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Academic Staff

Jookyoung JUNG

Assistant Professor
B.A. (Korea University), M.A. (Korea University), Ph.D. (University College London)
Tel 3943 5719
Email jookyoungjung@cuhk.edu.hk
Office Fung King Hey 302
Link ResearchGate

Administrative Post:
Postgraduate Coordinator (Applied English Linguistics)
College Coordinator (5 new colleges)

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.
 
Publications
accepted
Fan, W. Y., & Jung, J. (accepted). Cantonese and Korean learners’ comprehension and appreciation of English textual humor. ITL - International Journal of Applied Linguistics.
online first
Jung, J., & Lee, M (online first). Second language reading and recall processes under different reading purposes: An eye-tracking, keystroke-logging, and stimulated recall study. Language Awareness.
online first
Lee, M., & Jung, J. (online first). Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study. Language Teaching Research.
2022
Révész, A., Stainer, M., Jung, J., Lee, M., & Michel, M. (2022). Using eye-tracking as a tool to develop second language lexical skills. Language Learning & Technology.
2022
Sze-to, H. Y., & Jung, J. Incidental lexical learning from single-player video game. English Language Assessment, 17(1), 131-151.
2022
Jung, J., & Fu, X. (2022). Explaining dynamic interactions in video-conferenced collaborative writing. In J. Pun, S. Curle, & D. Yuksel (Eds.), The use of Technology in English medium education (pp.1–19). Springer International Publishing.
2022
Jung, J. (2022). The impact of glossing and reading activity characteristics on L2 development. Language Teaching Research. 26(4), 777-798 .
2021
Chan, H. W., & Jung, J. (2021). Hong Kong EFL learners' politeness strategy use in production and perception of requests and refusals. English Language Assessment, 16(2), 49-69.
2021
Jung, J. & Fu, X. (2021). The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task. IRAL - International Review of Applied Linguistics in Language Teaching.
2021
Jung, J. (2021). Effects of glossing and working memory capacity on second language reading comprehension. The Journal of Asia TEFL, 18(2), 438-450.
2020
Jung, J. (2020). The effects of content support 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.


Grants & Scholarships
2022-2024
Research Grants Council (RGC) Grant 2021/22, Hong Kong
  • Early Career Scheme (ECS) Grant, HK$ 398,000, 2022-2024
  • Title: The effects of gaze-contingent input enhancement on learning of second language collocations from computer-mediated reading
2020-2022
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, US$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, US$2,000, 2015
  • Title: The effects of task complexity, glosses, and working memory capacity on L2 reading and L2 learning


Academic Staff
Administrative Staff
English Language Instructors
Postgraduate Research Students Awards (Postgraduate) Publications and Presentations (Postgraduate Students)