人文学院研究人员 - 李主圣博士

英语教育学系署理系主任 / 助理教授

研究领域：

• Global Englishes Supporting Marginalized and Vulnerable Groups
• Informal Digital Learning of English (IDLE) 
• Intelligent Computer Assisted Language Learning (ICALL) 
• Media Multitasking 
• Positive Psychology in Second Language Acquisition English as an International Language
• Willingness to Communicate in Digital and Non-digital Contexts 

Hello, my name is Ju, and I’m an Associate Head and Assistant Professor at the Department of English Language Education. I’m interested in research into Informal Digital Learning of English (IDLE) and Positive Psychology in Second Language Acquisition. I coined the conceptually original term ‘IDLE' and I’ve been researching on how today’s young students use technology to acquire language autonomously outside of the classroom. I’ve also looked at how important it is to foster positive psychological traits in students (e.g., grit, resilience, and growth mindset) and build a healthy school environment. My graduate students and I have continuously advocated for the integration of both the IDLE and the positive psychology paradigms into language classrooms and teacher education programs. I’m especially interested in identifying and resolving actual educational challenges, as well as supporting and serving people in genuine need. Let’s work together if you’re interested in these issues

学术书籍：

1. Dressman, M., Lee, J. S., & Perrot, L. (2023). English Education in the Digital Age: Learner-Driven Strategies for Adolescents and Young Adults. Oxford, UK: Wiley-Blackwell.
2. Lee, J. S. (2022). Informal Digital Learning of English: Research to Practice. New York, NY: Routledge.

奖项：

1. Excellent Field Experience (Teaching Practicum) Supervision, EdUHK, Hong Kong (2020) 
2. Robert A. Fischer Outstanding Graduate Student Award, CALICO (Computer Assisted Language Instruction Consortium), USA (2017)

顶尖期刊论文：

1. Lee, J. S., & Liu, L. (2022). Dynamicity of EFL learners' willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 1-19.
2. Lee, J. S., Lee, K., & Hsieh, J. C. (2022). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research, 26, 455-476.
3. Lee, J. S., & Sylvén, L. K. (2021). The role of Informal Digital Learning of English in Korean and Swedish EFL learners' communication behavior. British Journal of Educational Technology, 52(3), 1279-1296.
4. Chen Hsieh, J., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 1-28. 
5. Lee, J. S., & Lee, K. (2020). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813-833. 
6. Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners' willingness to communicate. Journal of Multilingual and Multicultural Development, 1-17. 
7. Lee, J. S. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. ReCALL, 32(1), 47-62. 
8. Lee, J. S. (2019). EFL students' views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning, 32(7), 692-712. 
9. Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126. 
10. Lee, J. S., & Lee, K. (2019). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology, 50(3), 1447-1461. 
11. Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73. 
12. Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445.

研究生学生的论文题目：

1. Informal digital learning of English in Kazakhstan: The case of pedagogical higher education institutions
2. Why does EFL learners’ willingness to communicate, enjoyment and anxiety in an online class fluctuate dynamically? Adopting an idiodynamic method

与研究生共同出版：

1. Liu, L., & Lee, J. S. (Forthcoming). Why does IDLE make EFL learners gritty? The mediating role of enjoyment. In D. Toffoli, G. Sockett, & M. Kusyk (Eds.), Language learning and leisure: Informal second language learning in the 21st century. 
2. Lee, J. S., & Liu, L. (2022). Dynamicity of EFL learners' willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 1-19. 
3. Lee, J. S., & Lu, Y. (2021). L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts. Computer Assisted Language Learning, 1-23.

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