Yoojin Chung
Datos Biográficos
| ID | 4687017 |
|---|---|
| NOMBRE | Yoojin Chung |
| NOMBRES | Yoojin |
| APELLIDO | Chung |
| FIRMA | CHUNG Y |
| AFILIACIONES | University of Reading |
| ORCID | 0000-0003-0390-2088 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 2 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
L2 researchers increasingly agree that task-based teaching, combined with timely form-focused instruction, offers an ideal environment for L2 learning. However, the timing of form-focused instruction is debated, with concerns that pre-task interventions may distract learners from focusing on meaning. While some studies address this issue for adults, little is known about children. Hence, this study examined the impact of post-task explicit instru…
The impact of gaze-contingent highlighting on incidental learning of collocations from computer-mediated reading
Gender and Cultural Differences in the Relationships between Self-Esteem Contingency, Body Talk, and Body Esteem
This study analyzed the positive and negative body talk of male and female adolescents cross-culturally with an emphasis on the role of appearance-contingent and others' approval-contingent self-worth. A cross-national survey in Austria, Belgium, Spain, and South Korea among 12- to 16-year-olds (982 female and 993 male) found that (1) positive body talk was positively related and negative body talk was negatively related to body esteem; (2) appea…
Benzodiazepine modulation of gustatory coding in the parabrachial nucleus
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
L2 researchers increasingly agree that task-based teaching, combined with timely form-focused instruction, offers an ideal environment for L2 learning. However, the timing of form-focused instruction is debated, with concerns that pre-task interventions may distract learners from focusing on meaning. While some studies address this issue for adults, little is known about children. Hence, this study examined the impact of post-task explicit instru…
Benzodiazepine modulation of gustatory coding in the parabrachial nucleus
Gender and Cultural Differences in the Relationships between Self-Esteem Contingency, Body Talk, and Body Esteem
This study analyzed the positive and negative body talk of male and female adolescents cross-culturally with an emphasis on the role of appearance-contingent and others' approval-contingent self-worth. A cross-national survey in Austria, Belgium, Spain, and South Korea among 12- to 16-year-olds (982 female and 993 male) found that (1) positive body talk was positively related and negative body talk was negatively related to body esteem; (2) appea…
The impact of gaze-contingent highlighting on incidental learning of collocations from computer-mediated reading
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
L2 researchers increasingly agree that task-based teaching, combined with timely form-focused instruction, offers an ideal environment for L2 learning. However, the timing of form-focused instruction is debated, with concerns that pre-task interventions may distract learners from focusing on meaning. While some studies address this issue for adults, little is known about children. Hence, this study examined the impact of post-task explicit instru…
Psychology (5 obras) · EFL/ESL Teaching and Learning (3 obras) · Linguistics (3 obras) · Second Language Acquisition and Learning (3 obras) · Cognitive psychology (2 obras) · Computer Science (2 obras) · Gaze (2 obras) · Mathematics education (2 obras) · Philosophy (2 obras) · Philosophy (2 obras)