Dr LEE, Ju Seong    李主聖 博士
Acting Head / Assistant Professor
Department of English Language Education
Contact
ORCiD
0000-0002-8756-0910
Phone
(852) 2948 7391
Email
jslee@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
57192108958
Research Interests
  • CALL (Computer-Assisted Language Learning): Leveraging technology for language education
  • IDLE (Informal Digital Learning of English): Advancing equity, quality, efficiency, and well-being through extramural digital platforms
  • Innovative Pedagogy with Design Thinking: Nurturing critical thinking, creativity, collaboration, and communication skills
  • Learners’ Emotions and Well-being: Exploring the psychological dimensions of learning
  • Tech, Attention, and Learning: Studying how technology impacts attention, learning, well-being, and productivity
  • Supporting Marginalized Communities: Empowering underserved populations


External Appointments

Editorial Board Members

  • The International Journal of Applied Linguistics (2023–Present)
  • The Journal of Asia TEFL (2022–Present)
  • The Korea English Education Society (2019–2021)


Professional Association Committee

  • Founding member and Treasure, Language Innovation For Empowerment (LIFE) (Aug. 2023 – Present)
  • Director of SSCI, Asia TEFL (Jan. 2023 – Present)
  • Director of Research and Education, Asia TEFL (Jan. 2021 – Jan. 2023)
  • Committee member of Awards Professional Council, TESOL International (2019 – 2021)
Personal Profile

Dr. Ju Seong Lee is an Assistant Professor and the Acting Head of the Department of English Language Education at the Education University of Hong Kong (EdUHK). He is deeply committed to supporting underprivileged and marginalized groups and believes in promoting equity, informal and lifelong learning, and innovative teaching and research approaches in multilingual and multicultural environments.

Lee’s dedication to addressing educational disparities began during his extensive travels to 25+ countries over the past two decades. He started by volunteering in diverse local and international communities and organizations. For instance, he taught Korean language and culture to foreigners at the Gwangju International Center from 2000 to 2003. In 2001, he worked as a volunteer reporter for the Latin American Group in Wellington, New Zealand. Lee expanded his volunteering efforts by teaching English, Korean Taekwondo, music, and traditional Korean percussion quartet (Samul Nori) to children and local residents in New Zealand and Thailand in 2002. Lee was awarded the “Best Volunteer” honor by South Korea’s Ministry of Education in 2002. In 2003 and 2007, he also worked as a camp counselor, teaching music and organizing sports activities for teenagers at Camp Burgess and Hayward in Massachusetts, USA. In 2007, he volunteered as a teacher and mentor for undergraduate Mongolian and Russian students at Mongolia International University in Ulaanbaatar, Mongolia.

Lee’s involvement in community service extends beyond his short-term volunteer work. He served as an army translator from 2004 to 2006, facilitating communication between soldiers from Korea, the United States, Sweden, and Switzerland, and aiding multinational missions at the United Nations Command Security Battalion-Joint Security Area in South Korea. In 2009, he represented Kazakhstan on education for sustainable development matters at the Model UNESCO General Conference in South Korea. From 2010 to 2014, he worked as an English teacher and department head at Dream School, an alternative school in South Korea. In 2015, he participated in a Service Learning Project in Monument Valley, Arizona, where he supported 200+ high school students and teachers in the Navajo Nation.

Motivated by his volunteer and service experiences, Lee pursued research aimed at understanding and addressing the needs and challenges faced by language learners in formal educational systems. In 2014, he assisted in Dr. Mark Dressman’s Fulbright project, which aimed to design an alternative model for English education in Moroccan universities located in Rabat, Meknes, and Fes. Subsequently, Lee conducted research on Informal Digital Learning of English (IDLE) in various countries, including Morocco (2016), South Korea (2018), Indonesia (2019), Sweden (2021), Taiwan (2022), Kazakhstan (2023), Mainland China (2023), and Hong Kong (2023). His research findings highlighted the positive impact of IDLE on students’ grit, growth mindset, self-efficacy beliefs, emotions, motivation, vocabulary acquisition, willingness to communicate, speaking proficiency, intercultural communication skills, and well-being.

Lee’s current research interests revolve around ecological systems, inclusive/innovative pedagogy and research, and language empowerment in multilingual and multicultural environments. He examines IDLE through the framework of ecological systems theory, considering the broader environmental and structural factors that influence IDLE behavior and perceptions (Guo & Lee, 2023). Lee actively collaborates with pre-service and in-service teachers, as well as fellow researchers, to foster inclusive pedagogical approaches that harness the potential of emerging technologies (e.g., AI and the metaverse; Kiaer & Lee, 2023). He also uses innovative and interdisciplinary approaches, such as experience sampling methods, video-stimulated recall interviews, and cross-cultural comparative studies. Recognizing the transformative potential of language education in empowering individuals and communities, he co-founded the Language Innovation For Empowerment (LIFE) initiative in 2023, alongside colleagues from Stanford, Oxford, UNESCO, and EdUHK. Lee uses English and Korean at work, while his multicultural family at home speaks Korean and Japanese, and occasionally English, Mandarin, or a mix of these languages.

Lee values research that embodies compassion, empathy, and commitment, recognizing their real-life impact on the lives of those it serves. He firmly believes that without genuine care and compassion, research loses its significance and becomes mere noise. Guided by this belief, he seeks opportunities to mentor students, collaborate with like-minded researchers, and lead international and interdisciplinary projects. Originally from South Korea, Lee earned his Ph.D. in Curriculum and Instruction, specializing in Second Language Acquisition and Teacher Education, from the University of Illinois at Urbana-Champaign in 2018. If you are interested in exploring these exciting opportunities further, please feel free to connect with him.

Research Interests

  • CALL (Computer-Assisted Language Learning): Leveraging technology for language education
  • IDLE (Informal Digital Learning of English): Advancing equity, quality, efficiency, and well-being through extramural digital platforms
  • Innovative Pedagogy with Design Thinking: Nurturing critical thinking, creativity, collaboration, and communication skills
  • Learners’ Emotions and Well-being: Exploring the psychological dimensions of learning
  • Tech, Attention, and Learning: Studying how technology impacts attention, learning, well-being, and productivity
  • Supporting Marginalized Communities: Empowering underserved populations


External Appointments

Editorial Board Members

  • The International Journal of Applied Linguistics (2023–Present)
  • The Journal of Asia TEFL (2022–Present)
  • The Korea English Education Society (2019–2021)


Professional Association Committee

  • Founding member and Treasure, Language Innovation For Empowerment (LIFE) (Aug. 2023 – Present)
  • Director of SSCI, Asia TEFL (Jan. 2023 – Present)
  • Director of Research and Education, Asia TEFL (Jan. 2021 – Jan. 2023)
  • Committee member of Awards Professional Council, TESOL International (2019 – 2021)
Research Outputs

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Dressman, M., Lee, J. S., & Perrot, L. (2023). English language learning in the digital age: Learner-driven strategies for adolescents and young adults. Oxford, UK: Wiley-Blackwell.
Lee, J. S. (2022). Informal Digital Learning of English: Research to Practice. New York: Routledge.
Chapter in an edited book (author)
Lee, J. S. (2022). Evaluation of instruments for researching learners’ LBC. H. Reinders, C. Lai, & P. Sundqvist, The Routledge handbook of language learning and teaching beyond the classroom (312-326). New York: Routledge.
Lee, J. S. (2019). An emerging path to English in Korea: Informal digital learning of English. Dressman, M., & Sadler, R, The Handbook of Informal Language Learning (289-302). Hoboken, New Jersey: Wiley-Blackwell.

Journal Publications
Publication in refereed journal
Tsang, A & Lee, J. S. (2023). The making of proficient young FL speakers: The role of emotions, speaking motivation, and spoken input beyond the classroom. System, 115 https://doi.org/10.1016/j.system.2023.103047
Lee, J.S., Kiaer, J., & Jeong, S. (2023). The role of informal digital learning of Korean in KFL students’ willingness to communicate. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2023.2216671, 1-17.
Zadorozhnyy, A., & Lee, J. S. (2023). Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator. Computer Assisted Language Learning, 10.1080/09588221.2023.2215279, 1-21.
Lee, J. S., & Lu, Y. (2023). L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts. Computer Assisted Language Learning, 10.1080/09588221.2021.1901746, 126-148. https://doi.org/10.1080/09588221.2021.1901746
Lee, J. S., Yeung, N. M., & Osburn, M. B (2022). Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: A sample of Hong Kong EFL secondary students. Journal of Multilingual and Multicultural Development, 1- 19. https://doi.org/10.1080/01434632.2022.2112587
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452-468. https://doi.org/10.1080/01434632.2020.1746319
Lee, J. S., & Taylor, T. (2022). Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2022.2079650, 1-19.
Lee, J. S., Lee. K., & Chen Hsieh, J. (2022). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research, 26(3), 455-476. https://doi.org/10.1177/1362168819890825
Lee, J.S., & Xie, Q. (2022). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach. Innovation in Language Learning and Teaching, 10.1080/17501229.2022.2085713, 1-15.
Lee, J. S., & Liu, L. (2022). Dynamicity of EFL learners’ willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2022.2039677, 1-19.
Lee, J. S., Chen, J., & Drajati, N. A. (2021). Informal digital learning of English and perceptions of using EIL materials: Attitude toward varieties of English as a mediator. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2021.2021213, 1-16.
Chen Hsieh, J., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 10.1080/09588221.2021.1969410, 1-28.
Lee, J. S., Xie, Q., & Lee, K. (2021). Informal digital learning of English and L2 willingness to communicate: Roles of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 10.1080/01434632.2021.1918699, 1-17.
Lee, J. S., & Sylvén, L. K. (2021). The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour. British Journal of Educational Technology, 10.1111/bjet.13082, 1-18.
Lee, J. S. & Lee, K. (2021). The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. British Journal of Educational Technology, 52 (1), 358-373.
Lee, J.S., & Lee, K. (2020). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24 (6), 813-833.
Lee, J. S. (2020). The role of informal digital learning of English and a high-stakes English test on perceptions of English as an international language. Australasian Journal of Educational Technology, 36(2), 155-168.
Lee, J.S., & Drajati, N.A. (2020). Willingness to communicate in digital and non-digital EFL contexts: Scale development and psychometric testing. Computer Assisted Language Learning, 33 (7), 688-707.
Lee, J. S., & Lee, K. (2020). Role of L2 Motivational Self System on willingness to communicate of Korean EFL university and secondary students. Journal of Psycholinguistic Research, 49(1), 147-161.
Lee, J. S. (2020). Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator. Recall, 32(1), 47-62.
Lee, J. S., Sylvén, L. K., & Lee, K. (2020). Cross-cultural insights into Korean and Swedish secondary school students' willingness to communicate in a second language. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/014346, 1-15.
Lee, J. S., & Drajati, N. A. (2019). English as an international language beyond the ELT classroom. ELT Journal, 73(4), 419-427.
Lee, J. S. (2019). EFL students’ views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning, 32(7), 692-712.
Lee, J. S. & Lee, K. (2019). Informal digital learning of English and English as an international language: The path less traveled. British Journal of Educational Technology, 50(3), 1447-1461.
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182.
Lee, J.S., & Chen Hsieh, J. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73.
Lee, J. S. (2019). Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality?. British Journal of Educational Technology, 50(2), 767-778.
Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126.
Lee, J. S., Lee, K., & Drajati, N. (2019). Preservice English teachers’ perceptions of English as an international language in Indonesia and South Korea. Journal of Multilingual and Multicultural Development, 40(3), 230-243.
Lee, J. S. (2019). Teacher as change agent: Attitude change toward varieties of English through teaching EIL (TEIL). Asian Englishes, 21(1), 87-102.
Lee, J. S. & Lee, K. (2019). Perceptions of English as an International Language by Korean English-major and non-English-major students. Journal of Multilingual and Multicultural Development, 40(1), 76-89.
Nakamura, Y., Lee, J.S., & Lee, K. (2018). English as an international language perception scale: Development, validation, and application. Language, Culture, and Communication, 50, 189-208.
Lee, J. S., Nakamura, Y., & Sadler, R. (2018). Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL). Recall, 30(3), 319-336.
Lee, J. S. & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. TESOL Quarterly, 52(2), 435-445.
Lee, J. S. & Chen Hsiegh, J. (2018). University students’ perceptions of English as an International Language (EIL) in Taiwan and South Korea. Journal of Multilingual and Multicultural Development, 39(9), 789-802.
Lee, J. S. (2017). Challenges of international students in Japanese university: Ethnographic perspectives for the first semester. Journal of International Students, 7(1), 73-93.
Dressman, M., Lee, J.S., Sabaoui, M. (2016). Path to English in Korea: Policies, practices, and outcomes. English Language Teaching, 28(1), 67-78.

Prizes and awards

Excellent Field Experience (Teaching Practicum) Supervision (from EdUHK)

Date of receipt: 10/12/2020, Conferred by: EdUHK
 
Robert A. Fischer Outstanding Graduate Student Award (from CALICO)

Date of receipt: 1/5/2017, Conferred by: the Computer-Assisted Language Instruction Consortium
 
The Ruth Crymes TESOL Fellowship for Graduate Study (from TESOL International)

Date of receipt: 1/3/2017, Conferred by: TESOL International
 
Hardie Dissertation Award (from University of Illinois at Urbana-Champaign)

Date of receipt: 1/3/2017, Conferred by: University of Illinois at Urbana-Champaign
 
NFMLTA/MLJ Dissertation Support Grants (from Modern Language Journal)

Date of receipt: 1/12/2016, Conferred by: The National Federation of Modern Language Teachers Associations and the Modern Language Journal