Jang Ho Lee
Biographic Data
| ID | 3844033 |
|---|---|
| NAME | Jang Ho Lee |
| GIVEN NAMES | Jang Ho |
| FAMILY NAME | Lee |
| SIGNATURE | LEE J H |
| AFFILIATIONS | Chung-Ang University |
| ORCID | 0000-0003-2767-3881 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Learners’ priority criteria for evaluating data-driven learning tools
This study investigates how language learners prioritize criteria for evaluating data-driven learning (DDL) tools and how these priorities relate to tool preference. While previous research has proposed multiple criteria for evaluating the perceived effectiveness of DDL tools in capturing the emic dimension of the learner experience, empirical work has scantily examined how learners differentially prioritize these criteria, or how such priority s…
Systematic review synthesising the effects of study abroad experience on the development of language fluency
Given the importance of learning contexts in second language (L2) learning, study abroad (SA) has received due attention in the L2 literature, as this context has been proposed to accelerate L2 development. In line with recent efforts to synthesise the effects of SA on L2 learning, the present study reports a meta-analysis of the effects of SA experience on the development of L2 fluency compared to the at-home environment. Our dataset comprised 1…
How do willingness to communicate and its high evidence factors shape learners’ task emotions in chatbot-assisted language learning
Shifting the focus from behavioural outcomes to in-task affective experiences, this study examines how learners’ willingness to communicate (WTC) and its key factors—perceived competence, anxiety, and motivation—influence task emotions such as enjoyment and anxiety within the context of chatbot-assisted language learning. Participants completed questionnaires assessing WTC, perceived competence, anxiety, and motivation before engaging in the thre…
Who owns AI-generated artwork? Revisiting the work of generative AI based on human-AI co-creation
Exploring prompt iteration process through generative AI image creation in EFL vocabulary learning
Amid the growing use of GenAI in second language education and its emerging multimodality, this study investigated how Korean undergraduates studying EFL enacted prompt iteration with a text-to-image generator to support multimodal vocabulary learning. Participants read etymology-rich word stories, sketched visualizations, and iteratively refined prompts until the images aligned with their intentions. Data included AI-generated artworks, reflecti…
Translanguaging and Motivational Development in CLIL
This study explores how translanguaging is enacted in trilingual content and language integrated learning (CLIL) classrooms in Kazakhstan, and how it shapes students’ motivation to learn English. While translanguaging has gained attention as an analytical lens for examining teachers’ and students’ language practices, little is known about its implementation and motivational impact in contexts where Kazakh, Russian, and English coexist. Drawing on…
Effectiveness of EMI in higher education
An exploratory study on the relationships between positive emotions and target language vocabulary knowledge
In line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to…
Extending the Simple View of Reading in Second and Foreign Language Learning
This study used a meta-analytic structural equation modeling approach to build extended versions of the simple view of reading (SVR) model in second and foreign language (SFL) learning contexts (i.e., SVR-SFL). Based on the correlation coefficients derived from primary studies, we replicated and integrated two previous extended meta-analytic SVR models, that is, Quinn and Wagner’s (2018) model with an English-speaking population with a cognitive …
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective
Interpreting the effectiveness of academic English writing programmes in higher education
This study synthesised previous literature focused on college English for Academic Purposes (EAP) programmes for writing. A meta-analysis of identified longitudinal studies (14 samples; 175 effect sizes; N = 602) revealed that the students improved their English writing through EAP programmes (d = .45, SE = .07, p < .001). By computing effect size mean estimates from ranges for the 25th, 50th, and 75th percentiles, we proposed effect size interpr…
The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement
As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this e…
Ending the cycle of anxiety in language learning
An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge
Implementation of an AI chatbot as an English conversation partner in EFL speaking classes
With the growth of chatbots, concerns about implementing artificial intelligence (AI) chatbots in educational settings have consistently arisen, especially for the purpose of language learning. This study introduced a task-based voice chatbot called “Ellie”, newly developed by the researchers, and examined the appropriateness of its task design and performance as an English conversation partner and students’ perceptions on using it in EFL class. …
An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons
Teachers' Verbal Lexical Explanation for Second Language Vocabulary Learning
This article reports a meta-analysis of studies on the effects of teachers' verbal lexical explanation (TVLE), as one type of lexical focus on form, on second language vocabulary learning. The dataset for this meta-analysis included 14 studies, representing a total of 36 independent samples (N = 3,304). The results of this study reveal that TVLE resulted in more vocabulary gains than an absence of TVLE, at posttest and delayed posttest. In additi…
Selected Determinants of Pronunciation Anxiety
Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoymen…
Social robots for English language teaching
In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers
Toward the Establishment of a Data‐Driven Learning Model
We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus‐based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data‐driven learning [DDL]). After measuring L2 vocabulary proficiency and working memory cap…
The Effects of Corpus Use on Second Language Vocabulary Learning
This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p
Exploring relationships between second language learners’ attitudes towards classroom language and variables that motivate their learning
Despite the increasing volume of studies on classroom language use research, scant attention has been paid to the relationship between learners’ attitudes towards classroom language choice and classroom variables that they perceive to motivate their target language learning. This study examines this issue with Korean undergraduate English as a Foreign Language (EFL) learners enrolled in a conversation course based on a communicative approach. A p…
The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate
The present study was designed to examine the effects of short-term study abroad (SA) on learners’ L2 anxiety, international posture, and L2 willingness to communicate (WTC). To this end, the SA experience of 69 L2 learners in four different SA programmes was investigated. The data were obtained from participant questionnaires, which were administered before and after the five-week SA experience. The results showed that the participants made gain…
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate
The present study was designed to examine the effects of short-term study abroad (SA) on learners’ L2 anxiety, international posture, and L2 willingness to communicate (WTC). To this end, the SA experience of 69 L2 learners in four different SA programmes was investigated. The data were obtained from participant questionnaires, which were administered before and after the five-week SA experience. The results showed that the participants made gain…
Teacher Language Background, Codeswitching, and English‐Only Instruction
Using research data on teacher codeswitching in South Korea, this article investigates the attitudes and perceptions among Korean learners of English as a foreign language towards English‐only instruction as opposed to instruction which contains some switching to the learners' first language. The study was in part operationalized by exploring learners' attitudes towards teachers who were native or nonnative speakers of English. The authors explor…
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Exploring non-native English-speaking teachers’ beliefs about the monolingual approach
The non-native English-speaking teachers’ (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs’ beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four untested, yet influential assumptions in English teaching (i.e. monolingualism, naturalism, native-sp…
Translanguaging and Motivational Development in CLIL
This study explores how translanguaging is enacted in trilingual content and language integrated learning (CLIL) classrooms in Kazakhstan, and how it shapes students’ motivation to learn English. While translanguaging has gained attention as an analytical lens for examining teachers’ and students’ language practices, little is known about its implementation and motivational impact in contexts where Kazakh, Russian, and English coexist. Drawing on…
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons
Teachers' Verbal Lexical Explanation for Second Language Vocabulary Learning
This article reports a meta-analysis of studies on the effects of teachers' verbal lexical explanation (TVLE), as one type of lexical focus on form, on second language vocabulary learning. The dataset for this meta-analysis included 14 studies, representing a total of 36 independent samples (N = 3,304). The results of this study reveal that TVLE resulted in more vocabulary gains than an absence of TVLE, at posttest and delayed posttest. In additi…
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective
An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge
Neuroprotective effect of SuHeXiang Wan in Drosophila models of Alzheimer's disease
Teacher Language Background, Codeswitching, and English‐Only Instruction
Using research data on teacher codeswitching in South Korea, this article investigates the attitudes and perceptions among Korean learners of English as a foreign language towards English‐only instruction as opposed to instruction which contains some switching to the learners' first language. The study was in part operationalized by exploring learners' attitudes towards teachers who were native or nonnative speakers of English. The authors explor…
Exploring non-native English-speaking teachers’ beliefs about the monolingual approach
The non-native English-speaking teachers’ (NNESTs) beliefs about the monolingual approach have not been sufficiently studied in the teaching of English as a foreign language (EFL). In examining the NNESTs’ beliefs about that issue, the present study adapts Guy Cook's recent framework, according to which the monolingual approach is based upon four untested, yet influential assumptions in English teaching (i.e. monolingualism, naturalism, native-sp…
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Exploring relationships between second language learners’ attitudes towards classroom language and variables that motivate their learning
Despite the increasing volume of studies on classroom language use research, scant attention has been paid to the relationship between learners’ attitudes towards classroom language choice and classroom variables that they perceive to motivate their target language learning. This study examines this issue with Korean undergraduate English as a Foreign Language (EFL) learners enrolled in a conversation course based on a communicative approach. A p…
The effects of short-term study abroad on L2 anxiety, international posture, and L2 willingness to communicate
The present study was designed to examine the effects of short-term study abroad (SA) on learners’ L2 anxiety, international posture, and L2 willingness to communicate (WTC). To this end, the SA experience of 69 L2 learners in four different SA programmes was investigated. The data were obtained from participant questionnaires, which were administered before and after the five-week SA experience. The results showed that the participants made gain…
The Effects of Corpus Use on Second Language Vocabulary Learning
This study investigates the effects of corpus use on second language (L2) vocabulary learning as well as the influence of moderators on effectiveness. Based on 29 studies representing 38 unique samples, all of which met several criteria for inclusion (e.g. with control groups), we found an overall positive medium-sized effect of corpus use on L2 vocabulary learning for both short-term (77 posttest effect sizes; Hedges’ g = 0.74, SE = 0.09, p
Toward the Establishment of a Data‐Driven Learning Model
We investigated how learner factors, such as vocabulary proficiency, strategy use, and working memory, are associated with successful corpus‐based second language (L2) vocabulary learning, in which learners are encouraged to analyze and explore large, structured collections of authentic language data (i.e., corpora) to resolve their lexical issues (i.e., data‐driven learning [DDL]). After measuring L2 vocabulary proficiency and working memory cap…
Selected Determinants of Pronunciation Anxiety
Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoymen…
Social robots for English language teaching
In this series, we explore technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance for English language teachers
Implementation of an AI chatbot as an English conversation partner in EFL speaking classes
With the growth of chatbots, concerns about implementing artificial intelligence (AI) chatbots in educational settings have consistently arisen, especially for the purpose of language learning. This study introduced a task-based voice chatbot called “Ellie”, newly developed by the researchers, and examined the appropriateness of its task design and performance as an English conversation partner and students’ perceptions on using it in EFL class. …
An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons
Teachers' Verbal Lexical Explanation for Second Language Vocabulary Learning
This article reports a meta-analysis of studies on the effects of teachers' verbal lexical explanation (TVLE), as one type of lexical focus on form, on second language vocabulary learning. The dataset for this meta-analysis included 14 studies, representing a total of 36 independent samples (N = 3,304). The results of this study reveal that TVLE resulted in more vocabulary gains than an absence of TVLE, at posttest and delayed posttest. In additi…
Interpreting the effectiveness of academic English writing programmes in higher education
This study synthesised previous literature focused on college English for Academic Purposes (EAP) programmes for writing. A meta-analysis of identified longitudinal studies (14 samples; 175 effect sizes; N = 602) revealed that the students improved their English writing through EAP programmes (d = .45, SE = .07, p < .001). By computing effect size mean estimates from ranges for the 25th, 50th, and 75th percentiles, we proposed effect size interpr…
The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement
As digital technology is becoming an increasingly critical component of education, learners’ socioeconomic status (SES) and technology use are becoming more important in their learning. In the context of English learning, the present study modeled how learners’ SES and their perception of technology use for language learning are linked to their motivation for learning English as a foreign language (EFL) and level of English achievement. To this e…
Ending the cycle of anxiety in language learning
An exploratory study of young EFL learners’ aural and written receptive multi-word unit knowledge
An exploratory study on the relationships between positive emotions and target language vocabulary knowledge
In line with increasing attention being paid to the role of positive emotions in second language (L2) proficiency and knowledge, this study set out to examine the relationships between domain-specific emotions (L2 grit, language learning curiosity, foreign language enjoyment, and foreign language classroom anxiety) and L2 vocabulary knowledge. To this end, we administered a questionnaire consisting of domain-specific instruments, which purport to…
Extending the Simple View of Reading in Second and Foreign Language Learning
This study used a meta-analytic structural equation modeling approach to build extended versions of the simple view of reading (SVR) model in second and foreign language (SFL) learning contexts (i.e., SVR-SFL). Based on the correlation coefficients derived from primary studies, we replicated and integrated two previous extended meta-analytic SVR models, that is, Quinn and Wagner’s (2018) model with an English-speaking population with a cognitive …
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective
Who owns AI-generated artwork? Revisiting the work of generative AI based on human-AI co-creation
Exploring prompt iteration process through generative AI image creation in EFL vocabulary learning
Amid the growing use of GenAI in second language education and its emerging multimodality, this study investigated how Korean undergraduates studying EFL enacted prompt iteration with a text-to-image generator to support multimodal vocabulary learning. Participants read etymology-rich word stories, sketched visualizations, and iteratively refined prompts until the images aligned with their intentions. Data included AI-generated artworks, reflecti…
Translanguaging and Motivational Development in CLIL
This study explores how translanguaging is enacted in trilingual content and language integrated learning (CLIL) classrooms in Kazakhstan, and how it shapes students’ motivation to learn English. While translanguaging has gained attention as an analytical lens for examining teachers’ and students’ language practices, little is known about its implementation and motivational impact in contexts where Kazakh, Russian, and English coexist. Drawing on…
Effectiveness of EMI in higher education
Psychology (23 works) · Mathematics education (18 works) · EFL/ESL Teaching and Learning (17 works) · Linguistics (16 works) · Second Language Learning and Teaching (14 works) · Computer Science (13 works) · Second Language Acquisition and Learning (12 works) · Language acquisition (9 works) · Pedagogy (7 works) · Social Psychology (7 works)