Jieun Ryu

Interests

Teaching

Korean as a Foreign Language (KFL), Applied linguistics, LCTLs, Technology enhanced language learning, Task based language teaching and learning, Interdisciplinary curriculum

Research

Korean as a Foreign Language (KFL), Applied linguistics, LCTLs, Technology enhanced language learning, Task based language teaching and learning, Language program administration, Interdisciplinary curriculum development

Courses

Scholarly Contributions

Journals/Publications

• Ryu, J., Lee, K., & Yang, S. (2024). Korean-as-a-Foreign-Language Learners’ Engagement with Machine Translation Output. RELC Journal. doi:10.1177/00336882241298006
  More info

  Researchers and practitioners in foreign language learning continue investigating evolving technologies like machine translators and other artificial intelligence-assisted programs in classrooms. However, less attention has been given to less commonly taught languages, which often lack relevant resources compared to widely taught foreign languages such as English, despite machine translators’ potential in facilitating foreign language writing. This exploratory case study aims to address this gap by examining how US university students learning a less commonly taught language, Korean, use machine translators to revise their writing. Students were trained in a modified version of the Guided Use of Machine Translation model, which requires active engagement from students in selecting, comparing, revising, and justifying their writing choices. By analyzing their cognitive and behavioral engagement, the study sheds light on students’ approaches to incorporating machine translators’ output as feedback into their writing process. The findings suggest that students primarily focus on differences in word choice between their original writing and machine translators’ output over other areas such as particle usage. Students generally demonstrated the ability to accurately identify and correct their errors. Various revision strategies were implemented but adopting exact machine translators’ output was more commonly used, while students also exercised autonomy in their language choices.
• Ryu, J., Kim, Y., Eum, S., Park, S., Chun, S., & Yang, S. (2022). The assessment of memes as digital multimodal composition in L2 classrooms. Journal of Second Language Writing, 57. doi:10.1016/j.jslw.2022.100914
  More info

  Digital multimodal writing has become predominant in our students’ lives in and outside the L2 classrooms. While many L2 educators integrate various multimodal projects into their curriculum, internet memes and their assessment have not been explored in depth in L2 settings, although memes have potential to be valuable multimodal writing tasks. The purpose of this study is to better understand how memes can be incorporated and assessed in L2 classrooms. Twenty-seven student-created memes in a low-intermediate Korean as a Foreign Language course at a large university were collected and analyzed. The findings indicated that the student-created memes successfully addressed the multimodal aspect of the meme genre, universal and specific cultural references, and language aspects specific to the genre of memes. Our analyses of the memes suggest three key components to assess this multimodal writing project in addition to its overall task/functions: 1) multimodal aspects that include understanding the interplay between multiple modes for an effective message in a given context; 2) cultural aspects, demonstrating cultural knowledge and its application, recognizing the semiotic importance of multimodal expression in the target community; and 3) language aspects as an effective communication medium, demonstrating genre knowledge of the specific task and language accuracy.
• Reinhardt, J., & Ryu, J. (2013).

  Using Social Network-Mediated Bridging Activities to Develop Socio-Pragmatic Awareness in Elementary Korean

  . International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 18-33. doi:10.4018/ijcallt.2013070102

Presentations

• Ryu, J., & Chun, S. (2024, June 20-22). Leveraging ChatGPT-3.5 for Conversation Practice: Case Study of Intermediate Level KFL Students  
  
  . American Association of Teachers of Korean 2024 Annual Conference and Professional Development Workshop. Indiana University Bloomington Bloomington, Indiana: AATK.
• Ryu, J., Amgott, N., Floyd, R., & Fabbri, F. (2024). SLAT Webinar: Starting in Language Program Administration. SLAT Webinar.
• Ryu, J., Muller, C. D., & Machibya, T. R. (2023). Navigating Self-Instructional Language Learning: Insights from Tutors and Students. National Association of Self-Instructional Language Programs (NASILP).
• Ryu, J., & Kim, Y. (2022). Exploring Foreign Language Students’ Perceptions of the Guided Use of Machine Translation (GUMT) Model for Korean writing. Translating Google Translate, Berkeley Language Center, UC Berkeley (Online Workshop).
• Ryu, J., Muller, C. D., Porter, N. B., Gaikwad, V. S., & Machibya, T. R. (2022). Curriculum Landscape of Critical Languages Program,. National Association of Self-Instructional Language Programs (NASILP).
• Ryu, J., & Chun, S. (2021, June 24-26).

  Guided Use of Machine Translation in Korean Language Classrooms (K)

  . 26th Annual Conference and Professional Development WorkshopAATK.
• Yang, S., Ryu, J., Kim, Y. A., Chun, S., Park, S., & Eum, S. (2021, June).

  ‘Exploring Socioscientific Issues in Language Classrooms’

  . CERCLL Webinar presentation with Korean Program.

Other Teaching Materials

• Park, S., Eum, S., Chun, S., Kim, Y. A., Ryu, J., & Yang, S. (2021. Instructor Manual: Exploring Socioscientific Issues in Language Classrooms. The Center for Educational Resources in Culture, Language and Literacy.

Others

• Ryu, J. (2024, April). KOR402 Course Development.
• Ryu, J. (2024, March). KOR401 Course development.