Minkyung Kim

Assistant Professor

Korea University

South Korea

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Dr. Minkyung Kim is an Assistant Professor at Korea National University of Education, South Korea. Her research focuses on the effects of synchronous written corrective feedback, cognitive resources in second language acquisition, and the dynamics of linguistic complexity in EFL writing. She has published extensively on topics such as reading comprehension, language proficiency, and the relationship between writing processes and educational outcomes.

Articles (11)

Year:

2025

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2025

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2024

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2023

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2023

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2022

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2022

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2021

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2021

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2021

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2020

Collaborators (3)

Scott Crossley

Professor

University of Georgia

UNITED STATES

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Yu Tian

University of Georgia

UNITED STATES

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Sanghee Kang

Carnegie Mellon University

UNITED STATES

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Minkyung Kim

Research Interests

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Articles (11)

Examining the Effects of Synchronous Written Corrective Feedback During Computer‐Mediated Collaborative Writing: Feedback Type and Learner Perceptions

The effects of synchronous written corrective feedback on learning speech acts through technology-mediated collaborative writing

The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners

Exploring literal and inferential reading comprehension among L2 adolescent learners: the roles of working memory capacity, syllogistic inference, and L2 linguistic knowledge

Lexical and phraseological differences between second language written and spoken opinion responses

Roles of working memory, syllogistic inferencing ability, and linguistic knowledge on second language listening comprehension for passages of different lengths

Second language reading and writing in relation to first language, vocabulary knowledge, and learning backgrounds

Exploring longitudinal changes in lexical and syntactic features in beginning-level EFL learner writing

Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing

Cohesive devices as an indicator of L2 students' writing fluency

Exploring the Construct Validity of the ECCE: Latent Structure of a CEFR-Based High-Intermediate Level English Language Proficiency Test

Collaborators (3)

Scott Crossley

Yu Tian

Sanghee Kang

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