Papers by YeonJoo Jung
Decades of research has shown that speakers mutually adapt to each other’s linguistic behaviors a... more Decades of research has shown that speakers mutually adapt to each other’s linguistic behaviors at different levels of language during dialogue. Recent second language (L2) research has suggested that alignment occurring while L2 learners carry out collaborative activities may lead to L2 development, highlighting the benefits of using alignment activities for L2 learning. However, despite the notion that speakers linguistically align in interactions happening in socially-situated contexts, little is known about the role of social factors in the magnitude and learning outcomes of alignment occurring in L2 interaction. The purpose of the study was to examine the pedagogical benefits of alignment activities for the development of L2 grammar and vocabulary during peer interaction across two different interactional contexts: Face-to-Face (FTF) and synchronous mobile-mediated communication (SMMC; mobile text-chat). The target vocabulary items included 32 words and the target structure was...
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Korean Journal of Applied Linguistics
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TESOL Quarterly
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Korean Journal of Applied Linguistics, 2018
This qualitative study examined the patterns of utterance-level mitigation strategies employed by... more This qualitative study examined the patterns of utterance-level mitigation strategies employed by peer teachers in the formulation of the suggestions and advice provided during a post-observation conference (POC) after peer observation of teaching (POT). Two peer teachers, who were serving as instructors for undergraduate level courses at the same university, participated in this study. Over a period of one semester, one of the two teachers observed the other teacher’s class two times, focusing on the agenda determined in the pre-observation conference. After each class visit, the observing teacher and the observed teacher had a post-observation conference in order to discuss the lesson in terms of the problems, strengths, possible future improvements. Findings showed that both the observing teacher and the observed teacher used a range of mitigating devices to protect each other’s positive and negative face. This suggests that despite the peers’ close relationship with balanced power, they were aware of the potential threat to face and the need to employ language mitigating strategies to maintain each other’s face in the POCs.
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Language Teaching Research, 2019
Recently, second language (L2) instruction has benefitted from the development of instructional t... more Recently, second language (L2) instruction has benefitted from the development of instructional technology such as synchronous computer-mediated communication (SCMC). The present study was conducted to investigate learner perception of the effectiveness of SCMC interactions for L2 learning and building intercultural competence. Students (N = 55) from three different universities in Korea, Japan, and Taiwan participated in a joint online class for one semester. The purpose of the class was to facilitate students' development of linguistic and cross-cultural competence by interacting with peers from different cultures online. This study set out to examine the relation between learner perception and interactional features during group discussions. A range of data collection instruments were employed, including a questionnaire to track change in learner perception over time, interviews, and transcripts of interactions during each chat session. Results from linear mixed effect models suggest that among various interactional features, the following two variables were found to be significant predictors of their positive attitudes towards SCMC: the amount of students' attention to language and cultural issues. Findings are discussed in light of developing effective SCMC-based language courses.
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This study focused on an instructional component often neglected when teaching the pronunciation ... more This study focused on an instructional component often neglected when teaching the pronunciation of English as either a second, foreign, or international language—namely, the suprasegmental feature of lexical stress. Extending previous research on collaborative priming tasks and task repetition, the study investigated the impact of task and procedural repetition on eliciting target stress patterns during collaborative priming tasks. It employed a pretest-posttest design with 57 Korean high school students who were randomly assigned to one of three groups: a control, priming with task repetition, and priming with procedural repetition. Learners participated in a pretest, two priming sessions, and two posttests over a four-week period. Learners' ability to produce target stress patterns was measured through sentence read-aloud tasks. The task repetition group repeated the same primes and prompts twice, whereas the procedural repetition group performed priming tasks with different primes and prompts during two sessions. Results indicate that the amount of primed production was significantly more than unprimed production. Additionally, both experimental conditions promoted learners' accurate production of target stress patterns, though, in relation to long-term impacts, repeating the same task (i.e., same procedure and same content) twice was more effective than repeating the procedure for a second time with different content. The results are discussed in light of pronunciation teaching using auditory priming tasks.
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Elicited imitation requires listeners to listen and repeat sentences as accurately as possible. I... more Elicited imitation requires listeners to listen and repeat sentences as accurately as possible. In second language acquisition (SLA) research it has been used for a variety of purposes. Recently, versions of the same elicited imitation test (EIT) have been created in 6 languages with the purpose of measuring second language proficiency (Ortega et al., 2002; Tracy–Ventura et al., 2014; Wu & Ortega, 2013). The validity of these EITs has been tested, and results are promising. However, questions remain regarding the extent to which EIT performance is mediated by learners’ memory span. The current study validates a new Korean EIT following the Ortega et al. (2002) design and, as part of that, investigates the potential role of phonological short-term memory in test performance. Korean as a second language learners (N = 66) took the following tests over 2 days: the Korean EIT, the listening section of the standardized Test of Proficiency in Korean (TOPIK), a speaking test, and a forward digit span test in their first language. Results indicated significant positive correlations between EIT scores and the various proficiency measures, but a weak and nonsignificant correlation between the EIT and forward digit span scores. Together, these results provide support for this EIT as a valid and reliable proficiency measure for use in SLA research.
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This study explores whether linguistic features can predict second language writing proficiency i... more This study explores whether linguistic features can predict second language writing proficiency in the Michigan English Language Assessment Battery (MELAB) writing tasks. Advanced computational tools such as Coh-Metrix (Graesser, McNamara,
Louwerse, & Cai, 2004), the Tool for the Automatic Analysis of Cohesion (TAACO: Crossley, Kyle, & McNamara, under review), and the Tool for the Automatic Analysis of Lexical Sophistication (TAALES; Kyle & Crossley, in press) were used to automatically assess linguistic features related to lexical sophistication, syntactic complexity, cohesion, and text structure of writing samples graded by expert raters. The findings of this study show that an analysis of linguistic features can be used to significantly predict human judgments of the essays for the MELAB writing tasks. Furthermore, the findings indicate the relative contribution of a range of linguistic features in MELAB essays to overall L2 writing proficiency scores. For instance, linguistic features associated with text length and lexical sophistication were found to be more predictive of writing quality in MELAB than those associated with cohesion and syntactic complexity. This study has important implications for defining writing proficiency at different levels of achievement in L2 academic writing as well as improving the current MELAB rating scale and rater training practices. Directions for future research are also discussed.
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Book Reviews by YeonJoo Jung
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Papers by YeonJoo Jung
Louwerse, & Cai, 2004), the Tool for the Automatic Analysis of Cohesion (TAACO: Crossley, Kyle, & McNamara, under review), and the Tool for the Automatic Analysis of Lexical Sophistication (TAALES; Kyle & Crossley, in press) were used to automatically assess linguistic features related to lexical sophistication, syntactic complexity, cohesion, and text structure of writing samples graded by expert raters. The findings of this study show that an analysis of linguistic features can be used to significantly predict human judgments of the essays for the MELAB writing tasks. Furthermore, the findings indicate the relative contribution of a range of linguistic features in MELAB essays to overall L2 writing proficiency scores. For instance, linguistic features associated with text length and lexical sophistication were found to be more predictive of writing quality in MELAB than those associated with cohesion and syntactic complexity. This study has important implications for defining writing proficiency at different levels of achievement in L2 academic writing as well as improving the current MELAB rating scale and rater training practices. Directions for future research are also discussed.
Book Reviews by YeonJoo Jung
Louwerse, & Cai, 2004), the Tool for the Automatic Analysis of Cohesion (TAACO: Crossley, Kyle, & McNamara, under review), and the Tool for the Automatic Analysis of Lexical Sophistication (TAALES; Kyle & Crossley, in press) were used to automatically assess linguistic features related to lexical sophistication, syntactic complexity, cohesion, and text structure of writing samples graded by expert raters. The findings of this study show that an analysis of linguistic features can be used to significantly predict human judgments of the essays for the MELAB writing tasks. Furthermore, the findings indicate the relative contribution of a range of linguistic features in MELAB essays to overall L2 writing proficiency scores. For instance, linguistic features associated with text length and lexical sophistication were found to be more predictive of writing quality in MELAB than those associated with cohesion and syntactic complexity. This study has important implications for defining writing proficiency at different levels of achievement in L2 academic writing as well as improving the current MELAB rating scale and rater training practices. Directions for future research are also discussed.