain topics at schools. The paper hence demands educational adjustment in relevant aspects to improve learners’ pragmatic performance.
Abstract This study examined the effects of content support during an integrated reading-writing task on second language learners’ writing performance and incidental vocabulary learning. Thirty-four Korean undergraduate students read an... more
Abstract This study examined the effects of content support during an integrated reading-writing task on second language learners’ writing performance and incidental vocabulary learning. Thirty-four Korean undergraduate students read an English opinion essay that presented a certain view, and wrote an argumentative essay that refuted the view. Target vocabulary items were eight pseudowords that replaced nouns in the opinion essay. Participants were randomly assigned to either –complex condition, in which they received useful ideas for refutation, or +complex condition where they had to generate their own ideas. Keystroke-logging files revealed that the participants without content support were significantly more likely to pause longer and more frequently between sentences and insert additional information during writing. Lack of content support was further shown to lead to superior ability to recognize target pseudoword forms.
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This study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two... more
This study examined the extent to which manipulating the characteristics of second language reading activities affects the reading process and noticing of glossed linguistic constructions. Thirty-eight Korean learners of English read two texts under conditions that required more and/or less careful reading. For the condition intended to promote more careful reading, each paragraph of the texts was divided into three or four subparts. For the condition expected to elicit less careful reading, each paragraph was split into two sections. While reading the texts, the participants’ eye-movements were recorded. Eleven students were further invited to participate in stimulated recall protocols. The target constructions were English unaccusative verbs and ten pseudowords, which were glossed with Korean translations. The eye-movement and stimulated recall data indicated that, as predicted, the participants processed the texts more carefully and attended to the target verbs more closely when paragraphs were divided into more subparts.
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The present study investigated whether cognitive task complexity affects second language reading comprehension and whether working memory capacity moderates the influence of task complexity. Fifty-two Korean undergraduate students were... more
The present study investigated whether cognitive task complexity affects second language reading comprehension and whether working memory capacity moderates the influence of task complexity. Fifty-two Korean undergraduate students were randomly assigned to either simple or complex condition and read two TOEFL passages while answering multiple-choice reading comprehension questions. Unlike simple versions that included coherent texts, complex versions contained texts whose paragraphs were disarranged and additionally required participants to order them coherently. A forward digit span test and a nonword repetition test were used to measure the participants' phonological short-term memory, and a backward digit span test and an operation span test were employed to assess their complex working memory. The results revealed that task complexity did not affect reading comprehension scores, although participants perceived the complex tasks significantly more demanding. Also, under the complex condition, participants benefited from higher nonword span scores when answering reading comprehension questions.
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Effects of task complexity on L2 writing processes and linguistic complexity: A keystroke logging study. English Teaching, 72(4), 179-200. The influence of task complexity on second language (L2) writing performance has been researched... more
Effects of task complexity on L2 writing processes and linguistic complexity: A keystroke logging study. English Teaching, 72(4), 179-200. The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners' written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands on writing processes as reflected in keystrokes. Forty-four L1 Korean speakers were randomly assigned to either simple or complex condition, and asked to write an argumentative essay. For the simple condition, content support was provided, whereas no such additional information was provided for the complex condition. During the writing task, participants' entire keystroke loggings were recorded, and analyzed in terms of fluency, pausing, and revision behaviors. The lexical and syntactic complexity of the written products was also analyzed and compared between the two task conditions. The results indicated that greater task demands significantly increased the number of pauses and revisions, having negative influence on fluency. Also, lexical rarity and phrasal complexity decreased under the complex condition. The results are discussed with respect to fuller understanding of the task-based approach to L2 writing.
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The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest... more
The present study examines how glossing of second language (L2) texts affects L2 learners' reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items. Participants were 52 Korean college students learning English, who were randomly assigned to a glossed or unglossed condition. Glossing was achieved by means of providing Korean translation of each targeted item in the margin of the text. Reading comprehension was measured with 14 multiple-choice items for each text. The learning of the target features was assessed with a grammaticality judgment test and a word form and meaning recognition test. These tests were supplemented with reaction time data and binary confidence ratings in order to assess the solidity of the knowledge acquired. The results indicated that glossing significantly facilitated learning of the target constructions, while having no influence on reading comprehension scores. These results will be discussed in light of potential usefulness of glossing as a means to facilitate learning of L2 grammatical and lexical features.
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Jung, Jookyoung. (2016). Effects of task complexity on L2 reading and L2 learning. English Teaching, 71(4), 141-166. Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2... more
Jung, Jookyoung. (2016). Effects of task complexity on L2 reading and L2 learning. English Teaching, 71(4), 141-166. Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2 learners' linguistic performance and language learning. To date, however, TBLT has mainly been researched in connection with learners' production, while its applicability to L2 reading has largely been unattended to. To fill this gap, the present study explored whether and how cognitive complexity of L2 reading tasks would affect L2 English reading comprehension and learning of target L2 constructions contained in the texts. The study employed a pretest, posttest, delayed-posttest design with two treatment sessions. The target features were 17 English unaccusative verbs and ten pseudo-words. Participants included 52 Korean college students learning L2 English who were randomly assigned to either – or + complex condition. Reading comprehension was measured with 14 multiple-choice items for each text, and learning of the target constructions was assessed with a grammaticality judgment test and word form and meaning recognition tests. The results of mixed-effects modeling indicated that increased task complexity had limited effects on reading comprehension scores as well as learning of the target unaccusative verbs. Also, task complexity had significant negative effects on vocabulary form recognition scores in the delayed posttest. The results are discussed in relation to models of task-based learning and L2 reading.
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Jung, Jookyoung. (2012). Relative roles of grammar and vocabulary in different L2 reading tasks. English Teaching, 67(1), 57-77. This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e.,... more
Jung, Jookyoung. (2012). Relative roles of grammar and vocabulary in different L2 reading tasks. English Teaching, 67(1), 57-77. This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e., scanning and receptive reading. The participants involved 14 advanced and 14 intermediate adult ESL learners with diverse L1 backgrounds, enrolling at a university-affiliated language institute. For the scanning task, the participants were asked to read two English articles and highlight each occurrence of a key word given at the outset for each article. For the receptive reading task, the participants read another two articles for comprehending and remembering the content and to answer 7 multiple-choice comprehension questions for each article. Additionally, the participants completed a 35-item multiple-choice grammar test and a 20-item multiple-choice vocabulary test. The results of a multiple regression analysis revealed that relative importance of vocabulary and grammar varied depending on the types L2 reading task.
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The paper reviews research on second language (L2) reading, focusing on the various factors involved, i.e., orthography, vocabulary, grammar, background knowledge, and metacognitive strategies. Based on the overview of L2 reading... more
The paper reviews research on second language (L2) reading, focusing on the various factors involved, i.e., orthography, vocabulary, grammar, background knowledge, and metacognitive strategies. Based on the overview of L2 reading research, how grammar makes a unique contribution to L2 reading comprehension is emphasized. The discussion includes analysis of the distinctive roles served by background knowledge and linguistic knowledge, the comparative roles of L1 reading ability and L2 proficiency, and the relative weight of vocabulary and grammar in accounting for L2 reading comprehension. The paper concludes with issues for further consideration and suggestions for future studies on the relationship between grammatical knowledge and L2 reading comprehension.
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The present study explored patterns of corrective feedback and repair according to students' English proficiency level, and consistencies and discrepancies in preferences by students and teachers. Both teachers' and students' preferences... more
The present study explored patterns of corrective feedback and repair according to students' English proficiency level, and consistencies and discrepancies in preferences by students and teachers. Both teachers' and students' preferences were further analyzed to examine if their preferences were representative of actual practices in English language learning classrooms. The study involved six hours of beginning and six hours of intermediate classes with an average of 13 students in each class. The classes were observed for error correction classification, frequency, and repair. Nine teachers and 52 students were surveyed at a university affiliated language institute regarding their preferences for corrective feedback. According to the gathered data and analysis, results revealed that teachers of beginning level perform explicit correction most frequently, while intermediate level teachers use recast the most often. Overall, the upper level group displayed a higher rate of repair. The reported preferences for teachers and students were found not to be representative of their actual practices. Students as a whole were in strong agreement in that they preferred explicit, frequent correction, while teachers tended to be more cautious of error correction, believing that students should be provided with opportunities for free speech without interruption.
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The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the... more
The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the variation of task performance, one pair was selected for qualitative analysis of the language-related episodes isolated from their conversations to observe their cognitive processes. During the task, students used their language to orient themselves into the given task and to provide assistance to each other. Also, from production of private speech, students' cognitive endeavors to solve the encountered linguistic problems were observed. The dialogue discussed provides evidence of language use as both an enactment of mental processes and an occasion for L2 learning.
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For the past decade, along with the rapid development of video-conferencing applications and Web 2.0 tools, web-based collaborative writing (CW) has become increasingly common in second language (L2) instruction. This chapter introduces... more
For the past decade, along with the rapid development of video-conferencing applications and Web 2.0 tools, web-based collaborative writing (CW) has become increasingly common in second language (L2) instruction. This chapter introduces how video-conferenced CW can be implemented in a Zoom-mediated university course, focusing on interactional patterns that EFL learners exhibit during collaborative tasks and potential mediating factors that may affect their performance. To this end, three focal pairs of EFL learners were examined to identify unique features in their interactional patterns and noticeable factors that seemed to mediate their perception and performance in video-conferenced collaboration. The participants were students attending a Zoom-mediated postgraduate-level course, and they were required to collaboratively wrote suggestions to their peers’ assignment using Office 365 shared documents. Qualitative analysis of the audio-recorded pair discussions revealed that their interactional patterns were highly unique across pairs in terms of equality and mutuality Damon & Phelps (Int J Educ Res 13(1):9–19, 1989). In addition, post-task survey responses and interview comments further showed that there were various mediating factors in video-conferenced collaboration, such as self- and peer-role perception, the individual gap between peers, mutual familiarity in each pair, and the video-based communication mode. The findings of this case study highlight the pedagogical potential of video-conferenced CW tasks and important factors that need to be considered when implementing video-conferenced collaborative tasks in English-mediated courses.