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 저서및논문 |
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Park, J. (2020). Incorporating fluency and strategic reading training into an academic classroom. English Language Teaching, 32(1), 21-36. Park, J. (2019). Case study on self-efficacy and needs of Korean EFL secondary teachers. Secondary English Education, 12(1), 3-23. Park, J. (2018). Effectiveness of teacher and peer feedback: Through the lens of Korean tertiary writing classroom. The journal of Asia TEFL, 15(2), 429-444. Park, J. (2017). Benefits of the process approach in L2 writing: From the prospective teachers’ perspectives. The Journal of Linguistic Science, 82, 117-136. Park, J. (2016). Pedagogical implications of reading-writing practice on writing in L2. English Language Teaching, 28(4), 179-195. Ro, E., & Park, J. (2016). Students’ attitudes toward undertaking writing activities on extensive reading. The Journal of Asia TEFL, 13(3), 186-203. Park, J. (2016). Integrating reading and writing through extensive reading, ELT Journal, 70(3), 287-295. Park, J. (2016). Korean students’ English speaking anxiety and their coping strategies. Studies in English Education. 21(1), 97-122. Park, J., & Ro, E. (2015). The core principles of extensive reading in an EAP writing context. Reading in a Foreign Language, 27(2), 308-313. Park, J. (2015). Students’ Perception Toward Extensive Reading in ESL Contexts, Modern English Education, 16(3), 117-135. Park, J. (2015). Insights into Korean EFL students’ reading motivation, proficiency, and strategy use. English Teaching, 70(1), 57-74.
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