Academic Profile : Faculty
Asst Prof Colette Shin
Assistant Professor, National Institute of Education - English Language & Literature
Email
Journal Articles
(Not applicable to NIE
staff as info will be
pulled from PRDS)
(Not applicable to NIE
staff as info will be
pulled from PRDS)
Shin, H.W. (2024). Instructional Task Modality and Teacher Effects on Second Language Vocabulary Learning: Evidence from Adolescent Learners. Language Teaching Research. https://doi.org/10.1177/13621688241253617
Shin, H.W. (2024). Comparative Analysis of Written Corrective Feedback Strategies: A Linear Growth Modeling Approach. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0174
Shin, H.W. & Sok, S. (2023). Student Satisfaction and Perceived Learning in an Online Second Language Learning Environment: A replication of Gray and DiLoreto (2016). ReCALL. https://doi.org/10.1017/S0958344023000034
Sok, S., & Shin, H.W. (2023). Investigating the Dimensions and Determinants of Children’s Narrative Writing in Korean. Assessing Writing, 57, 1-12. https://doi.org/10.1016/j.asw.2023.100740
Shin, H.W., Sok, S., & Do, J.H. (2023). Role of Individual Differences in Incidental Second Language Vocabulary Acquisition Through Listening to Stories: Metacognitive Awareness and Motivation. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0212
Ji, H, Park, S., & Shin, H.W. (2022). Investigating the Link Between Engagement, Readiness, and Satisfaction in a Synchronous Online Second Language Learning Environment. System, 105. https://doi.org/10.1016/j.system.2022.102720
Sok, S. & Shin, H.W. (2022). Investigating the Role of Cognitive Variables in Second Language Learners’ Listening Comprehension: Aptitude and Metacognitive Awareness. International Journal of Listening, 36(2), 138-151. https://doi.org/10.1080/10904018.2021.1954926
Sok, S., Shin, H.W., & Do, J.H. (2021). Exploring Which Test-taker Characteristics Predict Young L2 Learners’ Performance on Listening and Reading comprehension Test. Language Testing, 38(3), 378-400. https://doi.org/10.1177/0265532221991134
Shin, H.W. & So, Y.S. (2018). The Moderating Role of Socioeconomic Status on Motivation of Adolescents’ Foreign Language Learning Strategy Use. System, 73, 71-79. https://doi.org/10.1016/j.system.2017.11.007
Shin, H.W. (2024). Comparative Analysis of Written Corrective Feedback Strategies: A Linear Growth Modeling Approach. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0174
Shin, H.W. & Sok, S. (2023). Student Satisfaction and Perceived Learning in an Online Second Language Learning Environment: A replication of Gray and DiLoreto (2016). ReCALL. https://doi.org/10.1017/S0958344023000034
Sok, S., & Shin, H.W. (2023). Investigating the Dimensions and Determinants of Children’s Narrative Writing in Korean. Assessing Writing, 57, 1-12. https://doi.org/10.1016/j.asw.2023.100740
Shin, H.W., Sok, S., & Do, J.H. (2023). Role of Individual Differences in Incidental Second Language Vocabulary Acquisition Through Listening to Stories: Metacognitive Awareness and Motivation. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0212
Ji, H, Park, S., & Shin, H.W. (2022). Investigating the Link Between Engagement, Readiness, and Satisfaction in a Synchronous Online Second Language Learning Environment. System, 105. https://doi.org/10.1016/j.system.2022.102720
Sok, S. & Shin, H.W. (2022). Investigating the Role of Cognitive Variables in Second Language Learners’ Listening Comprehension: Aptitude and Metacognitive Awareness. International Journal of Listening, 36(2), 138-151. https://doi.org/10.1080/10904018.2021.1954926
Sok, S., Shin, H.W., & Do, J.H. (2021). Exploring Which Test-taker Characteristics Predict Young L2 Learners’ Performance on Listening and Reading comprehension Test. Language Testing, 38(3), 378-400. https://doi.org/10.1177/0265532221991134
Shin, H.W. & So, Y.S. (2018). The Moderating Role of Socioeconomic Status on Motivation of Adolescents’ Foreign Language Learning Strategy Use. System, 73, 71-79. https://doi.org/10.1016/j.system.2017.11.007
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