Jeongyeon Kim
Biographic Data
| ID | 6176370 |
|---|---|
| NAME | Jeongyeon Kim |
| GIVEN NAMES | Jeongyeon |
| FAMILY NAME | Kim |
| SIGNATURE | KIM J |
| AFFILIATIONS | Ulsan National Institute of Science and Technology |
| ORCID | 0000-0003-0019-7619 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 4 |
Bilingual signs at an ‘English only’ Korean university: Place-making and ‘global’ space in higher education
Higher education in Korea has recently undergone drastic changes introduced by internationalisation policies aimed at global competitiveness in the educational markets. While the widespread student mobility has been studied by numerous scholars, little attention has been paid to both international and local students’ interpretations of the global culture created by the policy. In this paper, we explore the ways in which Korean and international s…
The Aftermath: Post-pandemic Psychiatric Implications of the Covid-19 Pandemic, a South Korean Perspective
The coronavirus disease 2019 (COVID-19) pandemic has disrupted our everyday life. Along with the fear of getting infected or of having loved ones infected, the lifestyle changes and the socioeconomic consequences of the pandemic have profound impact on mental health of the general population. While numerous studies on immediate psychological responses to COVID-19 are being published, there is a lack of discussion on its possible long-term sequela…
Negotiation of emotions in emerging language teacher identity of graduate instructors
A case study of international instructors’ experiences of English-medium instruction policy in a Korean university
In the midst of increasing global economic competition, higher education (HE) institutions in many non-English-speaking societies have expanded the extent of internationalization through the recruitment of international faculty members to their campuses and the adoption of educational policies such as English-medium instruction (EMI). Despite growing diversity in HE, little is known concerning the international faculty members’ perceptions and pr…
Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ pe…
Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes
Engineering schools have spearheaded the implementation of English-medium instruction (EMI) in Korean higher education. Three major engineering universities were chosen for this study with its goals to examine engineering students’ perceptions of EMI and L1 use in EMI classes and to make suggestions for the directions that Korean engineering schools should take in relation to EMI. A questionnaire survey was conducted among the undergraduate stude…
International teaching assistants’ initiation of negotiations in engineering labs
This study explores nonnative English‐speaking teaching assistants’ interactional practices in engineering labs. Specifically, this study examines how the international teaching assistants (ITAs) initiate meaning negotiation while interacting with native English‐speaking undergraduate students. The data for the study consist of 415 minutes of video‐recorded interactions between four ITAs and undergraduate students in the engineering labs of an Am…
Can EFL Speakers Communicate in English-mediated Classes: A Case of a Liberal Arts Class for Engineering Students in Korea
The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined…
Emerging culture of English-medium instruction in Korea: Experiences of Korean and international students
This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The data consist of questionnaire responses of 249 Koreans and 61 international students from non-English…
Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes
Engineering schools have spearheaded the implementation of English-medium instruction (EMI) in Korean higher education. Three major engineering universities were chosen for this study with its goals to examine engineering students’ perceptions of EMI and L1 use in EMI classes and to make suggestions for the directions that Korean engineering schools should take in relation to EMI. A questionnaire survey was conducted among the undergraduate stude…
Emerging culture of English-medium instruction in Korea: Experiences of Korean and international students
This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The data consist of questionnaire responses of 249 Koreans and 61 international students from non-English…
Negotiation of emotions in emerging language teacher identity of graduate instructors
Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ pe…
A case study of international instructors’ experiences of English-medium instruction policy in a Korean university
In the midst of increasing global economic competition, higher education (HE) institutions in many non-English-speaking societies have expanded the extent of internationalization through the recruitment of international faculty members to their campuses and the adoption of educational policies such as English-medium instruction (EMI). Despite growing diversity in HE, little is known concerning the international faculty members’ perceptions and pr…
International teaching assistants’ initiation of negotiations in engineering labs
This study explores nonnative English‐speaking teaching assistants’ interactional practices in engineering labs. Specifically, this study examines how the international teaching assistants (ITAs) initiate meaning negotiation while interacting with native English‐speaking undergraduate students. The data for the study consist of 415 minutes of video‐recorded interactions between four ITAs and undergraduate students in the engineering labs of an Am…
Can EFL Speakers Communicate in English-mediated Classes: A Case of a Liberal Arts Class for Engineering Students in Korea
The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined…
Emerging culture of English-medium instruction in Korea: Experiences of Korean and international students
This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The data consist of questionnaire responses of 249 Koreans and 61 international students from non-English…
International teaching assistants’ initiation of negotiations in engineering labs
This study explores nonnative English‐speaking teaching assistants’ interactional practices in engineering labs. Specifically, this study examines how the international teaching assistants (ITAs) initiate meaning negotiation while interacting with native English‐speaking undergraduate students. The data for the study consist of 415 minutes of video‐recorded interactions between four ITAs and undergraduate students in the engineering labs of an Am…
Nonnative English-Speaking Professors’ Experiences of English-Medium Instruction and Their Perceived Roles of the Local Language
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ pe…
Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes
Engineering schools have spearheaded the implementation of English-medium instruction (EMI) in Korean higher education. Three major engineering universities were chosen for this study with its goals to examine engineering students’ perceptions of EMI and L1 use in EMI classes and to make suggestions for the directions that Korean engineering schools should take in relation to EMI. A questionnaire survey was conducted among the undergraduate stude…
A case study of international instructors’ experiences of English-medium instruction policy in a Korean university
In the midst of increasing global economic competition, higher education (HE) institutions in many non-English-speaking societies have expanded the extent of internationalization through the recruitment of international faculty members to their campuses and the adoption of educational policies such as English-medium instruction (EMI). Despite growing diversity in HE, little is known concerning the international faculty members’ perceptions and pr…
Negotiation of emotions in emerging language teacher identity of graduate instructors
Bilingual signs at an ‘English only’ Korean university: Place-making and ‘global’ space in higher education
Higher education in Korea has recently undergone drastic changes introduced by internationalisation policies aimed at global competitiveness in the educational markets. While the widespread student mobility has been studied by numerous scholars, little attention has been paid to both international and local students’ interpretations of the global culture created by the policy. In this paper, we explore the ways in which Korean and international s…
The Aftermath: Post-pandemic Psychiatric Implications of the Covid-19 Pandemic, a South Korean Perspective
The coronavirus disease 2019 (COVID-19) pandemic has disrupted our everyday life. Along with the fear of getting infected or of having loved ones infected, the lifestyle changes and the socioeconomic consequences of the pandemic have profound impact on mental health of the general population. While numerous studies on immediate psychological responses to COVID-19 are being published, there is a lack of discussion on its possible long-term sequela…
Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Pedagogy (7 works) · Second Language Learning and Teaching (6 works) · Sociology (6 works) · Context (archaeology (4 works) · Medium of instruction (4 works) · Political science (4 works) · Social science (4 works) · Internationalization (3 works)