Research Interests
Second language acquisition (SLA), task-based language teaching (TBLT), second language reading and writing, eye-tracking technology and the role of individual differences.
Selected Publications
online first
Jung, J. (online first). The impact of glossing and reading activity characteristics on L2 development. Language Teaching Research.
2020
Jung, J. (2020). The effects of task complexity on integrated reading-writing task performance and incidental vocabulary learning. System, 93, Article 102288.
2018
Jung, J., & Révész, A. (2018). The effects of reading activity characteristics on L2 reading processes and noticing of glossed constructions. Studies in Second Language Acquisition, 40(4), 755-780.
2018
Jung, J. (2018). Effects of task complexity and working memory capacity on L2 reading comprehension. System, 74, 21-37.
2017
Jung, J. (2017). Effects of task complexity on L2 writing processes and written products: A keystroke logging study. English Teaching, 72(4), 177-198.
2016
Jung, J. (2016). Effects of task complexity on L2 reading and L2 learning. English Teaching, 71(4), 141-166.
2016
Jung, J. (2016). Effects of glosses on learning of L2 grammar and vocabulary. Language Teaching Research, 20(1), 92-112.
2012
Jung, J. (2012). Relative roles of grammar and vocabulary in different L2 reading tasks. English Teaching, 67(1), 57-77
2010
Jung, J. (2010). [Review of the book, Second Language Reading Research and Instruction: Crossing the Boundaries, by ZhaoHong Han & Neil J. Anderson (Eds.).] Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 10(1), 58-62.
2009
Jung, J. (2009). Second language reading and the role of grammar. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 9(2), 29-48.
2009
Jung, J. (2009). Are grammatical morphemes hard or soft? [The Forum, Unpacking the Selective Fossilization Hypothesis: Questions, Insights, and Possibilities] Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 9(2), 55-57.
2007
Han, J., & Jung, J. (2007). Patterns and preferences of corrective feedback and learner repair. The Applied Linguistics Association of Korea, 23(1), 243-260.
2005
Jung, J. (2005). Socio-cognitive functions of collaborative interaction among L2 learners. The Applied Linguistics Association of Korea, 21(2), 1-18.
Presentations
2021
Fan, W. Y., & Jung, J. (2021). Cantonese and Korean speakers’ comprehension and appreciation of L2 English jokes. Paper presented at the 11th Humor Research Conference 2021, Commerce, TX.
2020
Jung, J. (2020). Second language learning from reading: Textual modification combined with task manipulation. Featured speaker at the Global English Teachers Association conference (GETA), Korea.
2020
Jung, J. (2020). The effects of task variations on L2 learners’ Zoom-mediated synchronous collaborative writing performance. Paper presented at the eLearning Forum Asia (eLFA 2020), Hong Kong.
2020
Jung, J. (2020). The role of task instruction in L2 reading processes. Paper presented at the Asia TEFL Conference, Goyang, Korea.
2019
Révész, A., Stainer, M., Jung, J., Lee, M., & Michel, M. (2019). Using eye-tracking as a tool to develop second language lexical skills. Paper presented at the AAAL 2019 Conference, Atlanta, GA.
2019
Jung, J. (2019). The effects of task complexity of an integrated reading-writing task on EFL learners’ task performance and lexical learning. Paper presented at KATE Special Interest Groups (SIGs) conference, Gwangju, Korea.
2018
Jung, J. (2018). The effects of task complexity of an integrated reading-writing task on EFL learners’ performance and lexical learning. Paper presented at KELTA 2018 conference, Seoul, Korea.
2017
Jung, J. (2017). The effects of task complexity on L2 writing process and linguistic complexity: A keystroke logging study. Paper presented at KELTA 2017 conference, Seoul, Korea.
2017
Jung, J. (2017). Effects of task complexity on L2 readers’ performance and noticing of glossed constructions: An eye-tracking study. Paper presented at the KATE 2017 International Conference, Seoul, Korea.
2017
Jung, J., & Révész, A. (2017). Effects of task complexity on learners' L2 reading and noticing: An eye-tracking study. Paper presented at the AAAL 2017 Conference, Portland, OR.
2016
Jung, J. (2016). The Effects of Task Complexity and Glossing on L2 Learning. Paper presented at the KATE 2016 International Conference, Seoul, Korea.
2016
Jung, J. (2016). The Effects of Task Complexity and Glossing on L2 Development. Paper presented at the AAAL 2016 Conference, Orlando, FL.
2015
Jung, J. (2015). The effects of glossing on L2 learning. Paper presented at the CAES International Conference 2015, Hong Kong.
2015
Jung, J. (2015). The effects of glossing on learning of L2 grammar and vocabulary. Paper presented at the AAAL 2015 Conference, Toronto, Canada.
2012
Jung, J. (2012). Relative Roles of grammar and Vocabulary in Different L2 Reading Tasks. Paper presented at the KATE 2012 International Conference, Seoul, Korea.
2010
Jung, J. (2010). The Changing Roles of Grammar in Different L2 Reading Tasks. Paper presented at the 2010 KAFLE Conference, Seoul, Korea.
2008
Jung, J. (2008). Performance-based Classroom Assessment in Secondary Schools in Korea: A Survey from Teachers. Paper presented at the Doctoral Forum at TESOL 2009 Annual Convention, New York, NY.
Grants & Scholarships
2020-2021
Direct Grant for Research, The Chinese University of Hong Kong
- Direct Grant for Research, Arts and Languages Panel, The Chinese University of Hong Kong, HK$90,000, 2020-2021
- Title: The effects of proactive versus reactive input enhancement on learning of L2 collocations: An eye-tracking study
Sep 2015
TIRF Doctoral Dissertation Grant Competition
- The International Research Foundation for English Language Education (TIRF) Doctoral Dissertation Grant, $5,000, 2015-2016
- Title: The effects of task complexity on the difficulty of L2 reading test: An eye-tracking study
Jan 2015
Language Learning Dissertation Grant Award
- Language Learning Dissertation Grant, $2,000, 2015
- Title: The effects of task complexity, glosses, and working memory capacity on L2 reading and L2 learning
