Sung‐Yeon Kim
Biographic Data
| ID | 5434745 |
|---|---|
| NAME | Sung‐Yeon Kim |
| GIVEN NAMES | Sung‐Yeon |
| FAMILY NAME | Kim |
| SIGNATURE | KIM S Y |
| AFFILIATIONS | Hanyang University |
| ORCID | 0000-0002-8105-7214 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The breakdown of co-teaching
In order to improve the efficacy of public school English education, numerous countries in East Asia have developed co-teaching programmes that pair local English teachers (LETs) and native English-speaking teachers (NESTs). However, research has consistently unveiled challenges for collaboration between co-teachers. Thus, the aim of this study is to qualitatively examine the sources of breakdowns in co-teaching across various school levels. Data…
Developing Pre-service English Teachers’ Critical and Ethical AI Literacy in Writing with Generative AI
Preservice teachers' learning by design through space construction in the metaverse
Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson…
A comparison of input- and output-based planning on the oral performance of low proficiency EFL learners
“I may sound like a native speaker…but I’m not”
This study examines the identities of Korean English teachers who have lived in various English-speaking countries but now serve as certified public school teachers in Korea. Data were collected from in-depth interviews with seven teachers and analysed via critical discourse analysis. Despite being rated as near-native, the teachers with transnational experience still undervalued their English proficiency, possibly because they compared their pro…
Is Foreign Language Classroom Anxiety Context Free or Context Dependent
Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts
This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels …
Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts
This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels …
Questioning the Stability of Foreign Language Classroom Anxiety and Motivation Across Different Classroom Contexts
This study examined whether foreign language learner anxiety and motivational goal orientations remained stable across two different classroom contexts: a reading course and a conversation course. The researcher measured anxiety and four types of motivational goal orientations by surveying 59 Korean college students learning English in both courses. A repeated‐measures MANCOVA was used to analyze the responses. The findings indicated that levels …
Is Foreign Language Classroom Anxiety Context Free or Context Dependent
“I may sound like a native speaker…but I’m not”
This study examines the identities of Korean English teachers who have lived in various English-speaking countries but now serve as certified public school teachers in Korea. Data were collected from in-depth interviews with seven teachers and analysed via critical discourse analysis. Despite being rated as near-native, the teachers with transnational experience still undervalued their English proficiency, possibly because they compared their pro…
A comparison of input- and output-based planning on the oral performance of low proficiency EFL learners
Preservice teachers' learning by design through space construction in the metaverse
Teachers who know what, how and why to teach are essential for successful student learning. However, many preservice teachers (PSTs) lack teaching experience and the ability to integrate theory and practice. To help bridge this gap, this study employed a learning‐by‐design project approach in which 22 Korean PSTs developed lesson plans for middle school English classes, constructed virtual classrooms in the metaverse based on their English lesson…
The breakdown of co-teaching
In order to improve the efficacy of public school English education, numerous countries in East Asia have developed co-teaching programmes that pair local English teachers (LETs) and native English-speaking teachers (NESTs). However, research has consistently unveiled challenges for collaboration between co-teachers. Thus, the aim of this study is to qualitatively examine the sources of breakdowns in co-teaching across various school levels. Data…
Developing Pre-service English Teachers’ Critical and Ethical AI Literacy in Writing with Generative AI
Psychology (6 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Linguistics (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Second Language Learning and Teaching (3 works) · Anxiety (2 works) · Context (archaeology (2 works) · Foreign language (2 works)