Publications
Publications
Yoon, T., & Ahn, J. (2025). Effects of individual differences on postivie affective factors in AI-assisted language learning: Focusing on motivational self system, grit, and enjoyment. Journal of English Teaching through Movies and Media, 26(3), 13-23.
Ahn, J., & Yoon, T. (2025). The impact of pre-service teachers' acceptance of generative AI tools on teacher self-efficacy. Journal of Convergence Science,Technology, and Society, 4(1), 35-40.
Ahn, J., & Yoon, T. (2025). Perceptions and attitudes of pre-service elementary school teachers' acceptance of generative artificial intelligence. Journal of Elementary Education, 41(2), 161-176.
Ahn, J., & Yoon, T. (2025). Exploring the AI⋅digital competecies of in-service elementary teachers: Levels and practicap applications in education. Intelligent Information Convergence of Future Education, 4(8), 1-8.
Yoon, T., & Ahn, J. (2025). The effects of podcast-based shadowing activities in a universtiy general English course on listening skills and affective factors. The Journal of Liberal Arts, 12(1), 87-107.
Ahn, J., & Yoon, T. (2025). Understanding and utilization of generative AI by adult EFL learners: An Importance-performance Analysis. Convergence Studies in English Language & Literature, 10(1), 99-120.
Yoon, T., & Ahn, J. (2025). Comparative analysis of IPA and IPGA on pre-service elementary English teachers' effective teaching methods. Studies in Linguistics, 75, 89-107.
Yoon, T., & Ahn, J. (2025). IPA analysis of secondary school teachers' perceptions for digital and AI education competency. Intelligent Information Convergence and Future Education, 4(6), 1-9.
Ahn, J., & Park, J-H. (2024). Analysis of lexical sophistication using a natural language processing tool: A corpus study of English picture books. Studies in Foreign Language Education, 38(3), 173-189.
Ahn, J., Lee, J., & M, Son. (2024). ChatGPT in ELT: disruptor? Or well-trained teaching assistant? ELT Journal, 78(3), 345–355.
Ahn, J. (2024). Non-native English-speaking professors’ experiences and perceptions of English-medium instruction: A focus group interview study. Korean Journal of Applied Linguistics, 40(2), 87-106.
Ahn, J. (2023). Identity development of a non-native English-speaking professor in the context of English for academic purposes. Studies in Foreign Language Education, 37(4), 109-131.
Park, J-H. & Ahn, J. (2023). Analysis of picture book vocabulary and sentence complexity based on the 2015 revised national English curriculum. Primary English Education, 27(4), 51-72.
Ahn, J. (2021). The effects of individual differences, metalinguistic awareness, and linguistic complexity on incidental language learning. Korean Journal of Applied Linguistics, 37(3), 63-93.
Ahn, J. (2021). Validating a word monitoring task as a measure of implicit knowledge. Studies in Foreign Language Education, 35(1), 69-89.
Ahn, J., & Park, J-H. (2020). Online English-medium instruction: A case study of a business course at university during the COVID-19 pandemic. Studies in Foreign Language Education, 34(4), 81-109.
Ahn, J. (2020). Attention, awareness, and the noticing hypothesis: A methodological review. Studies in Foreign Language Education, 34(1), 395-412.
Winke, P., Gass, S., Isbell, D., & Ahn, J. (2019). How captions help people learn languages: A working-memory, eye-tracking study. Language Learning & Technology, 23(2), 84-104.
Godfroid, A., Ahn, J., Choi, I., Ballard, L., Cui, Y., Johnston, S., Lee, S., Sarkar, A., & Yoon, H. (2018). Incidental vocabulary learning during extensive reading: An eye-tracking study. Bilingualism: Language and Cognition, 21(3), 563-584.
Winke, P., Lee., S., Yoon, H., Ahn, J., Choi, I., & Cui., Y. (2018). The cognitive validity of child English-language tests: What young learners and their native-speaking peers can reveal. TESOL Quarterly, 52(2), 274-303.
Ahn, J., & Kim, Y. (2016). The effects of recasts and working memory on the development of implicit and explicit knowledge. Chinese Journal of Applied Linguistics, 39(1), 3-25.
Lee, E-H., Ahn, J., & Kim, Y. (2014). Effects of interactions among individual differences, feedback type and rule complexity of the acquisition of Korean as a second language. Bilingual Research, 54, 273-314.
Sul, S., Ahn, J., Baek, S., & Kim, Y. (2011). Trend analysis of Journal of English for Academic Purposes (2002-2010). Studies in English Education, 16(2), 143-165.
Lee, E., Chae, Y., Ahn, J., & Kim, Y. (2011). Relationships of cognitive and affective individual differences factors to L2 achievement and proficiency of learners of Korean, Bilingual Research, 46, 253-296.
Winke, P., Lee, S., Ahn, I. J., Choi, I., Cui, Y., & Yoon, H. (2015). A validation study of the reading section of the Young Learners Tests of English (YLTE). CaMLA Working Papers, 3, 1-30.
Ahn, J. (2014). Attention, awareness, and noticing in SLA: A methodological review. MSU Working Papers in SLS, 5, 56-65.
Ahn, J. (2016). [Book review] Approaches and methods in language teaching, third edition. The Korean Language in America, 20(2), 166-168.