Hye Won Shin
Biographic Data
| ID | 4621457 |
|---|---|
| NAME | Hye Won Shin |
| GIVEN NAMES | Hye Won |
| FAMILY NAME | Shin |
| SIGNATURE | SHIN H W |
| AFFILIATIONS | English Language and Literature Department, National Institute of Education Nanyang Technological University Singapore |
| ORCID | 0000-0003-4989-2145 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Do Interactions with ChatGPT Influence L2 Learners' Oral Speaking Ability, Summarization Ability, and Perceptions of Generative AI Tasks
The current study investigated the impact of AI‐mediated interaction on L2 learners' oral speaking ability, summarizing ability, and perceptions. Participants were EFL university students from South Korea who were randomly assigned to one of three groups: aiSPEAK, aiSUM, and control. The two experimental groups, aiSPEAK and aiSUM, engaged in interactional exchanges with ChatGPT‐3.5 to complete oral summary tasks, while the control group completed…
Comparative analysis of written corrective feedback strategies
The purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. O…
Role of individual differences in incidental L2 vocabulary acquisition through listening to stories
This study examined the moderating role of two individual difference factors, metacognitive awareness of listening and motivation, in young second language (L2) learners’ incidental vocabulary acquisition from listening to stories. Participants were 66 fifth-grade English as a Foreign Language learners in South Korea who were randomly assigned to one of two groups: listening to stories or control. A vocabulary meaning recognition test was adminis…
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests
Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective fac…
The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use
The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
Do Interactions with ChatGPT Influence L2 Learners' Oral Speaking Ability, Summarization Ability, and Perceptions of Generative AI Tasks
The current study investigated the impact of AI‐mediated interaction on L2 learners' oral speaking ability, summarizing ability, and perceptions. Participants were EFL university students from South Korea who were randomly assigned to one of three groups: aiSPEAK, aiSUM, and control. The two experimental groups, aiSPEAK and aiSUM, engaged in interactional exchanges with ChatGPT‐3.5 to complete oral summary tasks, while the control group completed…
The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use
Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests
Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective fac…
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
Role of individual differences in incidental L2 vocabulary acquisition through listening to stories
This study examined the moderating role of two individual difference factors, metacognitive awareness of listening and motivation, in young second language (L2) learners’ incidental vocabulary acquisition from listening to stories. Participants were 66 fifth-grade English as a Foreign Language learners in South Korea who were randomly assigned to one of two groups: listening to stories or control. A vocabulary meaning recognition test was adminis…
Comparative analysis of written corrective feedback strategies
The purpose of this study was to examine the development of English article accuracy in second language writing following direct or indirect corrective feedback (CF). Participants were 56 middle-school-aged learners of English nested within four classrooms who were studying for the writing portion of the Secondary School Admission Test. In this longitudinal analysis, each student completed four essays, with a weekly gap between each assignment. O…
Do Interactions with ChatGPT Influence L2 Learners' Oral Speaking Ability, Summarization Ability, and Perceptions of Generative AI Tasks
The current study investigated the impact of AI‐mediated interaction on L2 learners' oral speaking ability, summarizing ability, and perceptions. Participants were EFL university students from South Korea who were randomly assigned to one of three groups: aiSPEAK, aiSUM, and control. The two experimental groups, aiSPEAK and aiSUM, engaged in interactional exchanges with ChatGPT‐3.5 to complete oral summary tasks, while the control group completed…
Psychology (6 works) · Linguistics (4 works) · Cognition (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Active listening (2 works) · Communication (2 works) · Metacognition (2 works)