Jookyoung Jung
Biographic Data
| ID | 4608626 |
|---|---|
| NAME | Jookyoung Jung |
| GIVEN NAMES | Jookyoung |
| FAMILY NAME | Jung |
| SIGNATURE | JUNG J |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0001-6858-6536 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products
While previous studies on online resource use in L2 writing have focused on the overall writing quality, limited attention has been paid to its effects on linguistic complexity and real-time writing processes. Addressing this gap, the present study explored how online resource use influences both the processes and products of L2 writing. Forty-nine intermediate L2 learners completed two computer-mediated argumentative writing tasks, either with o…
The role of working memory and attention control in incidental L2 vocabulary learning from reading-while-listening
This study investigated the role of working memory and attention control in incidental L2 vocabulary learning from engaging in reading-while-listening. Fifty-nine Cantonese ESL learners engaged in reading-while-listening to two English stories in which twelve adjective-pseudonoun collocations appeared three times in meaningful contexts. Immediately after the reading-while-listening task and again one week later, participants completed unannounced…
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: An extended replication of Jung and Lee (2023)
This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching .) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stor…
The impact of different glossing conditions on the learning of EFL single words and collocations in reading
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The particip…
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamicall…
L2 irony comprehension and the role of L2 proficiency and use
The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negat…
The impact of gaze-contingent highlighting on incidental learning of collocations from computer-mediated reading
Cantonese and Korean speakers’ comprehension and appreciation of English textual humor
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five inte…
The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task
This study explored the impact of pragmalinguistic support on L2 users’ suggestion-giving task performance. Data came from 12 pairs of L2 users in a Zoom-mediated university course. They collaboratively wrote suggestions for improvement in their peers’ lesson plans using Office 365. Six pairs received pragmalinguistic support, while the others wrote their suggestions on their own. Audio-recorded pair discussions were coded qualitatively, and the …
Second language reading and recall processes under different reading purposes: An eye-tracking, keystroke-logging, and stimulated recall study
This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-lea…
Effects of content support on integrated reading-writing task performance and incidental vocabulary learning
Effects of task complexity and working memory capacity on L2 reading comprehension
Effects of task complexity and working memory capacity on L2 reading comprehension
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
Effects of task complexity and working memory capacity on L2 reading comprehension
Effects of content support on integrated reading-writing task performance and incidental vocabulary learning
Cantonese and Korean speakers’ comprehension and appreciation of English textual humor
This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five inte…
The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task
This study explored the impact of pragmalinguistic support on L2 users’ suggestion-giving task performance. Data came from 12 pairs of L2 users in a Zoom-mediated university course. They collaboratively wrote suggestions for improvement in their peers’ lesson plans using Office 365. Six pairs received pragmalinguistic support, while the others wrote their suggestions on their own. Audio-recorded pair discussions were coded qualitatively, and the …
Second language reading and recall processes under different reading purposes: An eye-tracking, keystroke-logging, and stimulated recall study
This study explored second language (L2) reading and recall processes under different reading purposes, as reflected in their eye-movements during reading, keystrokes produced from summary writing, and stimulated recall comments. Seventy-two Korean undergraduate students read an English essay for different purposes, i.e., reading to extract the gist quickly (i.e., reading-to-skim) versus reading to prepare for a presentation (i.e., reading-to-lea…
The impact of different glossing conditions on the learning of EFL single words and collocations in reading
Thus far, glossing studies have remained at the level of individual words rather than including their lexical environment. To fill this gap, the present study explored if different glossing conditions would have a distinct impact on L2 reading comprehension and incidental lexical and collocational learning. Sixty-three first language (L1) Cantonese speakers read two English stories that contained 12 adjective-pseudonoun collocations. The particip…
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
The present study explored if textual enhancement would promote incidental learning of collocations from reading-while-listening, and if synchronizing the timing of textual enhancement to the audio could affect the efficacy of textual enhancement. Fifty-six Korean speakers engaged in reading-while-listening of two English stories under one of three conditions: no enhancement, target collocations coloured in red, and target collocations dynamicall…
L2 irony comprehension and the role of L2 proficiency and use
The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negat…
The impact of gaze-contingent highlighting on incidental learning of collocations from computer-mediated reading
The role of working memory and attention control in incidental L2 vocabulary learning from reading-while-listening
This study investigated the role of working memory and attention control in incidental L2 vocabulary learning from engaging in reading-while-listening. Fifty-nine Cantonese ESL learners engaged in reading-while-listening to two English stories in which twelve adjective-pseudonoun collocations appeared three times in meaningful contexts. Immediately after the reading-while-listening task and again one week later, participants completed unannounced…
The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks
This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze‐continge…
The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: An extended replication of Jung and Lee (2023)
This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching .) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stor…
The effects of online resource use on L2 learners’ computer-mediated writing processes and written products
While previous studies on online resource use in L2 writing have focused on the overall writing quality, limited attention has been paid to its effects on linguistic complexity and real-time writing processes. Addressing this gap, the present study explored how online resource use influences both the processes and products of L2 writing. Forty-nine intermediate L2 learners completed two computer-mediated argumentative writing tasks, either with o…
Linguistics (12 works) · Psychology (12 works) · Second Language Acquisition and Learning (11 works) · Cognitive psychology (9 works) · Computer Science (9 works) · EFL/ESL Teaching and Learning (8 works) · Communication (5 works) · Language, Metaphor, and Cognition (5 works) · Artificial Intelligence (4 works) · Comprehension (4 works)