CAU Scholar's Space: Lee, Jang Ho

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Lee, Jang Ho (이장호)

사범대학 (영어교육과)

Research Area

Tel 02-820-5122
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Keyword

Artificial Intelligence:6||Englishonly:5||Chatbot:4||AI:4||ChatGPT:4||chatbot:3||metaanalysis:3||EFL:3||vocabulary learning:3||Foreign language enjoyment:2||corpus:2||corpus use:2||군사영어:2||artificial intelligence:2||Reading comprehension:2||L2 learners:2||챗봇:2||코퍼스:2||English education:2||Vocabulary acquisition:2||L2 motivation:2||codeswitching:2||military English:2||L1:2||L1 use:2||MobileAssisted Language Learning:2||sentiment analysis:2||monolingualism:2||motivation:2||Digital storytelling:1||EAL learners:1||EAP:1||EFL (English as a foreign language):1||EFL Teacher Education:1||EFL composing:1||ESP (English for specific purpose):1||ESP (English for specific purposes):1||Electronic gloss:1||Electronic glossing:1||Embedded experiment:1||English as a foreign language:1||English as a foreign language:1||English as a foreign language (EFL):1||English for academic purposes:1||English medium instruction:1||English speaking:1||English teaching research:1||English writing:1||Englishasaforeign language:1||FL learning experience:1||Foreign language anxiety:1||Foreign language learning:1||Frametype glossing:1||Glossing:1||Glossing format:1||Good story:1||Google Dialogflow (TM):1||Humancomputer interaction:1||Individual differences:1||Individualized Instruction:1||Instructional scaffolding:1||KNU Korean Sentiment Lexicon:1||KNU 한국어 감성사전:1||Korean:1||Korean university students:1||L1 gloss:1||L1 use in the L2 classroom:1||L2 WTC:1||L2 anxiety:1||L2 gloss:1||L2 listening comprehension:1||L2 motivational self system:1||L2 vocabulary acquisition:1||L2 willingness to communicate:1||Language Learning:1||Language anxiety:1||Language learning:1||Language learning motivation:1||Language mindset:1||Learner autonomy:1||Likertscale questionnaire:1||Literacy:1||Machine reading comprehension:1||Manyfaceted Rasch model:1||MetaAnalysis:1||Metaanalysis:1||Metaverse:1||Mitsuku:1||Motivation:1||Multiword units:1||Multimodal Texts:1||Multimodality:1||Narrative:1||Native Englishspeaking teacher:1||NonFormal Learning:1||Nonrecursive path analysis:1||Open Learning Platform:1||Orange 3.28.0:1||Paper gloss:1||Pi:1||Poe:1||Proficiency:1||Pronunciation anxiety:1||Rater evaluation:1||Reading:1||Robotassisted learning:1||Second language reading:1||Sentence combining:1||Sentence decombining:1||Social robots:1||Socioeconomic status (SES):1||Span extraction:1||Study abroad:1||Syntactic knowledge:1||System Architecture:1||Task Design:1||Teacher supervision:1||Tone Analyzer:1||Tooltiptype glossing:1||Vicious cycle of language anxiety:1||Vocabulary:1||Vocabulary Acquisition:1||Vocabulary learning:1||Vocabulary learning strategies:1||Vocabulary notebooks:1||Willingness to communicate:1||Written vocabulary knowledge:1||age:1||approach:1||assessment:1||attitudes towards classroom language choice:1||authentic materials:1||automated item generation:1||bilingual approach:1||chatbots:1||classroom codeswitching:1||classroom codeswitching:1||classroom language:1||collaborative tasks:1||college Writing:1||collocation:1||computerassisted language learning (CALL):1||content and language integrated learning:1||conversation task:1||corrective feedback:1||datadriven learning:1||datadriven learning (DDL):1||datamining approach:1||decoding:1||domainspecific knowledge:1||elementary English education:1||experimental design:1||first language:1||focus on form:1||foreign language learning:1||friendshipdriven learning:1||glossary:1||grammar learning:1||grit:1||inservice teacher:1||individual differences:1||individual learner differences:1||interestdriven learning:1||internal validity:1||international posture:1||interpretation benchmarks:1||language beliefs:1||language comprehension:1||language learning curiosity:1||language mindsets:1||language testing:1||latent transition analysis:1||learner perception:1||lexical focus on form:1||media ecology:1||metaanalytic structural equation modeling (MASEM):1||mimicking:1||mixed methodology:1||monolingual approach:1||monolingual bias:1||monolingual instruction:1||multilevel metaanalysis:1||multilingualism:1||multiliteracy:1||narrative approach:1||nonmonolingual approach:1||nonnative Englishspeaking teacher:1||peer feedback:1||personcentered approach:1||personcentred analysis:1||positive psychology:1||preservice teacher:1||qualitative method:1||quasiexperiment:1||randomised controlled trials:1||reading comprehension:1||second language:1||second language learning chatbot:1||second language reading comprehension:1||secondlanguage vocabulary learning:1||secondary level:1||selfregulated learning:1||semantic prosody:1||shadowing:1||shortterm study abroad:1||simple view of reading (SVR):1||speaking:1||speaking tasks:1||strategy use:1||structural equation modeling (SEM):1||study abroad:1||target language use:1||task success rate:1||taskbased chatbot:1||teacher beliefs:1||teacher certification exam:1||teacher codeswitching:1||teacher credibility:1||teacher immediacy:1||virtual space:1||vocabulary acquisition:1||vocabulary depth:1||vocabulary instruction:1||vocabulary knowledge:1||vocabulary learning strategies:1||vocabulary level:1||vocabulary proficiency:1||vocabulary size:1||voice chatbot:1||willingness to communicate:1||working memory:1||감성 분석기:1||감성분석:1||리커트 척도 설문:1||실용 자료:1||연어:1||영어교육:1||외국어로서의 영어:1||의미 운율:1||인공지능:1||특수 목적 영어:1||(online) Concordancer:1||특수 목적용 영어:1||AI speaker:1||AI 스피커:1||Affective variables:1||Anxiety:1||Artificial intelligence:1||Attitudes:1||Attitudes toward language learning:1||Aural vocabulary knowledge:1||Automated Item Generation:1||Automated writing evaluation:1||Autonomy:1||Bilingual approach:1||Bilingual instruction:1||ChatGPT 4.0:1||Classroom language choice:1||Clova:1||Codeswitching:1||Competence:1||ComputerAssisted Language Learning:1||Computerassisted language learning:1||Concordance:1||Consciousnessraising:1||Content Generation:1||Conversation analysis:1||Corpus:1||Corpus Analysis:1||DataDriven Learning:1||Digital identity:1||

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