Jookyoung Jung

The Chinese University of Hong Kong, English, Faculty Member

Hankuk University of Foreign Studies, Graduate School of Tesol, Adjunct

Korea University, Republic of Korea, English Language Education, Research Professor

UCL Institute of Education, Culture, Communication and Media, Graduate Student

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Jookyoung Jung is an Associate Professor in the Department of English at the Chinese University of Hong Kong. She also serves as the Director of the MA program in Applied English Linguistics. Her doctoral research, "Effects of Task Complexity, Glossing, and Working Memory on L2 Reading and L2 Learning," was supported by the Language Learning Dissertation Grant and the TIRF Doctoral Dissertation Grant.

Dr. Jung's research interests include the interface between second language (L2) instruction and second language acquisition (SLA), with a particular emphasis on task-based language teaching (TBLT), technology-mediated L2 learning, eye-tracking technology, L2 pragmatics, and the role of individual differences. Following her doctoral studies, she has conducted numerous research projects exploring the impact of tasks on real-time reading and writing processes using eye-tracking technology and keystroke-logging software. More recently, Dr. Jung has expanded her research into technology-mediated L2 learning, investigating areas such as video-conferenced collaborative L2 writing, gaze-contingent attention-triggering intervention, and text-audio synchronized input enhancement techniques. Her research has also delved into L2 pragmatic competence and learning, including studies on L2 users' suggestion-giving abilities, comprehension of textual English jokes, and understanding L2 English irony. Additionally, Dr. Jung explores the moderating effects of learners' cognitive abilities such as language aptitude, working memory capacity, and attention control.

Her publications have been featured in journals such as ITL, IRAL, System, TESOL Quarterly, Language Teaching, Language Awareness, Language Teaching Research, and Studies in Second Language Acquisition. In terms of grants, Dr. Jung has successfully secured funding from various sources, including the Early Career Scheme (2021/22, HK$398,000), the General Research Fund (2024/25, HK$281,400) from the Research Grants Council (RGC) Hong Kong, two Direct Research Grants (2020/21 HK$90,000 and 2022/23, HK$95,000), and several department-level grants.

Currently, Dr. Jung teaches courses on Second Language Acquisition and Second Language Teaching. She has been recognized with the Faculty of Arts Outstanding Teaching Award and the Department of English Exemplary Teaching Award for the academic year 2022/23. She has served as an External Module Examiner for the Department of English at the Hang Seng University of Hong Kong since 2021 and as a consultant for the Global Leader Programme at the CUHK Business School since 2023.

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Papers by Jookyoung Jung

The effects of online resource use on L2 learners’ computer-mediated writing processes and written products

by Honglan Wang and Jookyoung Jung

Assessing Writing, 2026

While previous studies on online resource use in L2 writing have focused on the overall writing q... more While previous studies on online resource use in L2 writing have focused on the overall writing quality, limited attention has been paid to its effects on linguistic complexity and real-time writing processes. Addressing this gap, the present study explored how online resource use influences both the processes and products of L2 writing. Forty-nine intermediate L2 learners completed two computer-mediated argumentative writing tasks, either with or without the use of online resources. Writing behaviors were captured via keystroke logging and screen recording, and analyzed for search activity, fluency, pausing, and revision quantity. Cognitive processes were examined through stimulated recall interviews, and written products were evaluated for both quality and linguistic complexity. The results showed that participants spent an average of 14 % of task time using online resources, with considerable individual variation. Mixed-effects modeling revealed that resource use facilitated the production of more sophisticated words, with marginal influence on writing quality or syntactic complexity. Resource use was also associated with longer between-word pauses, fewer within-word pauses, and reduced revisions. These findings highlight the potential of online resource use to enhance the authenticity of L2 writing assessment tasks without compromising test validity, while encouraging the use of more advanced vocabulary in writing.

The effects of online resource use on L2 learners’ computer-mediated writing processes and written products

by Honglan Wang and Jookyoung Jung

Assessing Writing, 2025

While previous studies on online resource use in L2 writing have focused on the overall writing q... more While previous studies on online resource use in L2 writing have focused on the overall writing quality, limited attention has been paid to its effects on linguistic complexity and real-time writing processes. Addressing this gap, the present study explored how online resource use influences both the processes and products of L2 writing. Forty-nine intermediate L2 learners completed two computer-mediated argumentative writing tasks, either with or without the use of online resources. Writing behaviors were captured via keystroke logging and screen recording, and analyzed for search activity, fluency, pausing, and revision quantity. Cognitive processes were examined through stimulated recall interviews, and written products were evaluated for both quality and linguistic complexity. The results showed that participants spent an average of 14 % of task time using online resources, with considerable individual variation. Mixed-effects modeling revealed that resource use facilitated the production of more sophisticated words, with marginal influence on writing quality or syntactic complexity. Resource use was also associated with longer between-word pauses, fewer within-word pauses, and reduced revisions. These findings highlight the potential of online resource use to enhance the authenticity of L2 writing assessment tasks without compromising test validity, while encouraging the use of more advanced vocabulary in writing.

The role of learners' cognitive abilities in L2 collocation learning from proactively or interactively enhanced textual input

Learning and Individual Differences, 2025

Sixty Chinese ESL learners read three English texts that contained 12 target collocations present... more Sixty Chinese ESL learners read three English texts that contained 12 target collocations presented in one of three conditions: no highlighting, proactive highlighting (target collocations highlighted before reading), or interactive highlighting (target collocations highlighted upon gaze detection). Immediate and delayed collocation form recall and recognition tests were administered to measure learning gains. Participants' cognitive abilities were assessed in terms of their explicit language aptitude (LLAMA B and F tests), implicit learning ability (serial reaction time task), and working memory (operation span task and Chinese nonword span task). We found that both proactive and interactive highlighting mitigated the role of LLAMA B scores in recalling target collocation forms. Interactive highlighting was also effective in neutralizing the role of LLAMA B and nonword span scores in recognizing the target collocation forms. However, learners with higher LLAMA F and operation spans benefited more from interactive highlighting when learning new target collocation forms.

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The impact of structural support and individual differences on incidental collocation learning and reading from task-based reading

Reading in a Foreign Language, 2025

This study investigated whether second language (L2) learners’ incidental collocation learning fr... more This study investigated whether second language (L2) learners’ incidental collocation learning from engaging in task-based reading would be moderated by their individual differences in cognitive abilities. Eighty-one Cantonese speakers were invited to review three English articles and determine if they were acceptable for publication in a lifestyle magazine. Half of the participants had to make the acceptance decision independently, whereas the other half received structural support containing a list of reviewing criteria. Each article contained four target collocations, and participants’ knowledge about them was measured with immediate and two-week delayed form recall and recognition tests. Participants’ cognitive abilities were measured in terms of their language aptitude (LLAMA B and F tests), working memory, and attentional control (operation span task, forward digit span task, and three-squared tasks). The results revealed that structural support did not affect reading comprehension scores. It was also found that higher scores in the LLAMA B test and the three-squared task significantly promoted collocation recall and recognition scores. Additionally, structural support was shown to neutralize the role of learners’ phonological short-term memory in the immediate collocation recall test. The findings indicate that careful task design is important to help learners overcome their limited phonological memory in acquiring new L2 features from engaging in L2 reading tasks.

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The Impact of Gaze-Contingent Textual Enhancement on L2 Collocation Learning from Computer-Mediated Reading Tasks

by Jookyoung Jung and Yoojin Chung

TESOL Quarterly, 2025

This study examined if gaze-contingent textual enhancement could be used as an interactive focus-... more This study examined if gaze-contingent textual enhancement could be used as an interactive focus-on-form device to promote learning of second language (L2) collocations from computer-mediated reading tasks. Seventy-five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions: no highlighting, proactive highlighting (target collocations highlighted in advance), and gaze-contingent highlighting (target collocations highlighted when looked at). Participants' eye movements were captured during the reading task, and collocation form recall and recognition tests were administered immediately after and 2 weeks later. Additionally, five participants from each group took part in a stimulated recall session, eliciting their thoughts while reading. The results indicated that both highlighting techniques increased total fixation duration and count on the target collocations and improved collocation form recall and recognition scores in the posttests. Gaze-contingent highlighting demonstrated a more durable impact on the collocation recall test compared to proactive highlighting. The stimulated recall comments also revealed that gaze-contingent highlighting tended to promote attentive processing of the target collocations. These findings suggest that highlighting is a useful focus-on-form technique in task-based reading contexts, with gaze-contingent highlighting yielding potential benefits in terms of L2 collocation learning.

format_quoteProactive and interactive highlighting significantly increased total fixation duration and count compared to no highlighting.format_quote

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The role of working memory and attention control in incidental L2 vocabulary learning from reading-while-listening

ITL - International Journal of Applied Linguistics , 2025

This study investigated the role of working memory and attention control in incidental L2 vocabul... more This study investigated the role of working memory and attention control in incidental L2 vocabulary learning from engaging in reading-while-listening. Fifty-nine Cantonese ESL learners engaged in reading-while-listening to two English stories in which twelve adjectivepseudonoun collocations appeared three times in meaningful contexts. Immediately after the reading-while-listening task and again one week later, participants completed unannounced posttests that measured their receptive and productive knowledge about the pseudonouns and their collocations. Their working memory was assessed with an automated operation span task, and attention control ability was measured with three squared tasks that consisted of Stroop, Flanker, and Simon squared tasks. The results indicated that attention control played a significant role in remembering the target pseudonoun forms and their collocational features for both recall and recognition. The working memory, by contrast, did not emerge as a determinant factor. The implications of the findings were discussed in the context of L2 vocabulary learning.

Reading Tasks as a Pathway for Embracing TBLT in Asia: A Response to Ellis (2024)

International Journal of TESOL Studies, 2024

Building on Ellis's (2024) proposal for a modular language curriculum that combines Task-Based La... more Building on Ellis's (2024) proposal for a modular language curriculum that combines Task-Based Language Teaching (TBLT) and Task-Supported Language Teaching (TSLT) in an Asian context, this article argues that reading tasks can facilitate the adoption and implementation of TBLT in Asia. The article begins with a brief review of previous research that highlights the complexities and challenges of implementing TBLT in Asian classrooms, including the misconception that TBLT primarily emphasizes speaking tasks. In response, this article proposes that reading tasks, due to their alignment with instructional practices and cultural expectations in many Asian classrooms, can serve as a more practical and adaptable means for embracing TBLT. Highlighting their ability to deliver target linguistic constructions effectively while integrating other language skills, this article explores the potential of reading tasks to foster authentic and communicative language use, paving the way for a more context-sensitive implementation of TBLT in Asia.

format_quoteThe article proposes using reading tasks as a catalyst for TBLT adoption in Asia, tackling misconceptions about task-based learning.format_quote

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The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)

International review of applied linguistics in language teaching/IRAL. International review of applied linguistics in language teaching, Mar 11, 2024

This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from readi... more This study attempted to extend Jung and Lee’s (2023. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement. International Review of Applied Linguistics in Language Teaching.) study to gain further insight into the pedagogical potential of text-audio synchronized enhancement on L2 collocation learning from reading-while-listening. Eighty-seven Cantonese ESL speakers read two English stories under one of four conditions, i.e., reading-only, reading-while-listening, reading-while-listening with colouring, and reading-while-listening with synchronized colouring. The stories contained 12 target adjective-pseudonoun collocations, and participants’ learning was assessed with immediate and one-week delayed posttests that consisted of recall and recognition tests. Lastly, two participants from each group produced stimulated recall comments. The results revealed that both colouring techniques significantly promoted receptive knowledge about the target collocations in the immediate posttest. Synchronized colouring, in particular, was also effective in improving immediate pseudonoun meaning recall scores and reducing reaction times to collocation recognition tests. Stimulated recalls indicated that synchronized colouring allowed for more uninterrupted processing of the stories in close alignment with the audio.

L2 irony comprehension and the role of L2 proficiency and use

Language Awareness, Nov 2, 2023

The present study investigated how Cantonese speakers learning English as a second language (L2) ... more The present study investigated how Cantonese speakers learning English as a second language (L2) would comprehend English irony and whether their L2 proficiency and use would moderate their irony processing. Thirty Cantonese speakers with differing English proficiency (intermediate vs advanced) were asked to complete an irony comprehension task in which they had to determine if given comments in literal or ironic situations were positive or negative. The irony comprehension task was immediately followed by a stimulated recall session to further explore the participants&#39; thought processes while responding to the irony comprehension items. The results revealed that the participants were faster and more accurate when processing positively-valenced comments (literal praise, ironic criticism), compared to negatively-valenced ones (literal criticism, ironic praise). The findings suggest that learners had greater difficulty identifying ironic praises than ironic criticisms, underscoring the role of valence in second language irony inferencing. The stimulated recall data suggested that the anticipation of irony may accelerate the identification of ironic criticisms. While proficiency facilitated the speed of irony comprehension, the duration of L2 use, especially in speaking, emerged as an important factor in moderating the accuracy of irony comprehension.

The impact of gaze-contingent highlighting on incidental learning of collocations from computer-mediated reading

by Jookyoung Jung and matt stainer

Language Teaching, 2024

The impact of task guidance on incidental collocation learning from task-based reading

Language Teaching Research, 2024

This study explored how to promote incidental collocation learning from task-based reading. In th... more This study explored how to promote incidental collocation learning from task-based reading. In this study, 101 Cantonese speakers read three English texts that contained 12 target collocations. Playing a role as an editor of a magazine, participants were asked to determine if the three texts were acceptable to be published in the next issue. While half of the participants (– Guidance, n = 50) were asked to simply accept or reject the texts after reading, the other half (+ Guidance, n = 51) received task guidance that contained a list of specific reviewing criteria. Participants’ eye-movements were recorded during the editor task, and 10 participants from each condition were asked to produce stimulated recalls while viewing their eye-movements. The rest of the participants’ (n = 81) knowledge about the target collocations was measured with form recall and recognition tests immediately and two weeks after the task. The results revealed that task guidance led to greater fixation durations and counts on the target collocations, as well as improved performances in the immediate posttest. The stimulated recalls further indicated that task guidance encouraged more goal-oriented reading. The findings underscore the importance of careful task design to promote incidental collocation learning from reading.

format_quoteTask guidance did not significantly affect comprehension, indicating effective task design maintaining understanding while enhancing learning of collocations.format_quote

The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)

International Review of Applied Linguistics in Language Teaching, 2024

Cantonese and Korean speakers’ comprehension and appreciation of English textual humor

ITL – International Journal of Applied Linguistics, Oct 13, 2022

This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 En... more This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants’ ability to enjoy and appreciate English humor.

Effects of glosses on learning of L2 grammar and vocabulary

Language Teaching Research, Mar 16, 2015

The present study examines how glossing of second language (L2) texts affects L2 learners’ readin... more The present study examines how glossing of second language (L2) texts affects L2 learners’ reading comprehension as well as their learning of L2 grammar and vocabulary. It employed a pretest, immediate posttest, and delayed posttest design with two treatment sessions. The target features were English unaccusativity and 10 pseudo-word items. Participants were 52 Korean college students learning English, who were randomly assigned to a glossed or unglossed condition. Glossing was achieved by means of providing Korean translation of each targeted item in the margin of the text. Reading comprehension was measured with 14 multiple-choice items for each text. The learning of the target features was assessed with a grammaticality judgment test and a word form and meaning recognition test. These tests were supplemented with reaction time data and binary confidence ratings in order to assess the solidity of the knowledge acquired. The results indicated that glossing significantly facilitated learning of the target constructions, while having no influence on reading comprehension scores. These results will be discussed in light of potential usefulness of glossing as a means to facilitate learning of L2 grammatical and lexical features.

Socio-cognitive Functions of Collaborative Interaction Among L2 Learners

응용언어학, Dec 1, 2005

The purpose of this study was to prove that language use during collaborative writing could facil... more The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the variation of task performance, one pair was selected for qualitative analysis of the language-related episodes isolated from their conversations to observe their cognitive processes. During the task, students used their language to orient themselves into the given task and to provide assistance to each other. Also, from production of private speech, students&#39; cognitive endeavors to solve the encountered linguistic problems were observed. The dialogue discussed provides evidence of language use as both an enactment of mental processes and an occasion for L2 learning.

Relative Roles of Grammar and Vocabulary in Different L2 Reading Tasks

English teaching, Mar 1, 2012

This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i... more

Effects of task complexity and working memory capacity on L2 reading comprehension

System, Jun 1, 2018

The present study investigated whether cognitive task complexity affects second language reading ... more The present study investigated whether cognitive task complexity affects second language reading comprehension and whether working memory capacity moderates the influence of task complexity. Fifty-two Korean undergraduate students were randomly assigned to either simple or complex condition and read two TOEFL passages while answering multiple-choice reading comprehension questions. Unlike simple versions that included coherent texts, complex versions contained texts whose paragraphs were disarranged and additionally required participants to order them coherently. A forward digit span test and a nonword repetition test were used to measure the participants' phonological short-term memory, and a backward digit span test and an operation span test were employed to assess their complex working memory. The results revealed that task complexity did not affect reading comprehension scores, although participants perceived the complex tasks significantly more demanding. Also, under the complex condition, participants benefited from higher nonword span scores when answering reading comprehension questions.

format_quoteComplex tasks resulted in significant differences in perceived difficulty and time estimations, affirming their higher cognitive demands.format_quote

Are Grammatical Morphemes Hard or Soft?

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2009

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The Role of Glossing and Working Memory Capacity in Second Language Reading Comprehension

The journal of Asia TEFL, Jun 30, 2021

Glossing, providing information for unfamiliar lexical items to promote reading comprehension, ha... more Glossing, providing information for unfamiliar lexical items to promote reading comprehension, has long been investigated as a textual modification technique to promote second language (L2) reading comprehension. Thus far, however, inconclusive findings have been produced as to whether L2 readers’ working memory capacity plays as a moderator of the effects of glossing on L2 reading comprehension. To fill the gap, the present study explored the moderating impact of working memory capacity on the efficacy of glossing in L2 reading comprehension. Eighty-eight Korean university students read two English passages in either a glossed or an unglossed version, while answering multiple-choice reading comprehension items. Participants’ phonological short-term memory was assessed with a digit span task and a Korean nonword repetition task, while their complex working memory was measured with a backward digit span task and an automated operation span task. The results of mixed-effects modeling revealed that forward digit span scores moderated the effects of glossing on L2 reading comprehension scores.

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Patterns and Preferences of Corrective Feedback and Learner Repair

Korean Journal of Applied Linguistics, Jun 1, 2007

The present study explored patterns of corrective feedback and repair according to students’ Engl... more

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