Research

Kim, Y. S. G., Lee, J. W., Cao, Y., & Cho, M. (2025). Perspective taking and writing quality for secondary students. Reading and Writing, 1-22. 

Wang, J., Kim, Y. S. G., & Cho, M. (2024). Linguistic features in narrative and opinion genres and their relations to writing quality in fourth grade writing. Journal of Research in Reading. https://doi.org/10.1111/1467-9817.12453  

Cho, M. (2023). Discourse Knowledge in English Education: The Key to Understanding Academic Language and Decontextualized Language. The SNU Journal of Education Research, 32(2), 55-70. https://doi.org/10.54346/sjer.2023.32.2.55

Cho, M., Kim, Y.-S. G., & Wang, J. (2023). Perspective taking and language use in secondary students’ text-based analytical writing. Scientific Studies of Reading. 27(3), 199-214. https://doi.org/10.1080/10888438.2022.2132864

Cho, M. (2023). Psychometrics of Perspective Taking in Writing: Combining Manual Coding and Computational Approaches. International Journal of Advanced Smart Convergence, 12(1), 120-129. http://dx.doi.org/10.7236/IJASC.2023.12.1.120

Cho, M., Kim, Y. S. G., & Olson, C. B. (2021). Does perspective taking matter for writing? Perspective taking in source-based analytical writing of secondary students. Reading and Writing: An Interdisciplinary Journal, 34(8), 2081-2101. https://doi.org/10.1007/s11145-021-10136-7

Kim, Y. S. G., Dore, R., Cho, M., Golinkoff, R., & Amendum, S. (2021). Theory of mind, mental state talk, and discourse comprehension: Theory of mind process is more important for narrative comprehension than for informational text comprehension. Journal of Experimental Child Psychology, 209, 1-20. https://doi.org/10.1016/j.jecp.2021.105181

Cho, M. (2025). A case study of college EFL students' reflections on ChatGPT use for reading and writing: Implications for digital literacy. The New Korean Journal of English Language & Literature, 67(3), 145-177. DOI: 10.25151/nkje.2025.67.3.007 

Cho, M. (2024). Bridging Theory and Practice: A College English Instructor’s Reflective Practice on Second Language Acquisition. Asia-pacific Journal of Convergent Research Interchange (APJCRI), ISSN: 2508-9080 (Print); 2671-5325 (Online), KCTRS, 10(12), 343-356. doi: 10.47116/apjcri.2024.12.23. 

Graham, S., Cao, Y., Kim, Y. S. G., Lee, J., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., &  Olson, C. B. (2024). Effective writing instruction for students in grades 6 to 12: a best evidence meta-analysis. Reading and Writing, 1-46. https://doi.org/10.1007/s11145-024-10539-2 

Graham, S., Kim, Y.-S., Cao, Y., Lee, J. w., Tate, T., Collins, P., Cho, M., Moon, Y., Chung, H. Q., & Olson, C. B. (2023). A meta-analysis of writing treatments for students in grades 6–12. Journal of Educational Psychology, 115(7), 1004–1027. https://doi.org/10.1037/edu0000819

Cao, Y., Kim, Y.-S. G. & Cho, M. (2022). Are observed classroom practices related to student language/literacy achievement? Review of Educational Research. https://doi.org/10.3102/00346543221130687

Cho, M. (2021). Marketing the wang-chobo identity: Problematic construction of English learner identities in the advertising discourse of South Korea’s English learning platforms. The SNU Journal of Education Research, 30(2), 23-42. https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE10728845 

Cho, M. & Kim, Y.-S. G. (2024). Examining linguistic and discourse features in oral text production and their dimensionality. First Language. https://doi.org/10.1177/01427237231219843 

Cho, M. & Kim, Y.-S. G. (2023). Do second graders adjust their language by discourse context?  Language, Speech, and Hearing Services in Schools. 54(2), 569-583. https://doi.org/10.1044/2022_LSHSS-22-00100