Ro, E. (2024). Students' display of willingness to participate in an extensive reading book club. Language Teaching Research. Published online. https://doi.org/10.1177/13621688241232208 (SSCI) (JCR 5%)

Kim, S., & *Ro, E. (2024). Offering an Olive Branch: A study of dissenting rater's practices for resolving placement discrepancies. Linguistics & Education, 80, 1-13. (SSCI, AHCI)

Ro, E. (2023). Note-taking/making as a resource for substantiating advice at a second language speaking center. Text & Talk, 43(6), 797-825.  (SSCI, AHCI)

Kim, H., & *Ro, E. (2023). Assessment of sentence sophistication in L2 spoken production: Expansion of verbs and argument structure constructions. System, 119, 1-13. (SSCI) (JCR 5%)

Lee, J., & *Ro, E. (2023). Like and dislike scales in couples' argumentative interaction. Journal of Pragmatics, 215, 159-175. (SSCI, AHCI)

Kim, H., & *Ro, E. (2023). Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication. Journal of Second Language Writing, 61, 1-12. (SSCI) (JCR 5%)

Ro, E., & Kim, H. (2023). Directives to read for self-correction in peer-tutor consultations for L2 writing. Linguistics and Education, 77, 1-17. (SSCI, AHCI) 

Ro, E. (2023). Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center. Applied Linguistics Review, 14(3), 579-614. (SSCI, AHCI) 

Ro, E. (2023). Changing practices of instruction-giving in video-mediated interaction for an extensive reading book club. Computer Assisted Language Learning. Published online. https://doi.org/10.1080/09588221.2023.2198568 (SSCI) (JCR 5%)

Ro, E., & Lee, J. (2023). Socially incompetent character in The Office: Focus on action formations and understanding displays. The Sociolinguistic Journal of Korea, 31(1), 1-32 (KCI)

Ro, E. (2023). Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings. System, 113, 1-27. (SSCI) (JCR 5%)

Kasper, G., & *Ro, E. (2022). Student essays as evidential resource in placement meetings. Linguistics and Education, 72, 1-12. (SSCI, AHCI)

Ro, E., & Kim, H. (2022). The effects of Extensive Reading on young Korean students' construction development. International Review of Applied Linguistics in Language Teaching, 60(4), 957-981. (SSCI)

Ro, E., & Jung, H. (2022). "Aratda!": Intersubjectivity-in-action in a multilingual Korean reality TV show. Journal of Pragmatics, 201, 89-117. (SSCI, AHCI)

Ro, E. (2022). Going beyond practicing English: Language alternation in an L2 book club's Zoom meetings. Language Teaching Research. Published online. https://doi.org/10.1177/13621688221114731 (SSCI) (JCR 5%)

Ro, E. (2021). The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials. Linguistics and Education, 65, 1-16. (SSCI, AHCI)

Ro, E. (2021). The reshaping of participation practices in a second language book club. Journal of Pragmatics, 184, 89-106. (SSCI, AHCI) 

Ro, E. (2021). Solving problems in the processing of users' requests in human-machine interaction: Cases of system-initiated repair. Korean Journal of Applied Linguistics, 37, 75-116. (KCI)

Ro, E. (2021). Using written task answer sheets as notes while speaking: Changing task-report practices in a second language book club. Text & Talk, 41(3), 335-367. (SSCI, AHCI)

Ro, E. (2020). The social organization of the talking phrase of an extensive reading book club. In C. Lee (Ed.), Second language pragmatics and English language education in East Asia (pp. 117-142). Abington, Oxfordshire: Taylor & Francis/Routledge.

*Ro, E., & Burch, A. R. (2020). ‘Willingness to Communicate/Participate’ in action: A case study of changes in a recipient’s practices in an L2 book club. Linguistics and Education, 58, 10-20. (SSCI, AHCI)

Lee, J., & *Ro, E. (2020). “I actually picked up a physics textbook:” Complexities of the Freedom Principle in Extensive Reading. English Teaching, 75, 3–23. (KCI)

Jung, H-B., & *Ro, E. (2019). Validating common experiences through focus group interaction. Journal of Pragmatics, 143, 169–184. (SSCI, AHCI)

Ro, E. (2019). How learning occurs in an extensive reading book club: A conversation analytic perspective. Applied Linguistics, 40(1), 152–175. (SSCI) (JCR 1%)

Ro, E. (2018). Understanding reading motivation from EAP students’ categorical work in a focus group. TESOL Quarterly, 52(4), 772–797. (SSCI) (JCR 10%)

Ro, E. (2018). Facilitating an L2 book club: A conversation-analytic study of task management. The Modern Language Journal, 102(1), 181–198. (SSCI) (JCR 10%)

Ro, E. (2016). Examining critical pedagogy with drama in an IEP context. Journal of Language Teaching and Research, 7, 1–8.

Ro, E. (2016). Exploring teachers’ practices and students’ perceptions of extensive reading approach in EAP reading classes. Journal of English for Academic Purposes, 22, 32–41. (SSCI)

Ro, E., & Jung, H-B. (2016). Teacher belief in focus group: A respecification study. English Teaching, 71, 119–145. (KCI)

Ro, E., & Park, J. (2016). Students’ attitude towards undertaking writing activities on extensive reading. The Journal of Asia TEFL, 13, 186–203.  (Scopus)

Ro, E., & Chen, C. A. (2014). Pleasure reading behavior and attitude of non-academic ESL students: A replication study. Reading in a Foreign Language, 26, 49–72.

Ro, E. (2013). A case study of extensive reading with an unmotivated L2 reader. Reading in a Foreign Language, 25, 213–233.

Ro, E., & Ryu, J. (2013). Investigating predictors of nonacademic ESOL learners’ L2 literacy ability. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2, 82–100.

Note. * = corresponding author; research papers only