Seongyong LEE, PhD, FHEA

Dr. Seongyong Lee is Lecturer (Assistant Professor) in UCL Institute of Education, the Centre for Applied Linguistics at the Department of Culture, Communication and Media. Before joining UCL Institute of Education, he worked as an Assistant Professor at BNBU (Beijing Normal-Hong Kong Baptist University) between 2018-2021, a Sino-foreign university in Zhuhai, Guangdong. He was an Assistant Professor at Hannam University  in South Korea between 2021-2023, serving as the Head of the English Education Department. He also worked at University of Nottingham Ningbo China (UNNC) from 2024-2025.

His research interests include AI in L2 education, teacher education, and Global Englishes. His articles have appeared in top academic journals: TESOL Quarterly, Computer Assisted Language Learning, Computers & Education, System, ELT Journal, Language Learning & Technology, Education & Information Technologies, Interactive Learning Environments, Educational Technology & Society, Applied Linguistics Review, Lingua, English Today, and Asian Englishes.

Profile (School): https://profiles.ucl.ac.uk/104890-seongyong-lee 

Researchgate: https://www.researchgate.net/profile/Seongyong-Lee?ev=hdr_xprf

Google Scholar: https://scholar.google.com/citations?user=TiP2POgAAAAJ&hl=en

ORCiD: https://orcid.org/0000-0002-9436-4272 

Editor-in-chief:  http://journal.kamall.or.kr/   (Multimedia-Assisted Language Learning)

PUBLICATION

Contact me for a copy! (First or Corresponding Author in All Papers)

Jeon, J., Coronel-Molina, S., & Lee, S. (2026). The AI turn in literacy practices: Toward an inclusive educational framework. Literacy. 60(1), e70018 (SSCI, Q2) 

Gavin, J. W., Lee, S., Zhang, D., & C, Szabo. (2025). Cultivating AI literacy in language education: Theoretical discussions and practical applications. Journal of China Computer-Assisted Language Learning. 5(2), 169-174

Jeon, J., & Lee, S. (2025). Chatbot as a field of inquiry in CALL. In L. McCallum, & D, Tafazoli (Eds.). The palgrave encyclopedia of computer-assisted language learning (pp. 1-7). Palgrave Macmillan. 

Kaiypova, F., Lee, J. H., Jeon, J., & Lee, S. (2025). Translanguaging and motivational development in CLIL: A case from Kazakhstan’s trilingual context. International Journal of Applied Linguistics. (SSCI, Q1) 

Lee, S., Choe, H., Zou, D., & Jeon, J. (2025). Generative AI (GenAI) in the language learning classroom: A systematic review. Interactive Learning Environments. (SSCI, JCR 2.9%) 

Lee, S., Jeon, J., McKinley, J., & Rose, H. (2025). Generative AI and ELT: A Global Englishes perspective. Annual Review of Applied Linguistics. 45, 85 - 108 (SSCI, JCR 4.4%)

Jiang, Y., Lee, S., & Jeon, J. (2025). Sociocultural dynamics of GenAI-mediated L2 writing: Three engagement trajectories. Multimedia-Assisted Language Learning.

Jeon, J., Li, W., Tai, K.W.H, & Lee, S. (2025). Generative AI and its dilemmas: Exploring AI from a translanguaging perspective. Applied Linguistics, 46,709-717 (SSCI, JCR 4.7%) https://doi.org/10.1093/applin/amaf049

Lee, S., Jeon, J., & Choe, H. (2025). Generative AI (GenAI) and pre-service teacher agency in ELT. ELT Journal. (SSCI Q1: JCR 6.7%)

Lee, S., Jeon, J., & Choe, H. (2025). Enhancing pre-service teachers’ Global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly, 59(1), 49-74 (SSCI: JCR 7.7%)

Hwang, Y., Lee, S., Jeon, J. (2025). Integrating AI chatbots into the metaverse: Pre-service teachers’ design works and perceptions. 30, 4099–4130, Education and Information Technologies (SSCI Q1, JCR 2%)

Jeon, J., Coronel-Molina, S., & Lee, S. (2025). Conceptualizing foreign language teachers’ translanguaging practices: A meta-ethnography of qualitative literature. International Journal of Bilingual Education and Bilingualism. (SSCI Q1: JCR 9.4%)

Lee, S., & Jeon, J. (2024). Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects. Language Learning & Technology, 28(1), 1-20 (SSCI Q1: JCR 5.4%)

Jeon, J. & Lee, S.​​​ (2024)​. A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models. Interactive learning Environments, 32(8), 4613-4631. (SSCI: JCR 6.2%)

Jeon, J., Lee, S., & Coronel-Molina, S. (2024). Rethinking AI: Bias in speech-recognition chatbots for ELT. ELT Journal, 78(4), 435-445. (SSCI Q1: JCR 6.7%)

Jeon, J., & Lee, S. (2024). The impact of a chatbot-assisted flipped approach on EFL learner interaction. Educational Technology & Society, 27(4), 218-234. (SSCI: JCR 3%).

Lee, S., & Jeon, J. (2024). Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners. Computer Assisted Language Learning, 37(5-6), 1048-1073. (SSCI Q1, JCR #1 in Linguistics)

Jeon, J., & Lee, S. (2024). Can learners benefit from chatbots in stead of humans? A systematic review of human-chatbot comparison research in language education. Education and Information Technologies.​ 29, 23329–23360. (SSCI: JCR 2%)

Choe, H., & Lee, S. (2024). Which English to teach? A target variety as perceived by Korean EFL teachers. English Today, 40(1), 70-75 (SSCI/AHCI: Q2)

Lee, S., Jeon, J. (2024). Teacher agency and ICT affordances in classroom-based language assessment: The return to face-to-face classes after online teaching. System, 121, 103218 (SSCI: JCR 1%)

Jeon, J. & Lee, S.​​​ (2023)​. Large language model in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies. 28, 15873–15892. (SSCI: JCR 3%)

Jeon, J., Lee, S., & Choe, H. (2023). Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning. Computers & Education. 206, 104898 (SSCI: JCR 0.3%)

Lee, S., & Jeon, J. (2023). Addressing automatic speech recognition for ELT from a Global Englishes perspective. ELT Journal, 77(4), 435–444 (SSCI/AHCI: JCR 6.7%)

Mu, Y., Lee, S., & Choe, H. (2023). Factors influencing English as a lingua franca communication: A case of an international university in China. System, 116, 103075 (SSCI: JCR 1%)

Lee, S. (2023). Typology of English-Korean code ambiguation: Bilingual creativity in the Korean context. English Today, 39(2):110-120 (SSCI/AHCI: Q2)

Lee, S. (2023). The impact of task type on the role of written feedback in noticing: A focus on model and reformulation. The Journal of Linguistic Science, 104. 27-48 (KCI- Korea Citation Index)

​Jeon, J. & Lee, S.​​​ (2023)​. ​​Teachers’ use of motivational strategies in the synchronous online environment: A self-determination theory perspective. Education and Information Technologies, 28, 9, 11963–11986 (SSCI: JCR 3%)

Lee, S., & Kim, A. (2023). Experiences and practices of English as a lingua franca communication in the international university: An integrative view of student voices. Applied Linguistics Review, 14(2):271-295 (SSCI/AHCI: JCR 13.4%)

Choe, H., & Lee, S., (2023). Experiences of non-North American teachers of English in American English-dominant Korean ELT: How the context of English teaching affects teachers' lives and work. English Today, 39(1), 53-60. (SSCI/AHCI: Q2)

Jeon, J., Lee, S., & Choe, H. (2022). Enhancing EFL pre-service teachers’ affordance noticing and utilization with the Synthesis of Quality Evidence strategies: An exploratory study of a customizable virtual environment platform. Computers & Education, 190, 104620 (SSCI: JCR 0.3%)

Chang, Y., Lee, S., Jeong, S., & Wong, S. F., (2022). AI-powered learning application use and gratification: An integrative model. Information Technology & People, 35(7), 2115-2139  (SSCI, Q1)

Lee, S. (2022) Comparison between native and non-native English professors on L2 writing assessment: A study of assessment areas and perceptions of writer identity. Journal of Learner-Centered Curriculum and Instruction, 22(21), 795-808. (KCI)

Jeon, J., Lee, S., & Choe, H. (2022). Teacher agency in perceiving affordances and constraints of videoconferencing technology: Teaching primary school students online. System, 108, 102829 (SSCI: JCR 1%)

Kim, A., Lee, S., & Choe, H. (2022). Socioenvironmental affordances of an English-medium instruction international university specializing in English as a lingua franca communication: An exploratory study of L2 student voices. Lingua. 273, 103327  (SSCI/AHCI: Q2)

Lee, S., & Choe, H. (2021). Modelling beliefs, attitudes, and behaviours regarding the spread of English. English Today, 37(2):66-75 (SSCI/AHCI: Q2)

Lee, S. (2020). Attitudes toward English borrowings in South Korea: A comparative study of university professors and primary/secondary teachers of English, Asian Englishes, 22(3), 238-256. (ESCI/SCOPUS: JCR Q1)

Lee, S. (2020). Business major students’ attitudes toward English as an academic lingua franca in South Korea, The New Studies of English Language and Literature, 75. 121-141.

Ahn, H., & Lee, S. (2020). Functions of English in South Korean sociolinguistic domains: An overview. In Giri R.A., Sharma A., D’Angelo J. (Eds.), pp 223-241 Functional Variations in English: Theoretical Considerations and Practical Challenges. London: Springer.

 Lee, S., & Kim, A. (2019). Korean pre-service teachers’ attitudes toward English as an academic lingua franca, The Journal of Education 2(2), 27-42.

Lee, S. (2019). Interactional metadiscourse in editorials: Cross-Cultural analysis, The Journal of Linguistic Science 91, 183-202. 

Lee, S. (2018). Construction of writer identity in an ESL context. The Journal of Education, 1(1), 83-104

Lee, S. (2017). Interactions in persuasive writing: Comparative analysis of L2 essays and L1 columns. The Journal of Linguistic Science, 83, 253-273.

Lee, S. (2016). Metadiscourse and writer identity: A longitudinal case study of a Korean L2 writer in the U.S. Modern Studies in English Language & Literature, 60(3), 129-150. 

Lee, S. (2016). Self-Directed learning and ESL learning: A case of a Korean ESL child in the United States. New Studies in English & English Literature, 65, 257-280. 

Lee, S., & Choe, H. (2012). Rating of Korean students’ L2 writing: Similarities and differences between native and non-native raters. Journal of Research in Curriculum and Instruction, 16(3), 629-655. (KCI)