박은성 교수
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TESOL
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WORK Department of English Literature & Linguistics Sogang University, Seoul, Korea Sep. 2007~Feb. 2009: Visiting Professor MATESOL/MATFL Program, Graduate School of Language and Linguistics Middlebury Institute of International Studies at Monterey, CA, USA Jul. 2003~Aug. 2007: Adjunct Professor TESOL/Applied Linguistics Programs Teachers College, Columbia University, NY, USA RESEARCH Refereed journal articles Lee, H., & Park, E. S. (2025). Leveraging transnational identities of refugee-background students. ELT Journal. Cambridge University Press. https://doi.org/10.1093/elt/ccaf015 Lim, D., & Park, E. S. (2024). Facts and fictions of native speakerism: Local teachers' experiences and viewpoints. English Teaching and Learning. https://doi.org/10.1007/s42321-022-00128-3 Hu, Y., & Park, E. S. (2023). Resolution of communication breakdown and interlocutor type in negotiated interaction. The Journal of Asia TEFL, 20(4), 791-808. Park, E. S., & Lee, H. (2022). "I want to keep my North Korean accent": Agency and identity in a North Korean defector's transnational experience of learning English. TESOL Quarterly, 56(1), 19-40. https://doi.org/10.1002/tesq.3016 Park, E.S. (2020). Refugee-background students' experience with college English requirements: the case of North Korean students in South Korea. Journal of Language, Identity & Education, 19(2), 111-124. https://doi.org/10.1080/15348458.2019.1650278 Shin, Y.K., & Park, E.S. (2019). Spatial trajectories of North Korean L2 English learners: Transformed attitudes towards English across spaces. Language and Intercultural Communication, 19, 328-341. https://doi.org/10.1080/14708477.2018.1556677 Kim, O.Y., & Park, E.S.(2017). The utility of indirect written corrective feedback for learners with different proficiency levels. Bilingual Research, 68, 1-26. Park, E.S., Song, S., & Shin, Y. (2016). To what extent do learners benefit from indirect written corrective feedback?: A study targeting learners of different proficiency and heritage language status. Language Teaching Research, 20, 678- 699. https://doi.org/10.1177/1362168815609617 Kwon, E.Y., & Park, E.S. (2016). The influence of changing L1 on a child's developing L2-English: A longitudinal study. Korean Journal of Applied Linguistics, 32(2), 27-58. Park, E.S., & Shin, Y. K. (2016). Goals and contents of English language teaching in North Korea: Insights from high school textbooks. Modern English Education, 17(2), 91-109. Corks, D., & Park, E.S. (2016). Effects of direct feedback on grammatical accuracy and explicit and implicit knowledge of target forms. English Language and Literature Teaching, 22(1), 1-22. Park, E.S., & Nassif, L. (2014). Textual enhancement of two L2 Arabic forms: A classroom-based study. Language Awareness, 23(4), 334-352. https://doi.org/10.1080/09658416.2013.808645 Park, E.S., & Kim, O.Y.(2014). North Korean defectors' struggle with English in the South Korean university system: A case study of a private university in Seoul. Yeollin Journal of Education, 22(3),335-359. Ahn, J., & Park, E.S. (2013). Analysis of cultural contents in elementary school English textbooks for 5th& 6th grades based on the Revised English Curriculum. Primary English Education, 19(2), 105-130. Park, E.S. (2013). Learner-generated noticing behavior by novice learners: Tracing the effects of learners' L1 on their emerging L2. Applied Linguistics, 34(1), 74-98. https://doi.org/10.1093/applin/ams016 Song, H., & Park, E.S. (2012). Error analysis of foreign language high school students' English writings. Korean Journal of English Language and Linguistics, 12(3), 425-449. Song, S., & Park, E.S. (2011). Effects of recasts on different morphosyntactic features: A case study of a beginning ESL learner. Korean Journal of English Language and Linguistics, 11(2), 269-292. Park, E.S. (2011). Learner-generated noticing of written L2 input: What do they notice and why? Language Learning, 61(1), 146-186. https://doi.org/10.1111/j.1467-9922.2010.00589.x Park, E.S., & Song, S. (2010). Perceptions of recasts by ESL learners of different proficiency levels: A classroom-based study. English Language Teaching, 22(2), 205-226. Waring, H.Z., & Park, E.S. (2010). "Got a quarter?": A descriptive study on street solicitation for money. Language and Information Society, 12, 19-35. Ekiert, M., & Park, E.S. (2010). Acquisition of the English article system by Spanish and Korean speakers. Korean Journal of Applied Linguistics, 26(2), 153-184. Nassif, L., & Park, E.S. (2009). Coping with mixed proficiency levels: Voices from L2 classrooms. English Language Teaching, 21(4), 99-128. Park, E.S.(2009). Learners' perception of indirect written feedback and its impact on their classroom performance. Bilingual Research, 41, 179-207. Park, E.S., & Park, T.J.(2009). Responding to rudeness: A comparative study of native speakers of English and native speakers of Korean. Korean Journal of Applied Linguistics, 25(2), 197-225. Han, Z.H., Park, E.S., & Combs, C.(2008). Textual enhancement of input: Issues and possibilities. Applied Linguistics, 29, 597-618. https://doi.org/10.1093/applin/amn010 Park, E.S. (2008). Tapping into learners' internal salience: Insights from an implicit focus on form study. English Teaching, 63, 139-166. Park, E.S. (2002). On three potential sources of comprehensible input for second language acquisition. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 2, 2002. Book Chapters Park, E. S. (2025). I purple you: BTS's ELF and translanguaging practices. In J. Suh & E.S. Park (Eds). BTS and languages: K-pop transcending language and communication (pp. 82-100). Routledge. https://doi.org/10.4324/9781032625294-7 Suh, J. & Park, E. S. (2025). Introduction: Contextualizing BTS. In J. Suh & E.S. Park (Eds). BTS and languages: K-pop transcending language and communication (pp. 82-100). Routledge. https://doi.org/10.4324/9781032625294-7 Park, E. S. (2023). Minority students' English-learning experience in an EFL environment: Insights and future directions. In Z. Tejaddin & C. Griffith (Eds.). Language education programs: policies and practices. Springer. https://link.springer.com/book/10.1007/978-3-031-38754-8 Park, E. S., & Kim, O. (2019). Learners' engagement with indirect written corrective feedback. Depth of processing an self-correction. In R. Loew (Ed.). The Routledge handbook of second language research in classroom learning (pp. 212- 226. New York, NY: Routledge. https://www.routledge.com/The-Routledge-Handbook-of-Second-Language-Research-in-Classroom- Learning/Leow/p/book/9781032401621 Park, E.S. (2018). Language attrition. In J. I. Liontas (Ed.). The TESOL encyclopedia of English language teaching. Malden, MA: Wiley Blackwell. https://doi.org/10.1002/9781118784235.eelt0843 Park, E.S.(2014). Learners' first exposure to written L2 input: Insights from learners' spontaneous think-aloud. In Han, Z.H. & Rast, R. (Eds.). First exposure to a second language: Learners' initial input processing (pp. 40-63). Cambridge: Cambridge University Press.
Park, E.S., & Han, Z.H. (2007). Learner spontaneous attention in second language input processing: An exploratory study. In Z. H. Han (Ed.). Understanding second language process (pp. 106-132). Clevedon: Multilingual Matters. https://doi.org/10.21832/9781847690159 Books Suh, J., & Park, E. S. (2025). (Eds.). BTS and languages: K-pop transcending language and communication. Routledge. https://doi.org/10.4324/9781032625294 Park, E. S. (2020). Instructed SLA: A practical guide for teachers. TEFLIN Publication Division. To view or to download the book: https://www.academia.edu/45074110/Instructed_SLA_Eun_Sung_Park_2020 Park, E.S., & Spolsky, B. (2017). (Eds.). English education at the tertiary level in Asia: From policy to practice. New York, NY: Routledge. High School Textbooks (co-authored) 2022개정 공통영어 1, 공통영어 2 (비상교육) 2015개정 High School English 1, High School English 2 (동아출판) 2009개정 High School English 1 (비상교육) Invited Talks and Conference Presentations Park, E. S. (April, 2024). Resilient roots, global growth: Transnational identities as assets in the English classroom. Featured session at the 31st KOTESOL International Conference, Sookmyung Women's University, Seoul, Korea. Park, E. S. (March, 2024). Minority students' English-learning needs: an asset-based approach. Paper presented at the 58th RELC International Conference, SAMEO Regional Language Center, Singapore. Park, E. S. (July, 2022). "You nice! Keep going!" How BTS communicates via ELF and translanguaging. Paper presented at 2022 BTS: The Third Global Interdisciplinary Conference, Hankook University of Foreign Studies, Seoul, Korea. Park, E. S. & Lim, D. (December, 2021). Native speakers viewed from local English teachers' perspectives. Paper presented at the 19th Asia TEFL International Conference, Delhi, India. Park, E. S. (November, 2020). Tips for publishing your first journal article. Symposium presented at the 2020 AsiaTEFL International Conference, Goyang, Korea. Park, E. S. & Renandya, W. A. (June, 27, 2020). Top ten habits of successful learners of English. Invited talk given at the TEFL Webinar Series, Chulalongkorn University, Bangkok, Thailand. Park, E. S. (October, 2019). SLA-informed classroom practices. Plenary speech given at the 2020 INELTAL Conference. Universitas Negeri Malang, Indonesia. Lee, H.K, & Park, E. S. (March, 2019). "I want to keep my North Korean accent.": Agency and investment in a North Korean defector's L2-learning trajectory. ACLA/CAAL Conference, University of British Columbia,Vancouver, Canada. Park, E. S. (October, 2018). The utility of indirect written corrective feedback. Invited colloquium presented at the 2018 ALAK International Conference, Sogang University, Seoul, Korea. Park, E. S. (June, 2018). Insights from instructed SLA: Techniques that encourage learner noticing. Workshop presented at the 16th Asia TEFL Conference, University of Macao, Macao, China. Kim, O.Y., & Park, E.S.(June, 2019). Learners' processing of indirect feedback: Does deeper processing signal better correction? Paper presented at the 16th Asia TEFL Conference, University of Macao, Macao, China. Park, E. S. (March, 2018). Learner-centered instruction: An SLA perspective. Plenary talk presented at the 14th Annual Seoul KOTESOL Conference, Sookmyung Women's University, Seoul, Korea. Park, E. S. (July, 2017). Refugee students' experience with English requirements at the tertiary level: The case of North Koreans in South Korea. Paper presented at the 15th Asia TEFL-64th TEFLIN conference, Yogyakarta, Indonesia. Park, E.S. (October, 2016). Catering to North Korean students' English-learning needs: Who, what, and how. Paper presented at the 24th Korean TESOL International Conference. Sookmyung Women's University, Seoul, Korea. Kim, O.Y., & Park, E.S. (September, 2016). Learner engagement with indirect written corrective feedback: Feedback efficacy and learner strategies. Paper presented at the 35th SLRF Conference. Teachers College, Columbia University, NY, USA. Kim, J.E, & Park. E.S. (September, 2016). The efficacy of a model text as an alternative form of feedback. Paper presented at the 35th SLRF Conference. Teachers College, Columbia University, New York, NY, USA. Kim, O.Y., & Park, E.S. (September, 2015). Indirect written feedback: A think-aloud protocol analysis. Paper presented at The Third AILA East Asia & 2016 ALAK-GETA Joint International Conference. Honam University, Korea. Kim, O.Y., & Park, E.S. (June, 2016). Learner engagement with indirect written corrective feedback. Paper presented at the 14th Asia TEFL conference, Vladivostok, Russia. Park, E.S. (November, 2015). To what extent do learners benefit from indirect written corrective feedback? A study targeting learners of different proficiency and heritage language status. Paper presented at the 12th Asia TEFL Conference, Nanjing, China. Park, E.S., & Kim, O.Y. (March, 2015). North Korean defectors' struggle with English in South Korea. Paper presented at the 49th TESOL Convention, Toronto, Canada. Park, E.S. (August, 2014). Goals and contents of English language teaching in North Korea: Analysis of secondary school English textbooks. Paper presented at the 13th Asia TEFL conference, Kuching, Malaysia. Park, E.S., & Kim, O.Y. (August, 2014). North Korean defectors' struggle with English: Learner profiles and needs analysis. Paper presented at the 17th World Congress of Applied Linguistics (AILA), Brisbane, Australia. Park, E.S., & Shin, Y.K (August, 2014). English education in North Korea: Insights from secondary school English textbooks. Paper presented at the 17th World Congress of Applied Linguistics (AILA),Brisbane, Australia. Park, E.S., & Kim, O.Y. (October, 2013). North Korean refugees' struggle with English in the South Korean university system. Paper presented at the 12th Asia TEFL conference, Ateneo de Manila University, the Philippines. Kim, O.Y. & Park, E.S. (October, 2013). EFL program for North Korean refugees attending university in South Korea: A case study. Paper presented at the 2013 ALAK International Conference, Busan University of Foreign Studies, Korea. Park, E.S. (August, 2013). Comparison of two online measures to gauge learner-generated noticing: To what extent do the results from the two measures overlap? Paper presented at the 23rd EUROSLA Conference, University of Amsterdam, the Netherlands. Park, E.S. (October, 2012). Effects of recasts on different morphosyntactic features: A case study of an adult ESL learner. Paper presented at the 11th Asia TEFL Conference, Gurgaon (Delhi NCR),India. Park, E.S. (January, 2012). Recent trends in SLA: Plonsky & Gass (2011) Quantitative research methods, study quality, and outcomes: The case of interaction research. KATE SIG Conference, Jeju University, Jeju-do, Korea. Park, E.S. (November, 2011). Analyzing learners' incorporation of feedback. Invited colloquium given at Hanyang University Department of English Language Education, Seoul, Korea. Park, E.S. (August, 2011). Effects of textual enhancement on two Arabic structures: A classroom-based study. Paper presented at the 16th World Congress of Applied Linguistics (AILA). Beijing Foreign Studies University, Beijing, China. Park, E.S., & Song, S.H (June, 2011). Learners' perception of indirect written feedback: To what extent can learners self- correct their errors? Paper presented at the 16th AATK Annual Conference, Yale University, NJ, USA. Park, E.S., & Nassif, L. (March, 2010). The effects of textual enhancement on two Arabic structures. Paper presented at the 2010 AAAL Conference, Atlanta, GA, USA. Park, E.S. (March, 2009). Invited panel: Learner-generated noticing of L2 written input: Noticed features and processing strategies. Georgetown University Round Table on Languages and Linguistics (GURT), Georgetown University, DC, USA. Park, E.S. (October, 2008). Learner-generated noticing of second language input: What do they notice on their own? Paper presented at the 31st Second Language Research Forum (SLRF), University of Hawai'i at Manoa, HI, USA. Park, E.S. (August, 2008). Learner-generated noticing of second language input: An exploratory study. Paper presented at the 15th World Congress of Applied Linguistics (AILA), Essen, Germany. Park, E.S. (October, 2005). Learners'internally-generated noticing of second language input. Paper presented at the 28th SLRF Conference, Columbia University, NY, USA. Han, Z-H, Purdy, J. D., & Park, E. S. (October, 2004). What linguistic environment favors L2 acquisition of English causative alternation? Paper presented at the 27th SLRF Conference, State College, PA, USA. Park, E.S., & Murphy, S. (March, 2003). Facilitating learners' noticing of second language input. Discussion given at the 37th TESOL Convention, Baltimore, MD, USA. | |
