Hyun‐bin Hwang
Biographic Data
| ID | 1691870 |
|---|---|
| NAME | Hyun‐bin Hwang |
| GIVEN NAMES | Hyun‐bin |
| FAMILY NAME | Hwang |
| SIGNATURE | BIN HWANG H |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0001-6403-0805 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Instructed Second Language Acquisition and Language Teaching
Instructed second language acquisition (ISLA) is a discipline that aims to enhance second language (L2) development through systematic manipulation of learning processes and conditions to promote both accuracy and fluency in real‐life communication. While both explicit and implicit instruction are important, balanced attention to meaning and form is crucial to develop both fluent and accurate L2 ability. ISLA, by its nature, assumes that instruct…
A Proposal to Center Relevance in Applied Linguistics Research
Considering applied linguistics as a problem‐centered discipline, we address an enduring challenge in the field: the need to ensure that research provides findings that can contribute to solving everyday challenges faced by language practitioners. Traditionally, the field's focus has been on meeting rigorous methodological standards and constructing theories and validating generalizations across diverse individuals and groups. This approach, howe…
Acceptance and Use of App‐Based Language Learning Among Young Adolescents in a Self‐Directed Context
App‐based language learning has gained attention for its potential to promote L2 learning beyond the classroom. However, few learners use L2 learning apps long enough to fully benefit from this learning method. Using the unified theory of acceptance and use of technology, I explored the acceptance and use of a commercially available language learning app among young English as a foreign language (EFL) learners ( N = 297, aged 12–13) in a self‐stu…
Undesirable Difficulty of Interleaved Practice
This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low-achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English-L1 Korean paired-associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A…
Acceptance and engagement patterns of mobile-assisted language learning among non-conventional adult L2 learners
Research on mobile-assisted language learning (MALL) has revealed that high rates of attrition among users can undermine the potential benefits of this learning method. To explore this issue, we surveyed 3,670 adult MALL users based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and also conducted an in-depth analysis of their historical app usage data. The results of hierarchical k-means cluster analysis and recurrent event su…
Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
This study investigated the effectiveness of L2 instruction on the learning of English caused-motion constructions (e.g., Jane put the balls into the box, Harry swam Peter to the beach ). Korean EFL high school students ( N = 156) were randomly assigned to three instructional conditions and one control group. While the metalanguage group relied on explicit uses of grammar jargon, the input flood group read narrative stories in which the instances…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience wit…
Undesirable Difficulty of Interleaved Practice
This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low-achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English-L1 Korean paired-associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
This study investigated the influence of teachers’ experience with research‐related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience wit…
Acceptance and engagement patterns of mobile-assisted language learning among non-conventional adult L2 learners
Research on mobile-assisted language learning (MALL) has revealed that high rates of attrition among users can undermine the potential benefits of this learning method. To explore this issue, we surveyed 3,670 adult MALL users based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and also conducted an in-depth analysis of their historical app usage data. The results of hierarchical k-means cluster analysis and recurrent event su…
Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
This study investigated the effectiveness of L2 instruction on the learning of English caused-motion constructions (e.g., Jane put the balls into the box, Harry swam Peter to the beach ). Korean EFL high school students ( N = 156) were randomly assigned to three instructional conditions and one control group. While the metalanguage group relied on explicit uses of grammar jargon, the input flood group read narrative stories in which the instances…
(Re)Examining the research–practice interface
In applied linguistics, the interface between research and practice (broadly construed to include but not be limited to additional language teachers, teacher educators, policymakers, materials designers, test developers, etc.) has gained increasing attention in recent years (e.g., Sato & Loewen, 2022a). Recent calls (e.g., Sato, 2023) have urged applied linguists to both prioritize research which can INFORM and BE INFORMED BY practice as well as …
A Proposal to Center Relevance in Applied Linguistics Research
Considering applied linguistics as a problem‐centered discipline, we address an enduring challenge in the field: the need to ensure that research provides findings that can contribute to solving everyday challenges faced by language practitioners. Traditionally, the field's focus has been on meeting rigorous methodological standards and constructing theories and validating generalizations across diverse individuals and groups. This approach, howe…
Acceptance and Use of App‐Based Language Learning Among Young Adolescents in a Self‐Directed Context
App‐based language learning has gained attention for its potential to promote L2 learning beyond the classroom. However, few learners use L2 learning apps long enough to fully benefit from this learning method. Using the unified theory of acceptance and use of technology, I explored the acceptance and use of a commercially available language learning app among young English as a foreign language (EFL) learners ( N = 297, aged 12–13) in a self‐stu…
Undesirable Difficulty of Interleaved Practice
This study explored the effects of practice schedule on the processing of new second language (L2) vocabulary and resulting knowledge. Participants were 107 low-achieving adolescents attending a vocational high school in Korea. They were randomly assigned to one of three practice groups and completed a L2 English-L1 Korean paired-associates learning task. The blocking group practiced one word at a time before switching to different words (e.g., A…
Instructed Second Language Acquisition and Language Teaching
Instructed second language acquisition (ISLA) is a discipline that aims to enhance second language (L2) development through systematic manipulation of learning processes and conditions to promote both accuracy and fluency in real‐life communication. While both explicit and implicit instruction are important, balanced attention to meaning and form is crucial to develop both fluent and accurate L2 ability. ISLA, by its nature, assumes that instruct…
Psychology (6 works) · Linguistics (5 works) · Computer Science (3 works) · Developmental psychology (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Grammar (2 works) · Language acquisition (2 works) · Mobile Learning in Education (2 works) · Relevance (law) (2 works)