Research interests
Language and literacy, Educational intervention, Linguistic and cognitive skills, Perspective taking, Discourse knowledge, Academic language, Digital literacy
Research methods
Quantitative methods, Qualitative methods, Meta-analysis, Computational linguistics
Work in progress (working title)
Conversing with AI to enhance EFL college students' listening and speaking skills
Relations of perspective taking and language use for EFL college argumentative writing
Effectiveness of AI-human hybrid feedback in college EFL college students' feedback uptake
Effectiveness of AI-assisted book reading for young children's vocabulary and reading comprehension
Role of phonological, morphological, and orthographic awareness in word reading and spelling in Korean
Longitudinal studies on the development of oral text production in English-speaking elementary students (G2-4)
Cao, Y., Cho, M., & Kim, Y. S. G. (2026). Exploring teacher language use and early literacy achievement. Learning and Instruction, 101, 102256. https://doi.org/10.1016/j.learninstruc.2025.102256
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. https://doi.org/10.1007/s11145-025-10655-7
Jang, Y. & Cho, M. (2025). A comparative study of ChatGPT and human writing feedback: Characteristics, effectiveness, and learner preferences. Studies in English Education, 30(4), 271-301. http://dx.doi.org/10.22275/SEE.30.4.11
Cho, M. & Jang, Y. (2025). Comparison of human and chatGPT on holistic and analytic scoring of college EFL opinion writing. Studies in British and American Language and Literature, 158, 113-136. http://dx.doi.org/10.21297/ballak.2025.158.113
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.
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
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
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
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
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
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
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., 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. (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