publication & pROJECT

JOURNAL PAPER 

Hong, S. J., Hwang, Y., Park, Y., & Lee, S. (2024). Expectations and concerns about adopting AI digital textbooks: Based on investigation of teachers’ use of AI and digital tools. The Journal of Studies in Language, 40(1), 7-20. https://doi.org/10.18627/jslg.40.1.202405.7

Hwang, Y., & Lee, J. H. (2024). “Yes, I am more confident with my avatars”: Integrating EFL students’ speaking practice into metaverse. RELC Journal [SSCI, Q1, JCR 12.89%] 

Lee, H., & Hwang, Y. (2023). Training with, about, for Metaverse: A Mixed Methods Research on Training Pre-Service Teachers as Metaverse-Certified Practitioners, Journal of English Teaching through Movies and Media, 24(4), 73-93. [KCI]

Sun, H., & Hwang, Y. (2023). Enhancing EFL learners’ English reading performance through the diagnostic feedback of CDA. Korean Journal of English Language and Linguistics 23, 535-553. [SCOPUS]

Hawng Y., Shin, D., & Lee, H. (2023). Students' perception on immersive learning through 2D and 3D metaverse platforms. Educational Technology Research and Development. [SSCI JCR 7%] 

Zhang, L., & Hwang, Y. (2023). “Should I change myself or not?”: Examining (Re)constructed language teacher identity during the COVID-19 pandemic through text-mining. Teaching and Teacher Education, 127: 104092. doi.org/10.1016/j.tate.2023.104092 [SSCI JCR 20.07%]

Hwang, Y. (2023). When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education. Computers & Education, 194: 104693. doi.org/10.1016/j.compedu.2022.104693 [SSCI JCR 0.32%] - 교육학 분야 SSCI 랭킹 1위 / 269 

Hwang, Y., Shin, D., & Lee, H. (2022). Developmental directions of metaverse- and AI-powered English-speaking assessments and future tasks, Korea Association of Multimedia-Assisted Language Learning, 25(4), 258-284. [KCI] 

Ren, L., & Hwang, Y. (2022). Effects of dynamic assessment in a college English classroom: Focusing on EFL learners’ writing motivation and strategies. The Korea English Education Society, 21(2), 27-47. [KCI] 

Hwang, Y. (2022). Preliminary investigation on student perspectives and satisfaction with distance education in the metaverse World: Focusing on the use of ifland app. The Journal of the Korea Contents Association, 22(3), 121-133. [KCI] 

Hwang, Y., & Lee, J. (2022). A meta-analysis of the effects of using AI chatbot in Korean EFL education. Studies in English Language & Literature, 48(1), 213-243. [KCI] 

Hwang, Y., & Lee, H. (2022). The future direction of maker education with metaverse and NFT: Focusing on the TMIOSS model based on the non-fungible owner and seller experience. The Journal of Humanities and Social science, 13(1), 2941-2956. [KCI] 

Hwang, Y. (2021). Invitation to metaverse: A discussion on the need of a new space for future education. The Modern Linguistic Society of Korea, 37(3), 377-389. [KCI] 

Zhang, L., & Hwang, Y. (2021). (Re)construction of teacher identity amid the COVID-19 pandemic from examination of conflict-coordinated experience of English language teachers. The Korea English Education Society, 20(3), 49-72. [KCI] 

Zhang, Z., & Hwang, Y. (2021). Secondary English education in Germany and China: A comparison of teaching methods and approaches from a sociocultural landscape. The Korean Association of Language Studies, 26(2), 245-271. [KCI] 

Hwang, Y. (2021). Perceptions toward non-face-to-face online class operations during the COVID-19 pandemic: Focusing on university students’ satisfaction and anxiety. The Linguistic Association of Korea, 29(1), 71-91. [KCI] 

Hwang, Y., & Lee, H. (2021). Artificial intelligence and its potential in English education: Deployment and creation of an AI chatbot by pre-service EFL teachers. Korea Association of Multimedia-Assisted Language Learning, 24(1), 104-133. [KCI] 

Hwang, Y. (2021). A Study on the educational effectiveness and potential of using an AI speaker for English education. The Association of English Language and Literature in Korea, 47(1), 225-251. [KCI] 

Lee, H., & Hwang, Y. (2021). Fostering coexistence with AI suitable for the era of the Nth industrial revolution: Focusing on English education in university setting. The Journal of Humanities and Social science, 12(1), 1419-1434. [KCI] 

Hwang, Y. (2020). Getting into interface of text and context through English literacy coin. The Korea English Education Society, 19(3), 19-36. [KCI] 

Hwang, Y., Lee, J., & Shin, D. (2020). The past, present, and future of online machine translation based on the error analysis. The Modern Linguistic Society of Korea, 36(2), 191-210. [KCI] 

Hwang, Y., & Kim, C. (2019). A case study on the improvement of English speaking ability using american drama. The New Studies of English Language & Literature 74, 229-255. [KCI] 

Hwang, Y., & Koh, B. ( 2019). The impact of blended l earning on TOEIC learning and preparation in a university EFL setting. Journal of the Korea English Education Society, 18(4), 233-248. [KCI] 

Cahnmann-Taylor, M., & Hwang, Y. (2019). Poetic habits of mind in TESOL teacher preparation. Language and Education, 33(5). 399-415. [SSCI JCR 18.56%] 

Hwang, Y. (2019). Functional understanding of comma in designing ESP course. ESP Review, 1(1), 13-28. [KCI] 

Hwang, Y. (2019). Improving vocabulary ability based on the interface of language and culture. The Mirae Journal of English Language and Literature 24(2). 319-345. [KCI] 

Hwang, Y. (2019). Learner–centered Ccassroom through flipped learning in university EFL Course. Journal of Learner-Centered Curriculum and Instruction, 19(8). 49-75. [KCI] 

Hwang, Y. (2018). Sociocultural approach toward creativity: When Vygotsky considers ‘Mediating C’ creativity. The Journal of Creativity Education, 18(3). 1-21. [KCI] 

Hwang, Y. (2018). “Poetry as/in qualitative research: Adapting poetic inquiry on ethnographical studies.” Modern Studies in English Language & Literature 62.3. 15-39. [KCI] 

Hwang, Y. (2018). Poetry as a meaning-making tool for second language learning: Pedagogical implication of pentagon model. Journal of Linguistic Studies 23. 2. 199-220. [KCI] 

Hwang, Y. (2018). The R graphic analysis of active learning TOEIC courses in higher education. The Journal of Studies in Language 34, 2, 533-551. [KCI] 

Hwang, Y. (2018). “Different intensity of emotions in bilingualism: Through a review of language memoirs.” Studies in English Language & Literature. 44(2), 349-370. [KCI] 

Hwang, Y.,  & Lee, E. (2018). A case study of implication of CLD-based flipped learning in university EFL classrooms. Studies in Linguistics 47, 309-331. [KCI] 

Hwang, Y. (2018). Listening to second language voice through poetry writing. The Mirae Journal of English Language and Literature 23(1), 429-454. [KCI] 

Cahnmann-Taylor, M., Bleyle, S., Hwang, Y., & Zhang, K. (2017). Teaching poetry in TESOL teacher education: Heightened attention to language as well as to cultural and political critique through poetry writing. TESOL Journal, 1-32. [SCOPUS]

Hwang, Y. (2017). Poetry in TESOL teacher preparation and practice. The International Society of Language and Literature, 37, 155-180. [KCI] 

Hwang, Y. (2017). Gaining metaphorical insight of Up in phrasal verbs. The Journal of Studies in Language, 33(3), 523-542. [KCI] 

Hwang, Y. (2016). The correlation between prosody and punctuation. The Journal of Studies in Language 32, (3), 545-568. [KCI] 

Hwang, Y. (2016). Poetry writing for creative second language education: Artist-teacher identity (re)construction of international TESOL educators through poetry-based learning. (Unpublished doctoral dissertation). The University of Georgia. Athens, GA. [Doctoral Dissertation] 

Cahnmann-Taylor, M., & Hwang, Y. (2015). Review of “Second language creative writers: Identities and writing processes”, Language and Education. 29(6), 1-4. [SSCI JCR 18.56%] 

Cahnmann-Taylor, M., Zhang, K., Bleyle, S., & Hwang, Y. (2015). “Searching for an entrance” and finding a two-way door: Using poetry to create East-West contact zones in TESOL teacher education. International Journal of Education & the Arts, 16, 1-30. [SCOPUS] 

Hwang, Y. (2013). 10 pounds love. Anthropology and Humanism. 38(2), 206. [SCOPUS]