Eun Young Kang
Datos Biográficos
| ID | 6479285 |
|---|---|
| NOMBRE | Eun Young Kang |
| NOMBRES | Eun Young |
| APELLIDO | Kang |
| FIRMA | KANG E Y |
| AFILIACIONES | Divison of Liberal Arts, Kongju National University , Cheonan , Chungcheongnam-do , South Korea |
| ORCID | 0000-0003-1407-9349 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 10 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 2 |
The complexity epistemology and ontology in second language acquisition
Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity epistemology that transcends disciplinary boundaries, has gained much traction and momentum over the last decade, finding expressions in a fast-growing number of empirical second language developmental studies. However, the literature, while rapidly expanding, has displayed much confusion, notably oscillating between invoking CDST as a metatheory and as a…
The role of working memory in the effects of models as a written corrective strategy
Several studies have evaluated the use of sample texts as models, against which second language (L2) learners can compare their original writing, as a written corrective feedback (WCF) strategy. This study contributes to this literature by investigating whether L2 learners’ working memory capacity, which is posited to play a crucial role in L2 learning, moderates the effects of models in WCF. Sixty-seven L2 college students were assigned to eithe…
Model‐based feedback for L2 writing revision
Although the utility of model‐based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF) tool. Sixty Korean learners of English (ages 18–…
Using model texts as a form of feedback in L2 writing
Revisiting the Cognition Hypothesis
Task‐based language learning has commanded ample attention in the field of instructed second language acquisition (ISLA) over the last two decades. Much of the research has centered on the Cognition Hypothesis, particularly testing out its key tenet that there is a correlation between task complexity and the syntactic complexity of task‐doers' or L2 learners' speech production. Extant studies, however, have led to inconclusive findings, and metho…
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta‐analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing…
Using model texts as a form of feedback in L2 writing
Model‐based feedback for L2 writing revision
Although the utility of model‐based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF) tool. Sixty Korean learners of English (ages 18–…
The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy
Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta‐analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing…
Revisiting the Cognition Hypothesis
Task‐based language learning has commanded ample attention in the field of instructed second language acquisition (ISLA) over the last two decades. Much of the research has centered on the Cognition Hypothesis, particularly testing out its key tenet that there is a correlation between task complexity and the syntactic complexity of task‐doers' or L2 learners' speech production. Extant studies, however, have led to inconclusive findings, and metho…
Using model texts as a form of feedback in L2 writing
The complexity epistemology and ontology in second language acquisition
Complex Dynamic Systems Theory (CDST), an instantiation in applied linguistics of complexity epistemology that transcends disciplinary boundaries, has gained much traction and momentum over the last decade, finding expressions in a fast-growing number of empirical second language developmental studies. However, the literature, while rapidly expanding, has displayed much confusion, notably oscillating between invoking CDST as a metatheory and as a…
The role of working memory in the effects of models as a written corrective strategy
Several studies have evaluated the use of sample texts as models, against which second language (L2) learners can compare their original writing, as a written corrective feedback (WCF) strategy. This study contributes to this literature by investigating whether L2 learners’ working memory capacity, which is posited to play a crucial role in L2 learning, moderates the effects of models in WCF. Sixty-seven L2 college students were assigned to eithe…
Model‐based feedback for L2 writing revision
Although the utility of model‐based feedback is well documented, little is known about which factors modulate its effectiveness. The current study investigated the extent to which learner differences in receptive and productive vocabulary sizes, as well as differences in their language aptitude (measured by the LLAMA test), mediated the effects of using models as a written corrective feedback (WCF) tool. Sixty Korean learners of English (ages 18–…
EFL/ESL Teaching and Learning (6 obras) · Psychology (6 obras) · Computer Science (5 obras) · Linguistics (5 obras) · Second Language Acquisition and Learning (5 obras) · Cognitive psychology (4 obras) · Mathematics education (4 obras) · Artificial Intelligence (3 obras) · Corrective Feedback (3 obras) · Task (project management (3 obras)