top of page

Research Ideas

With the emergence of technology, I am deeply interested in the intersection of ESL/EFL education and technology-assisted language learning. Given that technology is widely used to facilitate language learning, there has been an increasing need for supporting learner motivation to persist in their language learning in learner-initiated self-directed learning outside of formal education settings. Specifically, there has been an emphasis on the effect of mobile-assisted language learning (MALL) and computer-assisted language learning (CALL) on ESL/EFL education. The role of learner motivation was also highlighted in the context of out-of-class self-regulated learning through the use of technology. While many studies have explored diverse factors that positively influence English language learners (ELLs)' behavioral intention and actual use of mobile technology, I intend to further investigate how ELLs from diverse linguistic and cultural backgrounds perceive English language learning and the use of MALL and CALL. I am also interested in identifying sociocultural factors that influence second or foreign language learning and how they motivate and/or demotivate the processes of L2 acquisition. Considering the different linguistic and cultural identities of ELLs, I want to explore their use of technology-assisted language learning in light of their unique identities and contexts of learning English. 

Concept Map

Sample Research Proposal
(In Progress)

The purpose of this study is to explore EFL undergraduate students' use of mobile- and web-based software for language learning in South Korea. The current study aims to identify elements that facilitate or impede students' motivation for language learning by looking into usage patterns and features of language learning software that students currently use. Moreover, the impact of technology-assisted language learning will be explored from the perspective of student motivation.
Research Questions
RQ 1. Which mobile- or web-based software do current undergraduate EFL learners in South Korea use for their English language learning?
RQ 2. How are current undergraduate EFL learners in South Korea using mobile- or web-based software for their English language learning?
RQ 3. What features of mobile- and web-based software motivate undergraduate EFL learners in South Korea?
RQ 4. What features of mobile- and web-based software de-motivate undergraduate EFL learners in South Korea?
Method
The current study will adopt convenience sampling to collect data with an online survey and individual interviews. 

bottom of page