Meet the IELP Director
Dr. Esther (Eunjeong) Lee directs Claflin University’s Intensive English Language Program (IELP), and is also an Assistant Professor of English and Foreign Languages. She received her Ph.D. in Foreign and Second Language Education from Ohio State University, specializing in TESOL. Her dissertation study, titled “The Relationships between Corrective Feedback, Affect, and Oral Improvement among Advanced ESL Students in a Spoken English Course,” won a prestigious Graduate Dissertation Research Fellowship from OSU’s College of Education and Human Ecology. In the study, Dr. Lee examined how adult ESL learners’ affective variables (anxiety, attitude, motivation, and self-confidence) mediate their responses to teachers’ oral corrective feedback (CF).
Within ESL pedagogy, Dr. Lee’s specific research interests include corrective feedback, curriculum development, emotion and learning, informal English conversations, ESL learning patterns, and ESL program management. Before coming to Claflin in 2014, she spent six years developing and directing an intensive English immersion program in Gyeonggi-do, South Korea. There, she taught a group of American ESL pre-service teachers how to meet Korea’s unique EFL challenges, and worked with them to develop a culturally sensitive and diverse curriculum for ESL and EFL learners, based on multicultural and multilingual perspectives. Dr. Lee is eager to continue her work at Clafln’s new IELP, and to develop it into a nationally ranked ESL program.
Lee, E. (2014). Motivation, investment, and identity in English language development: A longitudinal case study. System, 42(1), 440-450.
Lee, E. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41(2), 217-230.
Lee, E. & Song, H. (2009). A study of L2 learners' perceived efficacy of one-on-one English conversation with native speakers. Foreign Languages Education, 16(1), 29-52.
Song, H., & Lee, E. (2004). Study of the effects of using a movie CD-ROM in English classrooms on language learning. The Korea Association of Foreign Language Education, 11(1), 131-151.
Lee, E. (March 2014). The connection between students’ pervious classroom cultures and corrective feedback. The American Association for Applied Linguistics (AAAL) Conference. Portland, Oregon.
Lee, E. (March 2014). The Association between Oral Corrective Feedback and Affective Variables. The American Association for Applied Linguistics (AAAL) Conference. Portland, Oregon.
Lee, E. (April 2013). “Corrective Feedback Preferences and Learner Repair Among Advanced ESL Students.” Video presentation. TESOL academic.org. (http://www.tesolacademic.org/researchpapersnew.htm#916144387)
Lee, E. (March 2013). Bidirectional Effects of Informal English Conversations between Natives and Nonnatives. 2013 TESOL Convention. Dallas, Texas.
Lee, E. (Sep 2012). Guest Speaker, “Oral Corrective Feedback in a Second Language Acquisition.” Ohio State University, Columbus, Ohio.
Lee, E. (March 2012). Motivation and English Acquisition: An Ethnographic Case Study. The American Association for Applied Linguistics (AAAL) Conference. Boston, Massachusetts.
Lee, E., & Cennamo, K. (March 2012). Corrective Feedback and Perceived Oral Improvement Among Adult ESL Learners. The American Association for Applied Linguistics (AAAL) Conference. Boston, Massachusetts.
Lee, E. (March 2011). Corrective Feedback Preferences and Learner Repair Among Advanced ESL Students. 2011 TESOL Convention. New Orleans, Louisiana.
Lee, E. (May 2008). Study of the Efficacy of English Conversation with Native Speakers. New York University, New York, NY.
Lee, E. (Dec 2007). Research on Students’ Perceptions on Learning English Using a Real Story DVD Drama, ‘Connect with English’. New York University, New York, NY.