Selected International Publications (SCI-level)

• Kim, J.* & Kim, V. (2024). Unraveling the connections: English proficiency, motivational orientations, and online community engagement among ESP students. English Teaching, 79(1), 25-48.
• Kim, J.* & Kweon, S-O. (2023). Roles of context in L2 learners’ self-regulatory actions: The case of videoconference-based EFL writing course. Korean Journal of English Language and Linguistics, 23, 625-641.
• Kim, J.* & Kweon, S-O. (2023). Effects of English proficiency on motivational regulation in a videoconference-based EFL speaking class. Education and Information Technologies, 28, 8401–8422. https://doi.org/10.1007/s10639-022-11374-0
• Kim, V. & Kim, J. (2022). Facilitative effects of feedback delivered via a social Q&A platform in the English-medium instruction context. The Journal of Asia TEFL, 19(3), 852-870.
• Kim, E. G., Kweon, S-O., Kim, J.*. (2021). Contrasting views of English-medium instruction by Korean professors and students: Towards a negotiated language policy. The Journal of Asia TEFL, 18(4), 1161-1175.
• Kim, J.* & Kim, V. (2021). Motivational regulation for learning English writing through Zoom in an English-medium instruction context. English Teaching, 76(s1), 37-57.
• Kim, J.* & Kim, V., (2021). Rediscovering feedback and experiential learning in the English-medium instruction classroom, Journal of University Teaching & Learning Practice, 18(4), 1-19.
• Kim, J.* & Smith, H. Y. (2020). Negotiation of emotions in emerging language teacher identity of graduate instructors. System, 95, 102365.
• Kim, V., & Kim, J.* (2020). Roles of teacher feedback in promoting effective English-Medium instruction of a business subject. The Journal of Asia TEFL, 17(3), 889-905.
• Kim, J.* (2020) International students’ intercultural sensitivity in their academic socialisation to a non-English-speaking higher education: a Korean case study. Journal of Further and Higher Education, 44(7), 939-955.
• Kim, J.*, Kim, E. G., & Kweon, S-O. (2018). Challenges in implementing English-Medium instruction: Perspectives of Humanities and Social Sciences professors teaching engineering students. English for Specific Purposes, 51, 111–123.
• Kim, J. *, & Tatar, B. (2018). A case study of international instructors’ experiences of English-medium instruction policy in a Korean university. Current Issues in Language Planning, 19(4), 401-415.
• Kim, J.*, Choi, J., & Tatar, B. (2017). English-medium instruction and intercultural sensitivity: A Korean case study. Journal of Studies in International Education, 21(5), 467–482.
• Kim, J. *, & Tatar, B. (2017). Nonnative English-speaking professors’ experiences of English-medium instruction and their perceived roles of the local language. Journal of Language, Identity & Education, 16(3), 157-171.
• Kim, E. G., Kweon, S-O., Kim, J. (2017). Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes. Journal of Multilingual and Multicultural Development, 38(2), 130-145.
• Kim, J. * (2016). International teaching assistants’ initiation of negotiations in engineering labs. International Journal of Applied Linguistics, 26(3), 420-436.
• Im, J., & Kim, J. * (2015). Use of blended learning for effective implementation of English-medium instruction in a non-English higher education. International Education Studies, 8 (11), 1-15.
• Kim, J. *, Tatar, B., & Choi, J. (2014). Emerging culture of English-medium instruction in Korea: experiences of Korean and international students. Language and Intercultural Communication, 14(4), 441-459.
• Kim, J. * (2014). College EFL Learners’ Speaking Motivation under English-medium Instruction Policy. The Journal of Asia TEFL, 11(1), 71-96.