Dayoung Joo
Datos Biográficos
| ID | 4625573 |
|---|---|
| NOMBRE | Dayoung Joo |
| NOMBRES | Dayoung |
| APELLIDO | Joo |
| FIRMA | JOO D |
| AFILIACIONES | Georgia State University |
| ORCID | 0009-0001-1807-9787 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 1 |
| OBRAS COMO AUTOR | 4 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2025 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Effects of Task Condition and Learner Proficiency on Syntactic Complexity in L2 Speech
While task effects on L2 speaking have been examined from a task‐based language teaching (TBLT) perspective, learner corpus research may offer a broader view of learner production and help address the problem of limited comparability of classroom‐ and lab‐based TBLT studies. This study explores the intersection of corpus linguistics and TBLT by investigating how task condition and learner proficiency influence syntactic complexity in L2 speech. M…
Collaborative reading with AI or peers
The Effect of Task Complexity on Young EFL Learners’ Listening Comprehension and Metacognitive Awareness
The present study aims to explore the effect of task complexity on young L2 learners’ listening comprehension and metacognitive awareness. Eighty‐eight Korean elementary school students participated in the study, taking a listening comprehension test under two different complexity conditions and completing the Metacognitive Awareness Listening Questionnaire (MALQ). Correlation analyses indicated moderate positive relationships between MALQ subsca…
Human-AI collaborative reading in academic contexts
The Effect of Task Complexity on Young EFL Learners’ Listening Comprehension and Metacognitive Awareness
The present study aims to explore the effect of task complexity on young L2 learners’ listening comprehension and metacognitive awareness. Eighty‐eight Korean elementary school students participated in the study, taking a listening comprehension test under two different complexity conditions and completing the Metacognitive Awareness Listening Questionnaire (MALQ). Correlation analyses indicated moderate positive relationships between MALQ subsca…
The Effect of Task Complexity on Young EFL Learners’ Listening Comprehension and Metacognitive Awareness
The present study aims to explore the effect of task complexity on young L2 learners’ listening comprehension and metacognitive awareness. Eighty‐eight Korean elementary school students participated in the study, taking a listening comprehension test under two different complexity conditions and completing the Metacognitive Awareness Listening Questionnaire (MALQ). Correlation analyses indicated moderate positive relationships between MALQ subsca…
Human-AI collaborative reading in academic contexts
Effects of Task Condition and Learner Proficiency on Syntactic Complexity in L2 Speech
While task effects on L2 speaking have been examined from a task‐based language teaching (TBLT) perspective, learner corpus research may offer a broader view of learner production and help address the problem of limited comparability of classroom‐ and lab‐based TBLT studies. This study explores the intersection of corpus linguistics and TBLT by investigating how task condition and learner proficiency influence syntactic complexity in L2 speech. M…
Collaborative reading with AI or peers
EFL/ESL Teaching and Learning (3 obras) · Literacy (2 obras) · Second language (2 obras) · Second Language Acquisition and Learning (2 obras) · Second Language Learning and Teaching (2 obras) · Active listening (1 obra) · Cognition (1 obra) · Cognitive psychology (1 obra) · Communication (1 obra) · Communication (1 obra)