Soomin Jwa
Biographic Data
| ID | 4682423 |
|---|---|
| NAME | Soomin Jwa |
| GIVEN NAMES | Soomin |
| FAMILY NAME | Jwa |
| SIGNATURE | JWA S |
| AFFILIATIONS | Department of English Education Kongju National University Gongju Korea |
| ORCID | 0000-0002-2156-8012 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Investigating Undergraduate L2 Students’ Source Use Development in a Semi-Disciplinary Writing Context
Because source use is a key academic literacy skill tied to students’ socialization into the university, scholars have called for more research on how novice second language (L2) writers’ use of sources changes over time as they engage with disciplinary discourse. The present study, therefore, tracked the semester-long development of thirty undergraduate L2 students’ source use in a research writing seminar course. Each student wrote two research…
Written Feedback Dialogue
With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge‐making processes in their engagement with feedback. Theoretically grounded in a dialogic view of feedback, the present study proposes a three‐stage model of written feedba…
L2 College Students’ Disciplinary Literacy Development
Students’ engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks across the curriculum as nonmajors. Using qualitative analysis, the research examined student writing in …
Negotiating Voice Construction Between Writers and Readers in College Writing
Voice is co-constructed, a result of the “text-mediated interaction between the writer and the reader.” The present study, using the context of U.S. college writing, explores the complicated process by which an L2 novice writer—one who has a growing awareness of, yet peripheral access to, discourse practices—constructs a voice. Through interviews and a close analysis of a text, a comparison is made between the voice the L2 writer wished to projec…
Facework among L2 speakers
Although significant attention has been devoted to the notion of facework and its functions, facework among L2 speakers, whose cultural backgrounds and language proficiencies vary, has remained unexplored. The present study attempts to explore situations of intercultural communication in which facework is used as a way to remedy moments of potential face loss. The data are drawn from communication among Korean, Malaysian, and Japanese students wh…
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Negotiating Voice Construction Between Writers and Readers in College Writing
Voice is co-constructed, a result of the “text-mediated interaction between the writer and the reader.” The present study, using the context of U.S. college writing, explores the complicated process by which an L2 novice writer—one who has a growing awareness of, yet peripheral access to, discourse practices—constructs a voice. Through interviews and a close analysis of a text, a comparison is made between the voice the L2 writer wished to projec…
Facework among L2 speakers
Although significant attention has been devoted to the notion of facework and its functions, facework among L2 speakers, whose cultural backgrounds and language proficiencies vary, has remained unexplored. The present study attempts to explore situations of intercultural communication in which facework is used as a way to remedy moments of potential face loss. The data are drawn from communication among Korean, Malaysian, and Japanese students wh…
L2 College Students’ Disciplinary Literacy Development
Students’ engagement in writing mediates their academic literacy development as they become initiated and socialized into disciplinary communities. With a focus on the mediating role of writing, the present study investigates the ways in which two L2 students forge an early understanding of academic discourse when they carry out writing tasks across the curriculum as nonmajors. Using qualitative analysis, the research examined student writing in …
Written Feedback Dialogue
With increasing attention to student engagement with feedback, the need for a paradigm shift problematizing the transmissive view of feedback has been voiced. Recent perspectives hold that feedback is a dialogic process and opportunities for dialogue promote students' knowledge‐making processes in their engagement with feedback. Theoretically grounded in a dialogic view of feedback, the present study proposes a three‐stage model of written feedba…
Investigating Undergraduate L2 Students’ Source Use Development in a Semi-Disciplinary Writing Context
Because source use is a key academic literacy skill tied to students’ socialization into the university, scholars have called for more research on how novice second language (L2) writers’ use of sources changes over time as they engage with disciplinary discourse. The present study, therefore, tracked the semester-long development of thirty undergraduate L2 students’ source use in a research writing seminar course. Each student wrote two research…
Discourse Analysis in Language Studies (3 works) · EFL/ESL Teaching and Learning (3 works) · Pedagogy (3 works) · Psychology (3 works) · Academic writing (2 works) · Discipline (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Sociology (2 works) · Art (1 work)