Eunseok Ro
Biographic Data
| ID | 1009473 |
|---|---|
| NAME | Eunseok Ro |
| GIVEN NAMES | Eunseok |
| FAMILY NAME | Ro |
| SIGNATURE | RO E |
| AFFILIATIONS | Pusan National University |
| ORCID | 0000-0002-7914-7704 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Verb-construction integration in L2 spoken production: A comparative analysis of EFL and ESL learners
This study investigates the impact of learning contexts on the usage patterns of verbs and verb argument structure constructions (VACs) in L2 spoken production, comparing English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. Analyzing spoken corpus data from 400 participants, we examined verb–VAC associations, semantic cohesion, and verb diversity. Results reveal that compared to EFL learners, ESL learners demonstra…
“What do you mean by…?”: A conversation analytic study of negotiating word choice in L2 writing consultations
How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching
This study investigates how pre‐service L2 English teachers manage turn allocation when student willingness to participate is uncertain or absent during microteaching sessions. Drawing on conversation analysis (CA), we examine video‐recorded teaching demonstrations conducted by undergraduate L2 English education majors in South Korea. The analysis focuses on how novice teachers deploy accounts—justificatory or explanatory remarks—to mitigate the …
Creating “Reflect‐ables”: A Conversation Analytic Study of Feedback Practices in Language Teacher Education
This study examines how second language (L2) teacher educators provide feedback on student teachers' (STs) microteaching performances. Although conversation analysis (CA) research has extensively analyzed classroom interaction, there has been limited focus on how CA‐specialized teacher educators shape STs' classroom interactional competence through feedback practices. Specifically, as researchers and teacher educators, we lack sufficient understa…
“I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching
Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching
Usage-based approaches to assessing syntactic sophistication in second language writing: Interaction of genre and proficiency
Offering an olive branch: A study of dissenting rater's practices for resolving placement discrepancies
Pre-service teachers’ hinting practices in managing responses in a microteaching context
The complexity of acts with self-deprecation in Korean reality TV shows
Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports
Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center
The site of this study is English as a second language speaking center at a university in Hong Kong. One of the center’s services is presentation consultation, in which students can practice giving a presentation in English and receive a tutor’s feedback. This study focuses on how the tutors and students coordinate understanding using the students’ PowerPoint (PPT) slides as situated objects. Detailed analyses of their interactions reveal that th…
Assessment of sentence sophistication in L2 spoken production: Expansion of verbs and argument structure constructions
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings
Like and dislike scales in couples' argumentative interaction
Student essays as evidential resource in placement meetings
The effects of extensive reading on young Korean students’ construction development
This study explores how input-focused implicit learning through extensive reading (ER) facilitates construction development in Korean-speaking young EFL students. Twenty-four EFL students, 10–13 years old, participated in ER as an after-school activity for four weeks (ER group). Their construction development in writing was assessed using seven argument structure constructions. The ER group’s performance preceding and following ER activities was …
Aratda: Intersubjectivity-in-action in a multilingual Korean reality TV show
The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials
Using written task answer sheets as notes while speaking: Changing task-report practices in a second language book club
The current study extends upon recent Conversation Analysis research on literacy events in second language (L2) educational settings. The study investigates the use of task answers as notes in an L2 book club member’s task report practices, including how he looks for things to say, how he chooses to read aloud, and how his task-report practices change over time with explicit instruction. Specifically, this case study shows how a facilitator’s spe…
Note-taking/making as a resource for substantiating advice at a second language speaking center
This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking…
The reshaping of participation practices in a second language book club
Willingness to communicate/participate’ in action: A case study of changes in a recipient's practices in an L2 book club
How Learning Occurs in an Extensive Reading Book Club: A Conversation Analytic Perspective
Extensive reading (ER) has been implemented in various second language (L2) teaching and learning contexts, and studies in the field have provided a wealth of empirical evidence that a large amount of L2 reading over an extended time improves students’ reading ability and benefits other areas of language learning (Nakanishi 2015; Jeon and Day 2016). However, despite the large amount of research on ER, there is still a lack of studies that show ho…
Validating common experiences through focus group interaction
Aratda: Intersubjectivity-in-action in a multilingual Korean reality TV show
Validating common experiences through focus group interaction
Like and dislike scales in couples' argumentative interaction
Understanding Reading Motivation From EAP Students’ Categorical Work in a Focus Group
This article uses insights and methods from ethnomethodological conversation analysis ( CA ) and membership categorization analysis ( MCA ) to explore reading motivation as a topic (Burch, ). With the results of CA and MCA of the participants’ categorical work in their interactions in a focus group setting, this study outlines how enthusiastic readers talk about their experience with and opinions about extensive reading ( ER ) and how they use th…
Understanding Reading Motivation From EAP Students’ Categorical Work in a Focus Group
This article uses insights and methods from ethnomethodological conversation analysis ( CA ) and membership categorization analysis ( MCA ) to explore reading motivation as a topic (Burch, ). With the results of CA and MCA of the participants’ categorical work in their interactions in a focus group setting, this study outlines how enthusiastic readers talk about their experience with and opinions about extensive reading ( ER ) and how they use th…
How Learning Occurs in an Extensive Reading Book Club: A Conversation Analytic Perspective
Extensive reading (ER) has been implemented in various second language (L2) teaching and learning contexts, and studies in the field have provided a wealth of empirical evidence that a large amount of L2 reading over an extended time improves students’ reading ability and benefits other areas of language learning (Nakanishi 2015; Jeon and Day 2016). However, despite the large amount of research on ER, there is still a lack of studies that show ho…
Validating common experiences through focus group interaction
Willingness to communicate/participate’ in action: A case study of changes in a recipient's practices in an L2 book club
The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials
Using written task answer sheets as notes while speaking: Changing task-report practices in a second language book club
The current study extends upon recent Conversation Analysis research on literacy events in second language (L2) educational settings. The study investigates the use of task answers as notes in an L2 book club member’s task report practices, including how he looks for things to say, how he chooses to read aloud, and how his task-report practices change over time with explicit instruction. Specifically, this case study shows how a facilitator’s spe…
Note-taking/making as a resource for substantiating advice at a second language speaking center
This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking…
The reshaping of participation practices in a second language book club
Student essays as evidential resource in placement meetings
The effects of extensive reading on young Korean students’ construction development
This study explores how input-focused implicit learning through extensive reading (ER) facilitates construction development in Korean-speaking young EFL students. Twenty-four EFL students, 10–13 years old, participated in ER as an after-school activity for four weeks (ER group). Their construction development in writing was assessed using seven argument structure constructions. The ER group’s performance preceding and following ER activities was …
Aratda: Intersubjectivity-in-action in a multilingual Korean reality TV show
Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports
Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center
The site of this study is English as a second language speaking center at a university in Hong Kong. One of the center’s services is presentation consultation, in which students can practice giving a presentation in English and receive a tutor’s feedback. This study focuses on how the tutors and students coordinate understanding using the students’ PowerPoint (PPT) slides as situated objects. Detailed analyses of their interactions reveal that th…
Assessment of sentence sophistication in L2 spoken production: Expansion of verbs and argument structure constructions
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings
Like and dislike scales in couples' argumentative interaction
Usage-based approaches to assessing syntactic sophistication in second language writing: Interaction of genre and proficiency
Offering an olive branch: A study of dissenting rater's practices for resolving placement discrepancies
Pre-service teachers’ hinting practices in managing responses in a microteaching context
The complexity of acts with self-deprecation in Korean reality TV shows
“I like how you begin…” Compliment or feedback? TEs’ subjective positive assessments of student teachers’ microteaching
Doing the task, doing the relationship: Responses to self-assessment and advice in peer reflection on microteaching
Verb-construction integration in L2 spoken production: A comparative analysis of EFL and ESL learners
This study investigates the impact of learning contexts on the usage patterns of verbs and verb argument structure constructions (VACs) in L2 spoken production, comparing English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. Analyzing spoken corpus data from 400 participants, we examined verb–VAC associations, semantic cohesion, and verb diversity. Results reveal that compared to EFL learners, ESL learners demonstra…
“What do you mean by…?”: A conversation analytic study of negotiating word choice in L2 writing consultations
How pre‐service L2 English teachers use accounts to mitigate turn allocation to unwilling participants in microteaching
This study investigates how pre‐service L2 English teachers manage turn allocation when student willingness to participate is uncertain or absent during microteaching sessions. Drawing on conversation analysis (CA), we examine video‐recorded teaching demonstrations conducted by undergraduate L2 English education majors in South Korea. The analysis focuses on how novice teachers deploy accounts—justificatory or explanatory remarks—to mitigate the …
Psychology (19 works) · EFL/ESL Teaching and Learning (17 works) · Language, Discourse, Communication Strategies (16 works) · Computer Science (14 works) · Linguistics (14 works) · Discourse Analysis in Language Studies (12 works) · Conversation (11 works) · Conversation analysis (10 works) · Pedagogy (9 works) · Sociology (9 works)