Sookyung Cho
Biographic Data
| ID | 4932232 |
|---|---|
| NAME | Sookyung Cho |
| GIVEN NAMES | Sookyung |
| FAMILY NAME | Cho |
| SIGNATURE | CHO S |
| AFFILIATIONS | Hankuk University of Foreign Studies |
| ORCID | 0000-0002-2130-5802 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Universality and specificity of the kindchenschema
Towards media systems framework in Asia Chinese and Korean media on framing the initial Covid-19 pandemic
Due to the relative lack of media comparison studies within Asian contexts, theoretical frameworks based in Western societies have been applied to knowledge production in the global South. Using a ‘most different’ design, this study compares the dimensions of media systems reflected in two Chinese and two Korean newspapers in their initial coverage of the COVID-19 pandemic. Content analysis showed statistically significant differences in distribu…
Students’ Responses to Tutor Feedback
Studies on students’ responses to tutor feedback have been conducted in large scales, in particular, focusing on students’ perceptions of tutor feedback. However, few of these studies have examined how students respond to tutors’ written feedback in their writing. In order to broaden the understanding of a student’s response to a tutor’s feedback, this study examines tutors’ written feedback, students’ writings, and their perceptions of the feedb…
L1 Translation as Scaffolding in Tutor Talk
With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second language learning. Utilizing this sociocultural approach, this study examines how L1 translation is used in tutor-tutee talk during writing center appointme…
How a Tutor Uses Gesture for Scaffolding
Recently, from the Vygotskyan socio-cultural perspective, second language (L2) researchers have paid growing attention to scaffolding and have argued that L2 learning is enhanced through experts' scaffolding. However, not much is known about how teacher gesture scaffolds L2 learners' writing and how teachers manipulate writing-oriented gestures (i.e., writing gestures and gestures interacting with pen and paper) for L2 scaffolding. Therefore, we …
The Role of Scoring In Formative Assessment of Second Language Writing
This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixe…
Towards media systems framework in Asia Chinese and Korean media on framing the initial Covid-19 pandemic
Due to the relative lack of media comparison studies within Asian contexts, theoretical frameworks based in Western societies have been applied to knowledge production in the global South. Using a ‘most different’ design, this study compares the dimensions of media systems reflected in two Chinese and two Korean newspapers in their initial coverage of the COVID-19 pandemic. Content analysis showed statistically significant differences in distribu…
How a Tutor Uses Gesture for Scaffolding
Recently, from the Vygotskyan socio-cultural perspective, second language (L2) researchers have paid growing attention to scaffolding and have argued that L2 learning is enhanced through experts' scaffolding. However, not much is known about how teacher gesture scaffolds L2 learners' writing and how teachers manipulate writing-oriented gestures (i.e., writing gestures and gestures interacting with pen and paper) for L2 scaffolding. Therefore, we …
The Role of Scoring In Formative Assessment of Second Language Writing
This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixe…
L1 Translation as Scaffolding in Tutor Talk
With the increasing popularity of the communicative approach in the mid-20th century, the use of the L1 was discouraged and stigmatized in foreign language education. Since the emergence of the sociocultural perspective, however, L1 use has been reconsidered as a key mediating tool for second language learning. Utilizing this sociocultural approach, this study examines how L1 translation is used in tutor-tutee talk during writing center appointme…
How a Tutor Uses Gesture for Scaffolding
Recently, from the Vygotskyan socio-cultural perspective, second language (L2) researchers have paid growing attention to scaffolding and have argued that L2 learning is enhanced through experts' scaffolding. However, not much is known about how teacher gesture scaffolds L2 learners' writing and how teachers manipulate writing-oriented gestures (i.e., writing gestures and gestures interacting with pen and paper) for L2 scaffolding. Therefore, we …
Students’ Responses to Tutor Feedback
Studies on students’ responses to tutor feedback have been conducted in large scales, in particular, focusing on students’ perceptions of tutor feedback. However, few of these studies have examined how students respond to tutors’ written feedback in their writing. In order to broaden the understanding of a student’s response to a tutor’s feedback, this study examines tutors’ written feedback, students’ writings, and their perceptions of the feedb…
Towards media systems framework in Asia Chinese and Korean media on framing the initial Covid-19 pandemic
Due to the relative lack of media comparison studies within Asian contexts, theoretical frameworks based in Western societies have been applied to knowledge production in the global South. Using a ‘most different’ design, this study compares the dimensions of media systems reflected in two Chinese and two Korean newspapers in their initial coverage of the COVID-19 pandemic. Content analysis showed statistically significant differences in distribu…
Universality and specificity of the kindchenschema
Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Artificial Intelligence (3 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Sociology (3 works) · TUTOR (3 works) · Medicine (2 works) · Pedagogy (2 works)