조민영 (Minyoung Cho )
- 직위
- 부교수
- 전화번호
- 02-3290-1986
- 연구분야
- 응용언어학, 영어교육학 (제2언어습득(SLA), 영어 학습동기, 과업중심언어교수법(Task-Based Language Teaching)
- 사무실
- 국제관616호
- 이메일
- mycho27@korea.ac.kr
학력
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2015 University of Hawaiʻi at Mānoa (Department of Second Language Studies), Ph.D. 2009 고려대학교 문과대학 영어영문학과 석사 (영어학 전공) 2007 고려대학교 문과대학 영어영문학과 학사
경력 및 수상
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2022-현재 고려대학교 영어영문학과 부교수 2018-2022 고려대학교 영어영문학과 조교수 2017-2018 한국외국어대학교 외국어교육센터 조교수 (non-tenure track)
연구논문
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ResearchGate: https://www.researchgate.net/profile/Minyoung-Cho-4 Cho, M. (under review). Examining regulatory fit effects on L2 writing motivation: Individual regulatory focus and teacher feedback. Tabari, M., & Cho, M. (Online first). Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing. Language Teaching Research. https://doi.org/10.1177/13621688221090922. Cho, M. (2024). Beyond regulatory fit: the fit condition and learner experience of flow in L2 learning. Modern English Education, 25, 33–44 Cho, M. (2023). Multiple components of flow: Influences on learner perception and learning in classroom. Korean Journal of English Language and Linguistics, 22, 1–13. Hwang, I., & Cho, M. (2022). Increasing lexical awareness through data-driven learning: Polysemy in EFL pedagogy. Korean Journal of English Language and Linguistics, 22, 917–937. Cho, M. (2021). English learners’ orientations towards complexity, accuracy, and fluency: Learner factors and L2 writing performance. Studies in English Education, 26(4), 507–531. Cho, M. (2021). Regulatory fit effects on the acquisition of lexical stress: A classroom-based study. Studies in Second Language Acquisition, 43, 1094–1115. Lee, O., & Cho, M. (2021). Re-examining accuracy measures in task-based research: Task repetition. Journal of Research in Curriculum & Instruction, 25(5), 315–325. Cho, M. & Lee, O. (2020). Learner-generated noticing through task repetition and transcription. English Language & Literature Teaching, 26(3), 1–18. Cho, M. (2020). An investigation into learners’ ideal L2 self and its motivational capacity. Reading and Writing, 33, 2029–2048. Cho, M. (2019). The effects of prompts on L2 writing performance and engagement, Foreign Language Annals, 52(2), 576–594. Cho, M. (2019). Flow theory in the L2 context: Does “optimal challenge” apply? Studies in English Education, 24(1), 97–120. Cho, M. (2018). Goal orientation, implicit theory of ability and feedback-seeking in English courses. Studies in English Education, 23(1), 1–27. Cho, M. (2018). Task complexity and modality: Exploring learner’s experience from the perspective of flow, Modern Language Journal, 102(1), 162–180. Cho, M. (2018). Task complexity, modality, and working memory in L2 task performance, System, 72, 85–98. Jackson, D., & Cho, M. (2018). Language teacher noticing: A socio-cognitive window on classroom realities. Language Teaching Research, 22(1), 29–46. Cho, M. (2017). Pre-service L2 teacher trainees’ reflection: What do they focus on? English Teaching, 72(1), 105–129. Lee, O., & Cho., M. (2016). Reading strategies and L2 proficiency on the development of L2 learners’ summary writing, English Language and Linguistics, 22(3), 111–131. Cho, M. & Lee, O. (2016). Ability, strategy, and affect in integrated writing, English Teaching, 71(2), 87–110. Cho, M. (2016). L2 motivational self system of Korean high school and university learners of English: A structural equation modeling approach, Korean Journal of Applied Linguistics, 32(1), 27–50. Cho, M. (2015). The effects of working possible selves on second language performance. Reading and Writing, 28(8), 1099–1118. Cho, M. (2010). The effects of input enhancement and written recall on noticing and acquisition. Innovation in Language Learning and Teaching, 4(1), 71–89. Cho, M., & Reinders, H. (2013). The effects of aural input enhancement on L2 acquisition. In J. Bergsleithner, S. Frota, & J. K. Yoshioka (Eds.). Noticing and second language acquisition: In honor of Dr. Richard Schmidt (pp.123–138). Honolulu: University of Hawaiʻi, National Foreign Language Resource Center. Reinders, H., Cho, M. & Lewis, M. (2013). Managing affect in online supervision: The use of affective markers in written feedback. New Zealand Studies in Applied Linguistics,19(1), 21–34. Reinders. H., Cho, M. & Lewis, M. (2012). What happens in PhD supervision? Types and frequency of written feedback. rEFLections, 15, 30–42. Reinders, H. & Cho, M. (2011). Encouraging informal language learning with mobile technology: Does it work? Journal of Second Language Teaching & Research, 1(1), 3–29. Reinders, H. & Cho, M. (2010). Extensive listening practice and input enhancement using mobile phones: Encouraging out-of-class learning with mobile phones, TESL-EJ Media Review, 14 (2).