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Updated September, 2024

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  • Kim, H., Choi, Y. D., Sung, M. C., Lee, J. H. (2023). Automated of English automated speaking scoring tests. English Teaching, 78(20), 223–244.

  • Lee. S., & Kim, H. (2023). A study on task design of AI-based voice chatbot for elementary English speaking. Multimedia-Assisted Language Learning, 26(1), 31-58.

  • Kim, H., & Lee, J. H. (2022). SMART Teacher Lab: A learning platform for the professional development of EFL teachers. Language Learning & Technology, 26(2), 25–37. https://doi.org/10125/73475

  • Yang, H., Kim, H., Lee, J., Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. RECALL, 34(3), 327-343. doi:10.1017/S0958344022000039. 2023 ReCALL Best Paper Awarded!

  • Kim, H., Yang, H., Shin, D., & Lee, J. H. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology, 26(1), 1–18. http://hdl.handle.net/10125/73463 

  • Kim, H. (2021).  The future direction and challenges of English education in the post-COVID-19 era. English Teaching, 76(s1), 87-105.

  • Shin, D., Yang, H., Lee, J., & Kim, H. (2021). Exploring the Use of An Artificial Intelligence Chatbot as Second Language Conversation Partners. Korean Journal of English Language and Linguistics, 21, 375-391.

  • Wang, S., & Kim, H. (2021). Extensive reading research in the EFL classroom of China: A qualitative meta analysis. Chinese Journal of Applied Linguistics, 44(1), 111-125.

  • Lee, J. Kim, H., Shin, D., & Yang, H. (2020). Technology for the language teacher : Chatbots. ELT Journal, 74(3), 338-344.

  • Kwon, Y., & Kim, H. (2020). Can Individual MALL be sustainable?: A case study of Korean college students. Multimedia-Assisted Language Learning, 23(2), 144-174.

  • Yang, H.,Kim, H., Lee, J, & Shin, D. (2019). A study on adopting AI-based chatbot in elementary English-speaking classes, Multimedia-Assisted Language Learning,22(4), 184-205.

  • Wang, S., & Kim, H. (2019). Parental involvement,  children’s learning needs and reading motivation of young Chinese EFL readers. Journal of Learner-centered Curriculum and Instruction, 19(16), 959-978.

  • Lee, J., Kim, H., Shin, D., Yang, H. (2019). A study of conversational interaction with chatbot for foreign language learning. Multimedia-Assisted Language Learning, 22(1), 132-154.

  • Kim, H., Shin, D., Lee, J. & Yang, H. (2019). A study of AI chatbot as an assistant tool for school English curriculum. Journal of Learner-centered Curriculum and Instruction, 19(1), 89-110.

  • Kim, H., & Lee, J. H. (2018). The value of digital storytelling as an L2 narrative practice. The Asia-Pacific Education Researcher, 27(1), 1-9.

  • Kim, H., Lee,  J. H., Kim, J. Y., & Lee, H. (2018). Design, implementation, and evaluation of open learning platform for teacher training. Multimedia-Assisted Language Learning, 21(3), 149-174.

  • Kang, J., & Kim, H. (2017). A Study of reading strategies of high school learners using a think-aloud method. Foreign Language Education, 24(1), 159-184.

  • Kim, H. S., & Kim, H. (2017). A study of Korean English teachers’ future readiness for the forth industrial revolution. Multimedia-Assisted Language Learning, 20(3), 179-205.

  • Kim, M., & Kim, H. (2017). The difficulties and improvements of extensive reading in an elementary after-school program: Design-based research. Primary English Education, 23(1), 85-111.

  • Kim, H., & Park, D. (2016). Mobile application design and evaluation for English speaking practice: Design-based research. Multimedia-Assisted Language Learning, 19(1), 58-85.

  • Lee, H., & Kim, H. (2016). Needs analysis based on teaching practice tasks for novice secondary English teacher education program focusing on teaching competence improvement. Primary English Education, 9(4), 167-191.

  • Lee, J. H., & Kim, H. (2016). Implementation of SMART teaching 3.0: Mobile-Based self-directed EFL teacher professional development. The Journal of Asia TEFL, 13(4), 331-346.

  • Kim, H. (2015). Technology and language learning research in English teaching. English Education, 70(5), 355-379.

  • Kim, D. O., & Kim, H. (2015). Voices from Korean EFL teachers who first experienced extensive reading. Studies in English Education, 20(2), 75-108.

  • Kim, S. H., & Kim, H. (2015). Designing scaffolding in a digital English textbook for high school low achievers: A case study. Multimedia-Assisted Language Learning, 18(1), 33-58.

  • Lee, J. H., & Kim, H. (2015). An exploratory study on the digital identity formation of Korean university EFL learners. English Teaching-Practice and Critique, 13(3), 149-172.

  • Cha, K. W., Kim, J. H., Lee, H. S., Kim, D. M., & Kim, H. (2014). Exploring the path of graduate school of education based on the needs and satisfaction of students of graduate school of education. Korean Education Inquiry, 32(1), 71-91.

  • Kwon, Y., & Kim, H. (2014). An analysis and evaluation of storybook applications for effective mobile-assisted language learning. Modern English Education, 15(1), 217-239.

  • Lee, D. K., & Kim, H. (2014). A study on online TEE teacher training programs in Korea. Multimedia-Assisted Language Learning, 17(1), 58-83.

  • Kim, H., & Lim, C. (2013). Smart Learning curriculum for enhancing pre-service teachers’ practicum experience: A case study of “SMART Teacher Lab”. The Journal of Korean Teacher Education, 30(3), 197-220.

  • Park, J., & Kim, H. (2013). A case study of teaching reading for 5-year-old young learners by using 3-step whole word cards. Korean Journal of Applied Linguistics, 29(4), 289-313.

  • Cha, K. W., Kim, H., Kim, K. S., & Kim, T. E. (2012). A study on self-access learning activities for English listening and speaking skills development. Modern English Education, 13(1), 167-188.

  • Kim, H., & Kim, E. (2012). A study of Korean students’ self-directed language learning readiness. English Language Teaching, 24(1), 145-165.

  • Kim, H., & Kwon, Y. H. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.

  • Kim, K., & Kim, H. (2011). Two young English learners’ self-directed learning process and barriers. Foreign Language Education, 18(1), 97-122.

  • Kim, K., Kim, T., Kim, H., Cha, K. (2011). Design and implementation of self-access language learning center for middle school students’ listening and speaking practice. Korean Journal of Applied Linguistics, 27(2), 1-28.

  • Kim, T., Kim, E., & Kim, H. (2011). Motivational types and transitions in students taking on-offline blended college English program: Case study focusing on Chung-Ang University. Modern English Education, 12(1), 126-156.

  • Lee, H., Kim, H., & Lee, J. H. (2011). A comparison of three rating scales in an argumentative L2 essay test: General, task-specific, and binary-choice scale. Korea Journal of English Language and Linguistics, 11(3), 601-626.

  • Kim, H. (2010). A critical inquiry of the national e-learning projects for English education from Computer-Assisted Language Learning (CALL) perspective. Modern English Education, 11(3), 79-105.

  • Kim, H., & Kim, E. (2010). The development of online-integrated college English curriculum for enhancing speaking performance. Multimedia-Assisted Language Learning, 13(3), 197-214.

  • Kim, H. (2010). Three teachers’ initial efforts to use Twitter in public English class. Multimedia- Assisted Language Learning, 13(2), 129-154. 

  • Kim, H. & Kim, K. (2010). The development of self-directed learning readiness scale for Korean elementary school students. The Journal of Educational Research, 8(1), 21-42. 

  • Kim, H. & Chun, S. (2009). The trend of corpus-based CALL research: A qualitative meta-analysis of seventy-one selected studies. English Language Teaching, 21(2), 283-310. 

  • Kim, H. & Kim, M. (2009). An investigative study of Korean elementary school students’ self- directed language learning readiness. Primary English Education, 15(3), 37-55.   

  • Kim, H. & Chun, S. (2008). Fostering lexis awareness and autonomy by corpus-based data-driven learning. English Teaching, 63(2), 213-235. 

  • Kim, H. (2007). A study of performance standards for EFL teachers. Foreign Languages Education, 14(4), 279-299. 

  • Kim, H. (2007). ICT-integrated English language curriculum for elementary school students: A case study of Apple Project. Multimedia-Assisted  Language Learning, 10(1), 177-200. 

  • Kim, H. (2006). A role of electronic portfolios for standard-based teaching assessment. Teacher  Education, 23(3), 119-143. 

  • Kim, H. (2006). Book review: Implementing the lexical approach: Putting theory into practice. KATE Forum, 30(1), 20-21.

  • Kim, H., & Chang, H. (2005). A case study of online college English: Effectiveness of language curriculum design in CALL. Multimedia-Assisted Language Learning, 8(2), 89-112. 

  • Kim, H. (2004). A study of electronic teaching portfolios for professional development and performance assessment. Teacher  Education, 21(3), 113-134. 

  • Kim, H. (2004). Analysis and application of web-based L2 tasks. Multimedia-Assisted Language Learning, 7(2), 83-102. 

  • Kim, H. (2004). Software preview: Magic English deluxe. Multimedia-Assisted Language Learning, 7(1), 199-204.

  • Kim, H. (2003). An idea of designing multifunctional English teacher homepage. Multimedia-Assisted  Language Learning, 6(2), 97-118. 

  • Kim, H. (2003). English teachers’ initial beliefs on Network-Based Language Teaching. Foreign Languages Education, 10(2), 355-384.   

  • Kim, H. (2002). Web-integrated ESOL reading instruction: An idea for reading strategy practice. Multimedia-Assisted Language Learning, 5(2), 83-102. 

  • Kim, H. (2002). Culture education in the middle school English curriculum: Redesigning textbook materials in Seelye’s framework (1993). Curriculum Research, 7(1), 53-68. 

  • Kim, H. (2002). L2 pedagogical framework of internet-integrated instruction. Foreign Languages Education, 9(2), 279-302.

  • Kim, H. (2002). Teachers, barrier to network technology-integrated language teaching. English Teaching, 57(2), 35-64. 

  • Kim, H. (2002). Book review: Learning a second language through interaction by Rod Ellis (1999). Teaching Korean as a Foreign Language, 27(0), 103-110.

© 2019 by Heyoung Kim PhD. Proudly created with Wix.com

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