◆ Education

1980. ~ 1984. BA in English, Sookmyung Women’s University

1986. ~ 1990. MA in English, Sogang University

1994. ~ 1997. MA in English Education, Michigan State University, USA

1998. ~ 2001. Ph.D in English Education, Kansas University, USA

◆ Experience

2003.03. ~ Present: Professor, School of English, Sookmyung Women’s University

2002.03. ~ 2003.02. Lecturer, Department of English, Konkuk University

2001.09. ~ 2002.02. Part-time instructor, Sookmyung Women’s University; Korea University

2000.08. ~ 2001.05. Instructor (TA), Dept. of East Asian Languages & Cultures, Kansas University, USA

1994.10. ~ 1998.06. Coordinator, English Teacher Training Program (RA), Michigan State University, USA

2015.01. ~ 2015.10/2016.10. ~ 2018. 10. Co-chair, Professor Council of Sookmyung Women’s University

2014.04. ~ 2016.02. Chair, Council of Sookmyung Women’s University

2017.04. ~ 2017.12. Chair, Faculty Association of 8 Universities in Seoul, Korea

2014. Secretary General, Korean Federation of Women Professors

2012. Representative, the Consortium of 4 Universities for the National English Ability Test Level 1

◆ Publications

Kang, AeJin. (2021). EFL college learners’ expectation on and experience in online English-medium instruction. English Teaching, 76(4), 3-31.

Kang, AeJin. (2018c). How EFL college learners perceive CBI experience. English Teaching, 73(4), 73-106.

Kang, AeJin. (2018b). EFL college learners' attitude toward flipped classroom aproach. Foreign Languages Education, 25(2), 1-30.

Kang, AeJin. (2018a). Exploring how to ensure participation in CBI. Journal of the Korea English Education Society, 17(2), 1-27.

Kang, AeJin. (2015). Inducing participation in a CBI classroom. English Teaching, 70(4), 27-53.

Kang, AeJin.(2013b). The contribution of output task to CBI from a sociocognitive perspective. Journal of the Korea English Education Society, 12(3), 181-212.

Kang, AeJin.(2013a). What a TBI case offers to college-level L2 learners. English Teaching, 68(2), 3-27.

2011.07.02. 2011. 07: Best-paper Award, English Teaching by the Korea Association of Teachers of English: The Contribution of L1CALP and L2 Proficiency to Successful CBI Experience. English Teaching, 65(4), 3-39.

2011. Delegate of Korea Association of Teachers of English (KATE) for the 50th Japan Association of College English Teachers (JACET) Conference Paper presentation): How to empower EFL college learners through CBI & TBI

Kang, AeJin.(2010). The Contribution of L1 CALP and L2 Proficiency to Successful CBI Experience. English Teaching, 65(4), 3-39.

Kang, AeJin.(2009). A Case Study of a Graduate-Level CBI Course. English Teaching, 64(4), 151-179.

2008. Best-paper Award, Foreign Languages Education by the Korean Association of Foreign Languages Education: What Makes Task Involvement Critical Enough in TBI Instruction. (2007a). Foreign Languages Education, 14(2), 1-36.

Kang, AeJin.(2008b). Suggestions for Quality English Education at Public Schools. Journal of the Korea English Education Society, 7(2), 1-15.

Kang, AeJin.(2008a). First Time in CBI. English Teaching, 63(4), 85-113.

Kang, AeJin.(2007c). CBI and TBI: Challenging and Rewarding EFL College Learners. Korean Journal of Applied Linguistics, 23(2), 27-57.

Kang, AeJin.(2007b). How to Better Serve EFL College Learners in CBI Courses. English Teaching, 62(3), 69-100.

Kang, AeJin.(2007a). What Makes Task Involvement Critical Enough in TBI Instruction. Foreign Languages Education, 14(2), 1-36.

Kang, AeJin.(2005b). How to Promote Comprehension and Participation in CBI Courses: The SIOP Model. English Teaching, 60(4), 159-196.

Kang, AeJin.(2005a). Why CBI Should be the Option. KATE Forum, 29(1), 6-9.

Kang, AeJin.(2004d). Keys to Effective CBI Course. Korean Journal of Applied Linguistics, 20(2), 151-191.

Kang, AeJin.(2004c). Pronunciation: Conformity or Intelligibility? Foreign Languages Education, 11(3), 1-31.

Kang, AeJin.(2004b). An MP Interpretation of EFL Learners’ Linguistic Behavior. Korean Journal of English Language and Linguistics, 4(1), 33-60.

Kang, AeJin.(2004a). Exploring the Possibilities of Nonnative English Teacher in EIL Perspective. English Teaching, 59(1), 207-234.

Kang, AeJin.(2003). How to Better Serve EFL College Writers: An MP Implication for L2 Literacy Teaching. Foreign Languages Education, 10(4), 101-128.

Kang, AeJin.(2002). The Extent of EFL Adult Learners' Access to UG. Korean Journal of English Language and Linguistics, 2(3), 305-327.

Kang, AeJin. (2001). Different Environment, Different Results? The Sociolinguistic Journal of Korea, 9(2), 1-28.

◆Courses

Introduction to TESL, Theories in Language Acquisition, Applied Linguistics, English Education, Phlisophies in TESL