Okim Kang
Dados Biográficos
| ID | 227710 |
|---|---|
| NOME | Okim Kang |
| PRENOMES | Okim |
| SOBRENOME | Kang |
| ASSINATURA | KANG O |
| AFILIAÇÕES | Northern Arizona University |
| ORCID | 0000-0002-7721-5283 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 167 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2009 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Research Infrastructure
This entry presents a succinct account of quantitative research infrastructure in applied linguistics research, focusing specifically on two primary data collection tools—questionnaires and corpora—and two popular statistical software programs—SPSS and R—for analyzing and reporting quantitative data. Questionnaires are among the most commonly employed data collection instruments in applied linguistics research due to their versatility, ease of co…
A dual-pronged corpus-based analysis of pausing behavior and formulaic language
Investigating Accent Bias in AI Intelligibility of L2 English Accents
Although artificial intelligence (AI) technology offers a promising approach to mitigate biases in listener judgments, the impact of different first language (L1) accents on AI understanding has not been widely investigated. Therefore, the current study examined (a) the presence of bias in AI intelligibility of L2‐accented speech and (b) differences in intelligibility as assessed by human experts and AI. Three data sets were used in this study: D…
Variability in young learners’ English proficiency gains
Although research on young learners’ (YL) second language (L2) proficiency gains is on the rise, few studies have investigated YLs’ language progression in an English as a Foreign Language (EFL) context from a longitudinal perspective and the effects of background variables on their learning outcomes. This current study examined YL’s English proficiency gains over 6 months. It further investigated how the gains in proficiency were related to the …
The Effects of an Eight‐Week Global Englishes Instruction on EFL Learners’ Perception, Attitude, and Comprehension of Global Englishes Varieties
This study examined the effect of an eight‐week intervention featuring global Englishes (GE) varieties on EFL students’ perception, attitude, and comprehension of GE varieties. The intervention group ( n = 51) received instruction on GE intelligibility with different varieties represented, whereas the control group ( n = 59) lessons featured American English. Before and after the intervention, students evaluated GE speakers according to their acc…
The Relationship Between Listeners’ Cultural Preferences and L2 Speech Perception
This study explored the impact of listeners’ cultural preferences and knowledge on their L2 accented speech evaluations. A total of 148 undergraduate students in the US listened to 16 scripted recordings representing eight English varieties. They provided their perceptual ratings of the recordings in terms of accentedness, comprehensibility, acceptability, and linguistic stereotyping and responded to a questionnaire exploring their preference of …
Pronunciation in Emergent English Language Varieties
The colonial expansion of Britain during the 17th–19th centuries, combined with the rise of the United States as an economic powerhouse in the 20th and 21st centuries, has caused English to emerge as a global language. However, in agency‐embracing political and social maneuvers, many cultures have not only adopted but adapted English for their own purposes, creating English varieties around the world with distinctive grammatical, lexical, and pho…
L2 speech intelligibility
O 'Brien, 2013*).Therefore, discussion on speech intelligibility is needed to better understand such a multifaceted construct both conceptually and methodologically.Following Munro and Derwing's (1995*) and Derwing and Munro's (1997*) seminal work, three speech constructs have come to dominate the L2 pronunciation literature: intelligibility, comprehensibility, and accentedness.Intelligibility is referred to as the degree to which a listener actu…
A cognitive dissonance approach to moderating listener perception of L2 English speakers
Research has shown that listener bias and stereotyping affect listeners’ attitudes towards L2 English speakers [Lindemann, S., Litzenberg, J., & Subtirelu, N. (2014). Problematizing the Dependence on L1 Norms in Pronunciation Teaching: Attitudes Toward Second-Language Accents. In J. Levis & A. Moyer (Eds.). Social Dynamics in Second Language Accent (171–194)]. However, little research has explored ways to mitigate such prejudice to combat the lin…
Incorporating Global Englishes Varieties into EFL Classrooms
With the rise of different English varieties, scholars argued for reconceptualizing teaching pedagogies to acknowledge and incorporate diverse Global English (GE) varieties into the classroom (Rose & Galloway, 2019). However, very few studies explored the effectiveness of such innovative pedagogy on language skills. This study investigated the effect of an 8‐week GE‐oriented English intervention on the development of learners' listening comprehen…
Transdisciplinary Intersections in Second Language Pronunciation Learning and Teaching
As we work to advance the field of second language (L2) pronunciation teaching and learning, we look to other fields that have guided advancements in the teaching of other aspects of language learning. Fields such as corpus linguistics, pragmatics, instructed second language acquisition (SLA), psycholinguistics, technology, and assessment have served to inform and shape major changes in applied linguistics, and their impacts have been eminent in …
Artificial Intelligence-Generated Feedback for Second Language Intelligibility
This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual-only feedback (n = 29), and no feedback (n = 31) in an online self-paced intervention w…
Fairness of using different English accents
This study aimed to answer an ongoing validity question related to the use of nonstandard English accents in international tests of English proficiency and associated issues of test fairness. More specifically, we examined (1) the extent to which different or shared English accents had an impact on listeners’ performances on the Duolingo listening tests and (2) the extent to which different English accents affected listeners’ performances on two …
A Systematic Review of Empirical Mobile-Assisted Pronunciation Studies through a Perception–Production Lens
The communicative approach to language learning, a teaching method commonly used in second language (L2) classrooms, places little to no emphasis on pronunciation training. As a result, mobile-assisted pronunciation training (MAPT) platforms provide an alternative to classroom-based pronunciation training. To date, there have been several meta-analyses and systematic reviews of mobile-assisted language learning (MALL) studies, but only a few of t…
Arizona educational stakeholders’ perceptions of K12 teachers’ accented speech
This research examines the perceptions of 141 Arizona educational stakeholders’ (i.e. teachers, parents, high school students, and teacher candidates) perceptions of five English L1 teachers and five English LX teachers (with Spanish as their L1). Listeners responded to a survey in which they heard brief (1.5-2 min) recordings from each speaker; they then rated each recording on the teacher’s accentedness, comprehensibility, and perceived teachin…
Social judgement of L2 accented speech stereotyping and its influential factors
If extraneous information leads listeners to biased judgements, then their speech perceptions are likely to manifest distortion in that direction. This phenomenon is known as reverse linguistic stereotyping (RLS), which has been confirmed by 25 years of empirical study. Recent research on effects of listener background on ratings of speaker pronunciation and social judgments are likewise consistent with the concept of reverse linguistic stereotyp…
Data‐Driven Learning for Pronunciation
Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American unive…
An empirical approach to measuring accent familiarity
The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment
Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes in Tesol Classrooms
Longitudinal L2 Development in the Prosodic Marking of Pragmatic Meaning
This study investigated whether L2 English learners’ prosodic properties in speech acts change as they are immersed in the English-speaking academic community over time, and if so, what individual and contextual factors (proficiency, orientation to language study, and target language contact) potentially affect these changes. Forty-seven Japanese learners of English in an English-medium university in Japan completed a speaking task that elicited …
The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development
Despite the efforts of existing studies in the domain of L2 phonology to examine ESL learners’ pronunciation development, little research has comprehensively demonstrated ESL learners’ pronunciation improvement in academic immersion contexts. Similarly, few studies have focused on learners’ proficiency levels linked to their developmental success. The current exploratory study investigated the changes of learners’ pronunciation constructs as a re…
Impact of L2 learners' background factors on the perception of L1 Spanish speech
Listener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait‐irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented …
The effect of training and rater differences on oral proficiency assessment
As a result of the fact that judgments of non-native speech are closely tied to social biases, oral proficiency ratings are susceptible to error because of rater background and social attitudes. In the present study we seek first to estimate the variance attributable to rater background and attitudinal variables on novice raters’ assessments of L2 spoken English. Second, we examine the effects of minimal training in reducing the potency of those …
The Effects of International Accents and Shared First Language on Listening Comprehension Tests
This study examines the effect of incorporating a variety of international English accents into a simulated TOEFL listening comprehension test in growing recognition of internationalization of language teaching and learning in the field of TESOL . Although some high‐stakes English proficiency exams have begun incorporating speech samples produced by speakers from a range of inner circle English‐speaking backgrounds (e.g., Britain, the United Stat…
Reverse Linguistic Stereotyping
The linguistic stereotyping hypothesis holds that even brief samples of speech varieties associated with low-prestige groups can cue negative attributions regarding individual speakers. The converse phenomenon is reverse linguistic stereotyping (RLS). In RLS, attributions of a speaker's group membership trigger distorted evaluations of that person's speech. The present study established a procedure for ascertaining a proclivity to RLS for individ…
Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness
Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants
Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to a…
Empirical Approaches to Measuring the Intelligibility of Different Varieties of English in Predicting Listener Comprehension
This study compared five research-based intelligibility measures as they were applied to six varieties of English. The objective was to determine which approach to measuring intelligibility would be most reliable for predicting listener comprehension, as measured through a listening comprehension test similar to the Test of English as a Foreign Language. The speakers included 18 English users representing six distinct varieties. These speakers' s…
The Effects of International Accents and Shared First Language on Listening Comprehension Tests
This study examines the effect of incorporating a variety of international English accents into a simulated TOEFL listening comprehension test in growing recognition of internationalization of language teaching and learning in the field of TESOL . Although some high‐stakes English proficiency exams have begun incorporating speech samples produced by speakers from a range of inner circle English‐speaking backgrounds (e.g., Britain, the United Stat…
Incorporating Global Englishes Varieties into EFL Classrooms
With the rise of different English varieties, scholars argued for reconceptualizing teaching pedagogies to acknowledge and incorporate diverse Global English (GE) varieties into the classroom (Rose & Galloway, 2019). However, very few studies explored the effectiveness of such innovative pedagogy on language skills. This study investigated the effect of an 8‐week GE‐oriented English intervention on the development of learners' listening comprehen…
Social judgement of L2 accented speech stereotyping and its influential factors
If extraneous information leads listeners to biased judgements, then their speech perceptions are likely to manifest distortion in that direction. This phenomenon is known as reverse linguistic stereotyping (RLS), which has been confirmed by 25 years of empirical study. Recent research on effects of listener background on ratings of speaker pronunciation and social judgments are likewise consistent with the concept of reverse linguistic stereotyp…
A cognitive dissonance approach to moderating listener perception of L2 English speakers
Research has shown that listener bias and stereotyping affect listeners’ attitudes towards L2 English speakers [Lindemann, S., Litzenberg, J., & Subtirelu, N. (2014). Problematizing the Dependence on L1 Norms in Pronunciation Teaching: Attitudes Toward Second-Language Accents. In J. Levis & A. Moyer (Eds.). Social Dynamics in Second Language Accent (171–194)]. However, little research has explored ways to mitigate such prejudice to combat the lin…
Functional Loads of Pronunciation Features in Nonnative Speakers' Oral Assessment
An empirical approach to measuring accent familiarity
Data‐Driven Learning for Pronunciation
Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American unive…
The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment
Arizona educational stakeholders’ perceptions of K12 teachers’ accented speech
This research examines the perceptions of 141 Arizona educational stakeholders’ (i.e. teachers, parents, high school students, and teacher candidates) perceptions of five English L1 teachers and five English LX teachers (with Spanish as their L1). Listeners responded to a survey in which they heard brief (1.5-2 min) recordings from each speaker; they then rated each recording on the teacher’s accentedness, comprehensibility, and perceived teachin…
Impact of L2 learners' background factors on the perception of L1 Spanish speech
Listener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait‐irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented …
Reverse Linguistic Stereotyping
The linguistic stereotyping hypothesis holds that even brief samples of speech varieties associated with low-prestige groups can cue negative attributions regarding individual speakers. The converse phenomenon is reverse linguistic stereotyping (RLS). In RLS, attributions of a speaker's group membership trigger distorted evaluations of that person's speech. The present study established a procedure for ascertaining a proclivity to RLS for individ…
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English
In high‐stakes oral proficiency testing as well as in everyday encounters, accent is the most salient aspect of nonnative speech. Prior studies of English language learners’ (ELLs’) pronunciation have focused on single parameters of English, such as vowel duration, fundamental frequency as related to intonation, or temporal measures of speech production. The present study addresses a constellation of suprasegmental characteristics of nonnative sp…
Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness
Functional Loads of Pronunciation Features in Nonnative Speakers' Oral Assessment
Mitigating U.S. Undergraduates’ Attitudes Toward International Teaching Assistants
Intelligibility problems between native speakers ( NS s) and nonnative speakers ( NNS s) of English are often attributed to some perceived inadequacy of the NNS s. This emphasis on the NNS s’ role in successful communication is highly problematic, given that intelligibility is a negotiated process between speaker and listener. In some cases, NS s have negative attitudes toward NNS s that impair their willingness to communicate with NNS s and to a…
Empirical Approaches to Measuring the Intelligibility of Different Varieties of English in Predicting Listener Comprehension
This study compared five research-based intelligibility measures as they were applied to six varieties of English. The objective was to determine which approach to measuring intelligibility would be most reliable for predicting listener comprehension, as measured through a listening comprehension test similar to the Test of English as a Foreign Language. The speakers included 18 English users representing six distinct varieties. These speakers' s…
The effect of training and rater differences on oral proficiency assessment
As a result of the fact that judgments of non-native speech are closely tied to social biases, oral proficiency ratings are susceptible to error because of rater background and social attitudes. In the present study we seek first to estimate the variance attributable to rater background and attitudinal variables on novice raters’ assessments of L2 spoken English. Second, we examine the effects of minimal training in reducing the potency of those …
The Effects of International Accents and Shared First Language on Listening Comprehension Tests
This study examines the effect of incorporating a variety of international English accents into a simulated TOEFL listening comprehension test in growing recognition of internationalization of language teaching and learning in the field of TESOL . Although some high‐stakes English proficiency exams have begun incorporating speech samples produced by speakers from a range of inner circle English‐speaking backgrounds (e.g., Britain, the United Stat…
The Effects of ESL Immersion and Proficiency on Learners’ Pronunciation Development
Despite the efforts of existing studies in the domain of L2 phonology to examine ESL learners’ pronunciation development, little research has comprehensively demonstrated ESL learners’ pronunciation improvement in academic immersion contexts. Similarly, few studies have focused on learners’ proficiency levels linked to their developmental success. The current exploratory study investigated the changes of learners’ pronunciation constructs as a re…
Impact of L2 learners' background factors on the perception of L1 Spanish speech
Listener background variables have been recognized as potential contributors to language evaluation bias. This continuum of trait‐irrelevant factors creates implications from the L2 classroom to integration in the target language community. This study examined how L2 Spanish learners' listener background factors including ethnicity, heritage speaker status, and study abroad experience predicted their perceptual ratings of native Spanish accented …
Longitudinal L2 Development in the Prosodic Marking of Pragmatic Meaning
This study investigated whether L2 English learners’ prosodic properties in speech acts change as they are immersed in the English-speaking academic community over time, and if so, what individual and contextual factors (proficiency, orientation to language study, and target language contact) potentially affect these changes. Forty-seven Japanese learners of English in an English-medium university in Japan completed a speaking task that elicited …
An empirical approach to measuring accent familiarity
The roles of suprasegmental features in assessing paired speaking tasks in high-stakes language assessment
Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes in Tesol Classrooms
Fairness of using different English accents
This study aimed to answer an ongoing validity question related to the use of nonstandard English accents in international tests of English proficiency and associated issues of test fairness. More specifically, we examined (1) the extent to which different or shared English accents had an impact on listeners’ performances on the Duolingo listening tests and (2) the extent to which different English accents affected listeners’ performances on two …
A Systematic Review of Empirical Mobile-Assisted Pronunciation Studies through a Perception–Production Lens
The communicative approach to language learning, a teaching method commonly used in second language (L2) classrooms, places little to no emphasis on pronunciation training. As a result, mobile-assisted pronunciation training (MAPT) platforms provide an alternative to classroom-based pronunciation training. To date, there have been several meta-analyses and systematic reviews of mobile-assisted language learning (MALL) studies, but only a few of t…
Arizona educational stakeholders’ perceptions of K12 teachers’ accented speech
This research examines the perceptions of 141 Arizona educational stakeholders’ (i.e. teachers, parents, high school students, and teacher candidates) perceptions of five English L1 teachers and five English LX teachers (with Spanish as their L1). Listeners responded to a survey in which they heard brief (1.5-2 min) recordings from each speaker; they then rated each recording on the teacher’s accentedness, comprehensibility, and perceived teachin…
Social judgement of L2 accented speech stereotyping and its influential factors
If extraneous information leads listeners to biased judgements, then their speech perceptions are likely to manifest distortion in that direction. This phenomenon is known as reverse linguistic stereotyping (RLS), which has been confirmed by 25 years of empirical study. Recent research on effects of listener background on ratings of speaker pronunciation and social judgments are likewise consistent with the concept of reverse linguistic stereotyp…
Data‐Driven Learning for Pronunciation
Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American unive…
Pronunciation in Emergent English Language Varieties
The colonial expansion of Britain during the 17th–19th centuries, combined with the rise of the United States as an economic powerhouse in the 20th and 21st centuries, has caused English to emerge as a global language. However, in agency‐embracing political and social maneuvers, many cultures have not only adopted but adapted English for their own purposes, creating English varieties around the world with distinctive grammatical, lexical, and pho…
L2 speech intelligibility
O 'Brien, 2013*).Therefore, discussion on speech intelligibility is needed to better understand such a multifaceted construct both conceptually and methodologically.Following Munro and Derwing's (1995*) and Derwing and Munro's (1997*) seminal work, three speech constructs have come to dominate the L2 pronunciation literature: intelligibility, comprehensibility, and accentedness.Intelligibility is referred to as the degree to which a listener actu…
A cognitive dissonance approach to moderating listener perception of L2 English speakers
Research has shown that listener bias and stereotyping affect listeners’ attitudes towards L2 English speakers [Lindemann, S., Litzenberg, J., & Subtirelu, N. (2014). Problematizing the Dependence on L1 Norms in Pronunciation Teaching: Attitudes Toward Second-Language Accents. In J. Levis & A. Moyer (Eds.). Social Dynamics in Second Language Accent (171–194)]. However, little research has explored ways to mitigate such prejudice to combat the lin…
Incorporating Global Englishes Varieties into EFL Classrooms
With the rise of different English varieties, scholars argued for reconceptualizing teaching pedagogies to acknowledge and incorporate diverse Global English (GE) varieties into the classroom (Rose & Galloway, 2019). However, very few studies explored the effectiveness of such innovative pedagogy on language skills. This study investigated the effect of an 8‐week GE‐oriented English intervention on the development of learners' listening comprehen…
Transdisciplinary Intersections in Second Language Pronunciation Learning and Teaching
As we work to advance the field of second language (L2) pronunciation teaching and learning, we look to other fields that have guided advancements in the teaching of other aspects of language learning. Fields such as corpus linguistics, pragmatics, instructed second language acquisition (SLA), psycholinguistics, technology, and assessment have served to inform and shape major changes in applied linguistics, and their impacts have been eminent in …
Artificial Intelligence-Generated Feedback for Second Language Intelligibility
This study investigated the use of Artificial Intelligence (AI) models and signal detection processes to generate meaningful visual and ChatGPT-like narrative feedback on second language (L2) English intelligibility. To test the effects and perceptions of such techniques, three groups of learners (N = 90) received visual and narrative feedback (n = 30), visual-only feedback (n = 29), and no feedback (n = 31) in an online self-paced intervention w…
Psychology (21 obras) · Linguistics (19 obras) · Phonetics and Phonology Research (19 obras) · Linguistic Variation and Morphology (14 obras) · EFL/ESL Teaching and Learning (13 obras) · Perception (11 obras) · Pronunciation (11 obras) · Mathematics education (10 obras) · Multilingual Education and Policy (9 obras) · Communication (8 obras)