Eun Sung Park
Biographic Data
| ID | 3843773 |
|---|---|
| NAME | Eun Sung Park |
| GIVEN NAMES | Eun Sung |
| FAMILY NAME | Park |
| SIGNATURE | PARK E S |
| AFFILIATIONS | Sogang University |
| ORCID | 0000-0002-0319-7123 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Pinyin or English? Navigating identity and intelligibility in China’s linguistic landscape
This study examines public perceptions of replacing English with Pinyin on subway signs, a shift that occurred in China in 2022. Drawing on 2,064 comments collected from Bilibili, a popular Chinese social media platform, it explores how public attitudes toward the change reflect tensions among cultural identity, globalization, and practical concerns. The analysis revealed that negative responses predominated (60.90%), with concerns centering on c…
Communication strategies in task-based interaction: An ELF-aware perspective
This study examines how English as a Lingua Franca (ELF) interlocutors employ communication strategies during task-based interaction and how these strategies relate to ELF-aware communicative orientations of intelligibility, adaptability, and multilingual–multicultural awareness. Ten university students learning English as an additional language completed a closed information-gap task. Interactional data were video-recorded, transcribed, and anal…
“U swan, he frog”: The cultural and institutional journey of a Chinglish meme
This study traces the viral trajectory of the Chinglish meme ‘You swan, he frog’ from Chinese social media to institutional discourse, highlighting its cultural, linguistic, and pedagogical significance. Drawing on the World Englishes framework, it argues that Chinglish is no longer seen simply as flawed English but as an emergent variety characterized by creativity, hybridity, and youth identity. Using discourse-centered online ethnography and s…
I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English
Over the past two decades, a growing number of school‐aged North Koreans have migrated to South Korea. Studies examining their adjustment to South Korean schools have shown that these students face numerous challenges, particularly due to their struggles with English. Such studies have mostly regarded North Korean students as an underprivileged group, often comparing their achievements to those of their South Korean peers. Only a few studies have…
Refugee-Background Students’ Experience with College English Requirements: The Case of North Korean Students in South Korea
There has been an influx of school-aged North Korean refugees defecting to South Korea in recent years. Research examining their integration into South Korean schools has shown that these students consider English to be one of the biggest obstacles to their academic endeavors. However, not much attention has been paid to examining the difficulties that they face in English classes and how one might help them. The current study examines North Kore…
Spatial trajectories of North Korean L2 English learners: Transformed attitudes towards English across spaces
An increasing number of North Koreans have migrated to other countries in the past two decades, with South Korea receiving a significant number of these escapees each year. Research examining young North Koreans’ adjustment to South Korean schools has reported that these students struggle with mandatory English classes and the prevalent use of English in the school system, often positioning themselves as peripheral in their new contexts. Addition…
Textual enhancement of two L2 Arabic forms: A classroom-based study
Research on textual enhancement (TE) has given rise to several factors that may play a role in generating learners’ noticing of target forms, one of which pertains to the nature of the target form(s). In particular, results have suggested that learners are more likely to notice more meaning-bearing forms than less meaning-bearing forms. Motivated by such insight, the present study investigated the effects of TE on two Arabic structures: the compa…
Learner-Generated Noticing Behavior By Novice Learners: Tracing the Effects of Learners’ L1 on Their Emerging L2
This study examines novice learners’ self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and English) with no prior experience with the L2 (Korean) were exposed to written L2 input and probed for thei…
Learner-Generated Noticing of Written L2 Input: What Do Learners Notice and Why
This study explored learners' self-generated noticing of L2 input. It is motivated by previous research on input enhancement which suggested that learners are able to notice certain aspects of input on their own without any external means to direct their attention. Drawing on insights that learner-generated noticing is largely mediated by learner-internal factors, this study specifically traced the effects of learners' first language (L1), and th…
Learner-Generated Noticing of Written L2 Input: What Do Learners Notice and Why
This study explored learners' self-generated noticing of L2 input. It is motivated by previous research on input enhancement which suggested that learners are able to notice certain aspects of input on their own without any external means to direct their attention. Drawing on insights that learner-generated noticing is largely mediated by learner-internal factors, this study specifically traced the effects of learners' first language (L1), and th…
Refugee-Background Students’ Experience with College English Requirements: The Case of North Korean Students in South Korea
There has been an influx of school-aged North Korean refugees defecting to South Korea in recent years. Research examining their integration into South Korean schools has shown that these students consider English to be one of the biggest obstacles to their academic endeavors. However, not much attention has been paid to examining the difficulties that they face in English classes and how one might help them. The current study examines North Kore…
Spatial trajectories of North Korean L2 English learners: Transformed attitudes towards English across spaces
An increasing number of North Koreans have migrated to other countries in the past two decades, with South Korea receiving a significant number of these escapees each year. Research examining young North Koreans’ adjustment to South Korean schools has reported that these students struggle with mandatory English classes and the prevalent use of English in the school system, often positioning themselves as peripheral in their new contexts. Addition…
I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English
Over the past two decades, a growing number of school‐aged North Koreans have migrated to South Korea. Studies examining their adjustment to South Korean schools have shown that these students face numerous challenges, particularly due to their struggles with English. Such studies have mostly regarded North Korean students as an underprivileged group, often comparing their achievements to those of their South Korean peers. Only a few studies have…
Learner-Generated Noticing of Written L2 Input: What Do Learners Notice and Why
This study explored learners' self-generated noticing of L2 input. It is motivated by previous research on input enhancement which suggested that learners are able to notice certain aspects of input on their own without any external means to direct their attention. Drawing on insights that learner-generated noticing is largely mediated by learner-internal factors, this study specifically traced the effects of learners' first language (L1), and th…
Learner-Generated Noticing Behavior By Novice Learners: Tracing the Effects of Learners’ L1 on Their Emerging L2
This study examines novice learners’ self-generated input noticing approaches and strategies. It is motivated by previous research on input enhancement which yielded insights that learners are naturally prone to notice certain aspects of L2 input on their own without any external means to channel their attention. Two L1 groups (Japanese and English) with no prior experience with the L2 (Korean) were exposed to written L2 input and probed for thei…
Textual enhancement of two L2 Arabic forms: A classroom-based study
Research on textual enhancement (TE) has given rise to several factors that may play a role in generating learners’ noticing of target forms, one of which pertains to the nature of the target form(s). In particular, results have suggested that learners are more likely to notice more meaning-bearing forms than less meaning-bearing forms. Motivated by such insight, the present study investigated the effects of TE on two Arabic structures: the compa…
Spatial trajectories of North Korean L2 English learners: Transformed attitudes towards English across spaces
An increasing number of North Koreans have migrated to other countries in the past two decades, with South Korea receiving a significant number of these escapees each year. Research examining young North Koreans’ adjustment to South Korean schools has reported that these students struggle with mandatory English classes and the prevalent use of English in the school system, often positioning themselves as peripheral in their new contexts. Addition…
Refugee-Background Students’ Experience with College English Requirements: The Case of North Korean Students in South Korea
There has been an influx of school-aged North Korean refugees defecting to South Korea in recent years. Research examining their integration into South Korean schools has shown that these students consider English to be one of the biggest obstacles to their academic endeavors. However, not much attention has been paid to examining the difficulties that they face in English classes and how one might help them. The current study examines North Kore…
I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English
Over the past two decades, a growing number of school‐aged North Koreans have migrated to South Korea. Studies examining their adjustment to South Korean schools have shown that these students face numerous challenges, particularly due to their struggles with English. Such studies have mostly regarded North Korean students as an underprivileged group, often comparing their achievements to those of their South Korean peers. Only a few studies have…
Pinyin or English? Navigating identity and intelligibility in China’s linguistic landscape
This study examines public perceptions of replacing English with Pinyin on subway signs, a shift that occurred in China in 2022. Drawing on 2,064 comments collected from Bilibili, a popular Chinese social media platform, it explores how public attitudes toward the change reflect tensions among cultural identity, globalization, and practical concerns. The analysis revealed that negative responses predominated (60.90%), with concerns centering on c…
Communication strategies in task-based interaction: An ELF-aware perspective
This study examines how English as a Lingua Franca (ELF) interlocutors employ communication strategies during task-based interaction and how these strategies relate to ELF-aware communicative orientations of intelligibility, adaptability, and multilingual–multicultural awareness. Ten university students learning English as an additional language completed a closed information-gap task. Interactional data were video-recorded, transcribed, and anal…
“U swan, he frog”: The cultural and institutional journey of a Chinglish meme
This study traces the viral trajectory of the Chinglish meme ‘You swan, he frog’ from Chinese social media to institutional discourse, highlighting its cultural, linguistic, and pedagogical significance. Drawing on the World Englishes framework, it argues that Chinglish is no longer seen simply as flawed English but as an emergent variety characterized by creativity, hybridity, and youth identity. Using discourse-centered online ethnography and s…
Linguistics (5 works) · Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Korean Peninsula Historical and Political Studies (3 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Notice (3 works) · Perception (3 works) · Second Language Acquisition and Learning (3 works) · Sociology (3 works)