PUBLICATIONS

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Books

EBS 수능특강 영어, 대표집필(2026)
EBS 고급영어독해 영미 문학 읽기, 대표집필(2025)
EBS 올림포스 영어독해 9대 변별유형, 대표집필(2024)
EBS 수능 만점마무리, 대표집필(2023~2024)
EBS 수능 영어 간접연계 서치라이트, 대표집필(2023~2025)
EBS 수능특강 영어독해연습, 대표집필(2015~2022)
EBS 기초 영독해, 대표집필(2020)
EBS랑 홈스쿨 초등 영독해, Level 1, 대표집필(2020)
EBS랑 홈스쿨 초등 영독해, Level 2, 대표집필(2020)
EBS랑 홈스쿨 초등 영독해, Level 3, 대표집필(2020)
EBS 수능특강 수능완성, 대표집필(2014)
EBS 인터넷수능 N제, 대표집필(2013)

이상기, 배지영, 안소연, 김하경, 박현민, 이지현, 정선혜. (2027). Middle school English 3. 천재교과서.
이상기, 배지영, 안소연, 김하경, 박현민, 정선혜. (2026). Middle school English 2. 천재교과서.
이상기, 배지영, 안소연, 김하경, 박현민, 양소영, 이정현, 정선혜, 한승지. (2025). Middle school English 1. 천재교과서.
이상기. (2023). 일상의 언어로 세상을 읽다. 서울: 박영스토리.
이상기, 배지영, 박현민, 민채령, 조경은, 이옥희, 한신실, 안혜선. (2023). 교실 이야기를 담은 영어 어휘문법 지도. 서울: 한국문화사.
이상기, 민채령, 박현민, 한신실, 황현빈. (2021). 세상에 하나뿐인 영어 서답형 평가 출제 비법. 서울: EBS Books. (표지 PDF)
이상기, 배지영, 박현민, 한신실, 이은미, 조명연, 안혜선, 이수열, 민채령. (2021). 교실 이야기를 담은 영어 읽기 지도. 서울: 한국문화사. [English Title: Lets' Read (Reflect, Engage, Attune, & Discuss] (PDF)
Min, C.-K., Kim, Y.-K., Chung, H.-S., Lee, S.-K., Park, S.-R., Yeom, J.-S., Kang, M.-H., & Nesbit, B. A. (2020). Middle school English 3. Seoul, Korea: Jihaksa.
한문섭, 황종배, 김태영, 이상기, 이문우. (2019). 언어 학습과 교수의 원리 (Principles of Language Learning and Teaching). Pearson Education. (공역)
이상기, 이송은, 황은경, 박미애, 김기택, 배지영, 김규미, 이동주. (2019). 영어 교과교육 연구의 이론과 실제. 서울: 한국문화사. [English Title: Theory and Practice of Research in English Education] (PDF)
Min, C.-K., Kim, Y.-K., Chung, H.-S., Lee, S.-K., Choi, J.-H., Park, S.-R., Yeom, J.-S., & Foreman, W. (2019). Middle school English 2. Seoul, Korea: Jihaksa.
Min, C.-K., Chung, H.-S., Lee, S.-K., Kim, Y.-K., Na, W.-C., Ahn, H.-S., Won, J.-H., & Klinkner, R. (2019). High school English II. Seoul, Korea: Jihaksa.
Ortega, L., Lee, S.-K., & Miyata, M. (2018). ‘What is happened? Your amazon.com order has shipped’: Overpassivization and unaccusativity as L2 construction learning. In L. Pickering & V. Evans (Eds.), Language learning, discourse, and cognition: Studies in the tradition of Andrea Tyler (pp. 213-248). Amsterdam: John Benjamins. (PDF)
Min, C.-K., Kim, Y.-K., Chung, H.-S., Lee, S.-K., Choi, J.-H., Park, S.-R., Yeom, J.-S., & Foreman, W. (2018). Middle school English 1. Seoul, Korea: Jihaksa.
Min, C.-K., Chung, H.-S., Lee, S.-K., Kim, Y.-K., Na, W.-C., Ahn, H.-S., Won, J.-H., & Klinkner, R. (2018). High school English. Seoul, Korea: Jihaksa.
Min, C.-K., Chung, H.-S., Lee, S.-K., Kim, Y.-K., Na, W.-C., Ahn, H.-S., Won, J.-H., & Klinkner, R. (2018). High school English I. Seoul, Korea: Jihaksa.
이상기, 이영주, 황은경, 이정원, 배주경, 김정옥, 이송은, 이동주. (2017). 영어 평가 문항 개발의 실제. 서울: 한국문화사. [English Title: Practical Guidelines for English Test Development] (PDF)
김경한, 김정옥, 김현진, 나경희, 오마리아, 이동주, 이상기, 이영주, 임정완, 최윤희. (2015). 영어교과교육 핵심 의사소통 활동책. 서울: 한국문화사. [English Title: Key Communicative Activities for Teaching English in the EFL Classroom] (PDF)
Lee, S.-K. (2014). Effects of input frequency and input distribution on second language acquisition. In O. Kwon (Ed.), New horizons in English education research (pp. 245-271). Seoul: Seoul National University Press. (Book Chapter) (PDF)
양은미, 이정원, 전영주, 김현진, 허근, 이상기, 하명정, 정숙경, 김경한, 김정태, 이효신. (2014). 영어수업지도안 작성의 이론과 실제. 서울: 한국문화사. [English Title: Planning English Lessons: From Theory to Practice] (PDF)
Min, C.-K., Chung, H.-S., Kim, Y.-K., Lee, S.-K., Yum, J.-S., Park, S.-M., Seong, S.-H., Kim, S.-M., Park, S.-R., Lee, Y.-H., & Foreman, W. A. (2013). Middle school English 1. Seoul, Korea: Geumsung Publisher.
Min, C.-K., Chung, H.-S., Kim, Y.-K., Lee, S.-K., Yum, J.-S., Park, S.-M., Seong, S.-H., Kim, S.-M., Park, S.-R., Lee, Y.-H., & Foreman, W. A. (2013). Middle school English 2. Seoul, Korea: Geumsung Publisher.
Min, C.-K., Chung, H.-S., Kim, Y.-K., Lee, S.-K., Yum, J.-S., Park, S.-M., Seong, S.-H., Kim, S.-M., Park, S.-R., Lee, Y.-H., & Foreman, W. A. (2013). Middle school English 3. Seoul, Korea: Geumsung Publisher.
Prior, M. T., Watanabe, Y., & Lee, S.-K. (Eds.). (2010). Exploring SLA perspectives, positions, and practices. Somerville, MA: Cascadilla Press. [Selected Proceedings of the 2008 Second Language Research Forum].

Articles in International Refereed Journals

Lim, S., & Lee, S.-K. (2025). How do text type, prior vocabulary knowledge, and working memory capacity affect second language incidental vocabulary learning through reading? Studies in Second Language Learning and Teaching, 15(3), 623-651. (SSCI) https://doi.org/10.14746/ssllt.33236 Lee, D. M., & Lee, S.-K. (2025). Effects of a real-world task on Korean EFL high school students' incidental vocabulary learning. The Journal of Asia TEFL, 22(2), 303-321. (SCOPUS) http://dx.doi.org/10.18823/asiatefl.2025.22.2.7.303 Kim, J., Han, S., & Lee, S.-K. (2025). An accident was happended? Conceptual and input biases in the overpassivization of English unaccusative verbs. International Review of Applied Linguistics in Language Teaching (IRAL). (SSCI) Advance online publication. https://doi.org/10.1515/iral-2024-0165 Sung, M.-J., & Lee, S.-K. (2023). Different types of input frequency distribution: Their effects on construction learning by elementary English learners in Korea. Korean Journal of English Language and Linguistics, 23, 658-681. [written in Korean] (SCOPUS) (PDF)Park, H.-M., Jeon, J., & Lee, S.-K. (2022). An analysis of mulitcultural aspects found in English textbooks: Focusing on first-year middle school textbooks. Korean Journal of English Language and Linguistics, 22, 957-977. [written in Korean] (SCOPUS) (PDF)
Rhee, J.-H., & Lee, S.-K. (2020). Effects of types of input frequency distribution and degrees of explicitness of focus-on-form techniques on second language grammar learning. English Teaching, 75(2), 111-134. [written in Korean] (SCOPUS) (PDF)
Lee, S.-K. (2009). Topic congruence and topic interest: How do they affect second language reading comprehension? Reading in a Foreign Language, 21, 159-178. (PDF)
Lee, S.-K., & Huang, H. (2008). Visual input enhancement and grammar learning: A meta-analytic review. Studies in Second Language Acquisition, 30, 307-331. (SSCI) (PDF)
Lee, S.-K. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning, 57, 87-118. (SSCI) (PDF)

Articles in Korean Refereed Journals

Lee, S.-K. (2025). A study on the field application of the N foreign language program by L Children's Foundation in Uzbekistan. Journal of Korean Educational Research, 30, xxx-xxx. [written in Korean]Lee, S.-K. (2025). A decade of research on the L Children's Foundation's multilingual education programs: A comprehensive synthesis. Foreign Language Education, 28, xxx-xxx. [written in Korean]Jung, H., Seok, J., & Lee, S.-K. (2025). A case study on teachers' experiences and perceptions of implementing a multimedia-based early childhood foreign language education program. Journal of Humanities and Social Sciences Education, 27, xxx-xxx. [written in Korean]Lee, D.-J., Han, S.-Y., & Lee, S.-K. (2025). An analysis of topics and cultural elements in English textbooks for first-year middle school students under the 2022 revised curriculum. Studies in Foreign Language Education, 39(4), 149-167. [written in Korean] (PDF)Park, J.-E., Lee, E.-H., & Lee, S.-K. (2025). A case study on pre-service English teachers’ perceptions and attitudes toward Korea’s high school credit system. Journal of the Korea English Education Society, 24(4), 73-92. [written in Korean] (PDF)Lim, J.-H., & Lee, S.-K. (2025). Development and application of a rubric for validity evaluation of performance assessment items for 5th and 6th grade English in elementary schools. Journal of the Korea English Education Society, 24(2), 133-156. [written in Korean] (PDF)Kang, S.-R., & Lee, S.-K. (2025). Effects of children's literature on the global citizenship and English literacy of elementary school students. The SNU Journal of Education Research, 34(1), 35-60. [written in Korean] (PDF)Kim, H.-J., & Lee, S.-K. (2025). A survey on high school students' perceptions of English classes under the high school credit system. Studies in Foreign Language Education, 39(1), 69-88. [written in Korean] (PDF)Lee, S.-K. (2024). An analysis of pre-service teachers’ perceptions toward the 2024 secondary school English teacher employment exam. Journal of the Korean Contents Association, 24(10). 764-771. [written in Korean] (PDF)Park, S.-B., & Lee, S.-K. (2024). Analysis of achievement levels and affective characteristics of middle school English learners before and after COVID-19: Based on National Assessment of Educational Achievement results. Journal of the Korean Contents Association, 24(6), 472-481. [written in Korean] (PDF)Kwak, H.-w., & Lee, S.-K. (2023). Understanding learning difficulties among elementary English underachievers: A grounded theory approach. Journal of the Korea English Education Society, 22(4), 125-148. [written in Korean] (PDF)Kim, H. J., & Lee, S.-K. (2023). An analysis of the research literature on private English education in Korea. The SNU Journal of Education Research, 32(3), 31-56. [written in Korean] (PDF)Lee, S.-K. (2023). A case study on the field applicability of an early childhood foreign language education program. Journal of the Korea English Education Society, 22(1), 193-213. [written in Korean] (PDF) Park, H.-M., & Lee, S.-K. (2022). Effects of types of input frequency distribution and working memory capacity on Korean elementary English learners’ grammar learning. Primary English Education, 28(3), 5-25. [written in Korean] (PDF)Heo, H.-J., & Lee, S.-K. (2022). A synthesis of research on policies for developing Korean elementary English teachers’ expertise. Primary English Education, 28(1), 195-215. (PDF)Heo, H.-J., & Lee, S.-K. (2021). A synthesis of studies on elementary education policies to expand English experience opportunities. The SNU Journal of Education Research, 30(3), 59-82. [written in Korean] (PDF)Jeon, J.-Y., Park, H.-M., & Lee, S.-K. (2021). An analysis of mulitcultural aspects found in English textbooks in Korea: Focusing on 5th and 6th elementary school textbooks. Foreign Languages Education, 28(3), 153-178. [written in Korean] (PDF)
Lee, O-h., & Lee, S.-K. (2021). Effects of task-induced involvement load and working memory on Korean high school students’ second language vocabulary learning. Language Research, 57(1), 143-165. [written in Korean] (PDF)
Heo, H., & Lee, S.-K. (2020). Effects of teaching note-taking strategies on Korean primary English learners' listening comprehension. Journal of Learner-Centered Curriculum and Instruction, 20(17), 589-609. [written in Korean] (PDF)
Park, H.-M., Lee, C.-h., & Lee, S.-K. (2020). A study on the perceptions and attitudes of English teachers toward the future of English education in the era of the 4th Industrial Revolution. Journal of the Korea English Education Society, 19(2), 111-136. [written in Korean] (PDF)  Heo, H., & Lee, S.-K. (2020). A study on the perceptions of elementary school teachers on elementary English education policies. Journal of Learner-Centered Curriculum and Instruction, 20(9), 1011-1031. [written in Korean] (PDF)
Park, H.-M., Lee, B.-Y., & Lee, S.-K. (2020). Effects of working memory and topic familiarity on Korean EFL students’ reading comprehension. The SNU Journal of Education Research, 29(1), 29-51. [written in Korean] (PDF)
Kim, M., & Lee, S.-K. (2019). Effects of explicitness of instruction and learner proficiency on middle school students' learning of collocations. The SNU Journal of Education Research, 28(3), 21-42. [written in Korean] (PDF)
Han, S.-S., & Lee, S.-K. (2019). Effects of input-based and output-based activities on the learning of English unaccusativity by Korean high school students. Foreign Languages Education, 26(3), 139-159. [written in Korean] (PDF)
Lee, S.-K., Park, H.-M., & Lee, C.-h. (2019). Effects of a multimedia-assisted early childhood foreign language education program. Studies in Foreign Language Education, 33(2), 55-80. [written in Korean] (PDF)
Shin, Y., & Lee, S.-K. (2018). Effects of types of input frequency distribution on second language construction learning. Language Research, 54(3), 509-529. [written in Korean] (PDF) Lee, S.-K., Lee, C.-h., & Park, H.-M. (2018). An analysis of the effects of a Nuri curriculum-related story and song-based early childhood English program. Journal of Learner-Centered Curriculum and Instruction, 18(17), 279-301. [written in Korean] (PDF) Lee, S.-K., Park, H.-M., & Lee, C.-h. (2018). Effects of a song and story-based and theme-centered integrated English program on the development of English language ability of 4-year-old children. Studies in Foreign Language Education, 32(3), 151-176. [written in Korean] (PDF) Lee, S.-K. (2017). An analysis of 2018 secondary school English teacher employment exam. Foreign Language Education, 20, 137-146. [written in Korean] (PDF)
Yoon, H., Lee, S.-K., & Seong, S. (2017). Effects of syntactic priming on the development of grammatical knowledge by English L2 learners: A research synthesis. Korean Journal of Linguistics, 42(3), 483-510. [written in Korean] (PDF) Choe, E., Lee, C., & Lee, S.-K. (2017). Effects of primary English education using children’s literature: A meta-analysis. English Teaching, 72(2), 167-194. [written in Korean] (PDF) Jeong, S.-J., & Lee, S.-K. (2017). Effects of types of English learning backgrounds and target constructions on the judgment of discourse-based grammar by Korean English learners. English Language Teaching, 29(1), 129-150. [written in Korean] (PDF) Lee, C.-h., & Lee, S.-K. (2016). Effects of input- and output-based focus-on-form instruction on the development of Korean elementary school English learners’ grammatical ability. Journal of Learner-Centered Curriculum and Instruction, 16(12), 883-903. [written in Korean] (PDF) Lee, S.-N., & Lee, S.-K. (2016). Effects of teacher’s indirect feedback types on middle school English learners’ writing accuracy. Journal of the Korea English Education Society, 15(3), 205-223. [written in Korean] (PDF) Kim, Y.-K., Chung, H., & Lee, S.-K. (2016). English as a lingua franca in the Asian context: Indicating and responding to non-understanding in NNS discourse. Korean Journal of English Language and Linguistics, 16(2), 359-382. (PDF)
Chung, H., Lee, S.-K., & Kim, Y.-K. (2016). A study on the features of English as a lingua franca in Asian contexts: Rhythmic features. Phonetics and Speech Sciences, 8(2), 1-9. [written in Korean] (PDF) Lee, S.-K., Chung, H., & Kim, Y.-K. (2016). Features of English as a lingua franca in Asian contexts: Repair strategies for resolving lexico-grammatical errors. Secondary English Education, 9(2), 89-114. [written in Korean] (PDF)
Chung, H., Kim, Y.-K., & Lee, S.-K. (2016). A study on the features of English as a lingua franca in Asian contexts: Segmental features. Language and Linguistics, 71, 237-266. [written in Korean] (PDF) Lee, S.-K. (2015). A cognitive-linguistic interpretation of everyday linguistic phenomena in Korean. Foreign Language Education, 17, 67-77. [written in Korean] (PDF) Shin, S.-w., & Lee, S.-K. (2015). Effects of syntactic priming and types of input distribution on grammar learning. English Teaching, 70(2), 133-154. [written in Korean] (PDF) Chae, M.-r., & Lee, S.-K. (2015). Effects of visual input enhancement and lexical elaboration on incidental vocabulary learning. The Jungang Journal of English Language and Literature, 57(1), 565-585. [written in Korean] (PDF) Jeong, I.-H., & Lee, S.-K. (2014). Effects of teaching chants on the development of Korean elementary-level English learners’ phonological awareness. Foreign Language Education, 16, 207-224. [written in Korean] (PDF) Lee, S.-K. (2014). Individual Differences in Language Learning Aptitude: Issues and Possibilities. Foreign Language Education, 15, 59-78. (PDF) Cho, Y., & Lee, S.-K. (2014). Effects of contextual inference and word association strategies on the development of Korean elementary school students’ vocabulary knowledge. Foreign Languages Education, 21(2), 255-272. [written in Korean] (PDF)  Seong, S.-H., & Lee, S.-K. (2013). Effects of the different levels of explicitness of focus-on-form techniques on the acquisition of the relative clauses by Korean middle school English learners. Korean Journal of English Language and Linguistics, 13(3), 549-570. [written in Korean] (PDF) Lee, S.-K. (2013). Different rater groups and their feedback on written texts: Where do they focus their attention? Journal of the Korea English Education Society, 12(1), 57-76. (PDF) Lee, H., & Lee, S.-K. (2012). Effects of English proficiency and text type on the use of lexical inferencing strategies by Korean middle school students. Korean Journal of Applied Linguistics, 28(4), 157-185. [written in Korean] (PDF) Kang, S.-S., & Lee, S.-K. (2012). A survey of Korean English teachers’ perceptions and attitudes about the common features of English as a lingua franca: Focusing on the lexical and grammatical features. Korean Journal of English Language and Linguistics, 12(3), 379-401. [written in Korean] (PDF) Lee, S.-K. (2011). A study on the perception of different rater groups about the roles of feedback in the development of the learners’ writing skills. Foreign Languages Education, 12, 107-126. [written in Korean] (PDF) Kim, J.-S., & Lee, S.-K. (2011). A study on improving the speaking ability of Korean EFL elementary school students through pre-task planning activities. Primary English Education, 17(2), 83-106. [written in Korean] (PDF) Lee, S.-K. (2010). Research synthesis as a way to improve English education in Korea. Journal of the Korea English Education Society, 9(3), 163-179. [written in Korean] (PDF) Lee, S.-K. (2007). Unaccusativity in Korean. Language and Information, 11(2), 49-65. (PDF)
Lee, S.-K. (2006). A synthesis of research on the effects of typographical visual input enhancement. English Teaching, 61(3), 169-187. (PDF)  Lee, S.-K., & Chang, S. (2005). Learner involvement in self- and peer-assessment of task-based oral performance. Language Research, 41, 711-735. (PDF)

Non-referred Publications (Selected)

이상기. (2010). 교실친화적 영어교사 양성 방안: 이중언어 영어교사의 위상 재고와 관련하여. 2009학년도 교실친화적 교사 양성을 위한 자유 주제 연구 교수 소모임 지원 사업 성과 사례집 (pp. 226-231). 한국교원대학교 교수학습센터.
Lee, S.-K. (2010). The what, how, and why of meta-analysis. In B.-K. Ahn (Ed.), Teaching and learning English as a global language: Challenges and opportunities: Proceedings of the KATE 2010 International Conference (pp. 90-91). Seoul, Korea: Korea Association of Teachers of English.
Lee, S.-K. (2009). Understanding the practice of English language teaching through research synthesis. In H. Kim (Ed.), On the identity of English teachers in Korea: Professionalism and diversity: Proceedings of the KEES 2009 International Conference (pp. 84-89). Cheongwon, Korea: Korean English Education Society.
Lee, S.-K. (2009). Distributional input properties and second language development. In B.-K.Ahn (Ed.), Across the borders: Content-based instruction in the EFL contexts: Proceedings of the KATE 2009 International Conference (pp. 35-36). Seoul, Korea: Korea Association of Teachers of English.
Lee, S.-K. (2008). Does input bias matter in learning a second language? In K. Ko (Ed.), Incorporating global issues in English education: Contents, methods, and materials: Proceedings of the KATE 2008 International Conference (pp. 40-46). Busan, Korea: Korea Association of Teachers of English.
Lee, S.-K. (2006). Typographical input enhancement and learner attention. In B. Ahn (Ed.), Beyond the horizon: Extending the paradigm of TEFL: Proceedings of the KATE 2006 International Conference (pp. 379-384). Seoul, Korea: Korea Association of Teachers of English.

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