Dr LEE, Ju Seong    李主聖 博士
Acting Head / Associate 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
Website
https://www.eduhk.hk/ele/people/ju-seong-lee
Scopus ID
57192108958
SDGs
3 - Good Health and Well-Being
4 - Quality Education
10 - Reduced Inequality
17 - Partnerships for the Goals
Personal Profile

Ju Seong Lee (李主聖), Ph.D. (University of Illinois at Urbana-Champaign)

I believe time and talent are best used when they are shared in ways that support others. Since 2000, I have been involved in volunteer and educational work across more than ten regions, including Cambodia, Mongolia, and Thailand. Working closely with learners and educators in these settings helped me understand that learning does not depend solely on formal schooling. Many young people learn most effectively when they are given space to explore, a sense of direction, and encouragement from those around them. Over time, these experiences helped clarify for me what kind of learning truly matters, shaping my long‑standing interest in lifelong, lifewide, and informal learning, particularly in under‑resourced context.

Building on this background, I introduced the concept of Informal Digital Learning of English (IDLE) in 2018. IDLE refers to learners’ self‑directed engagement with English through everyday digital activities, guided by interest rather than obligation. The idea is informed by a childlike approach to learning—what the Korean word aideul (아이들) captures well—and is characterized by curiosity, experimentation, and learning without fear of making mistakes. Research across more than ten regions has shown that IDLE is associated with increased enjoyment, confidence, willingness to communicate, and spoken ability.

Since 2020, my colleagues and I have focused on translating these insights into practice. Working with educators in Indonesia, we co‑designed IDLE‑based initiatives that have reached more than 2,800 students and have been designed to be classroom‑ready and scalable. Through collaboration with schools, universities, NGOs, industry partners, and government bodies in Indonesia and Vietnam, we have been building an IDLE ecosystem that supports regular practice, meaningful digital use of English, and confident communication in real situations.

Looking ahead, my work increasingly focuses on mentoring others, strengthening shared systems, and supporting initiatives designed to help learners continue independently. What remains consistent is the priority of helping learners—especially those from under‑resourced communities—use English as a practical tool for opportunity, connection, and long‑term growth.

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)
In H. Reinders, J.-K. Park, & J. S. Lee (Eds.) (2025). A brief history of English language education in Korea. Park, J.-K., Reinders, H., & Lee, J. S., Innovation in language learning and teaching: The case of Korea (1-17). Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-3-031-83561-2_1
Lee, J. S., Reinders, H., & Park, J.-K. (2025). Innovation in ELT in Korea: Looking to the future. In H. Reinders, J.-K. Park, & J. S. Lee (Eds.), Innovation in language learning and teaching: The case of Korea (331-342). Palgrave Macmillan. https://link.springer.com/chapter/10.1007/978-3-031-83561-2_14
Lee, J.S. (2025). Innovation in language learning and teaching for social impact. In H. Nesi & P. Milin (Eds.), International Encyclopedia of Language and Linguistics (3rd edition) (1-5). Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00433-6
Lee, J. S., & Hudson, J. (2024). Digital education in teaching English as an international language. Ali Fuad SELVI, Nicola GALLOWAY, The Routledge handbook of teaching English as an international language (247-264). Routledge. https://doi.org/10.4324/9781003203261-21
Zadorozhnyy, A. & Lee J.S. (2024). Improving EFL students’ interdisciplinary and multimodal presentation skills. H. Reinders, Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators. A Palgrave Macmillan Book Series. (97-106). Springer Nature: A Palgrave Macmillan Book Series. https://doi.org/10.1007/978-3-031-51540-8
Liu, L., & Lee, J.S. (2023). Why does IDLE make EFL learners gritty? The mediating role of enjoyment. In D. Toffoli , G. Sockett, & M. Kusyk, Language Learning and Leisure: Informal Language Learning in the Digital Age (241-268). De Gruyter. https://doi.org/10.1515/9783110752441-011
Liu, L., & Lee, J. S. (2023). Why does IDLE make EFL learners gritty?. Denyze TOFFOLI, Geoffrey SOCKETT, Meryl KUSYK, Language learning and leisure: Informal language learning in the digital age (241-268). De Gruyter Mouton. https://doi.org/10.1515/9783110752441-011
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.
Edited book (editor)
Reinders, H., Park, J.-K., & Lee, J. S (2025). Innovation in language learning and teaching: The case of Korea. Palgrave Macmillan. https://link.springer.com/book/10.1007/978-3-031-83561-2
Lee, J.S., Zou, D., & Gu, M. (2024). Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators. publisher. https://doi.org/10.1007/978-3-031-51540-8

Journal Publications
Publication in refereed journal
Upara, S., & Lee, J. S. (2026). Mapping the ecosystem of resistance: Why Thai EFL teachers struggle to adopt informal Digital Learning of English. Journal of Computer Assisted Learning, 42, Article e70235. https://doi.org/10.1002/jcal.70235
Lai, W. Y. W., Kim, P., & Lee, J. S. (2025). Designing and validating an AI-supported tool for enhancing critical inquiry in EFL education. Research Methods in Applied Linguistics, 4 (3), Article 100266. https://doi.org/10.1016/j.rmal.2025.100266
Liu, G., Lee, J. S., & Zhao, X. (2025). Critical digital literacies, agentic practices, and AI-mediated informal digital learning of English. System, 134, Article 103797.
Liu, L., & Lee, J. S. (2025). Teaching EIL, ideal L2 self, and growth language mindset: Boosting EFL students' willingness to communicate. RELC Journal. https://doi.org/10.1177/00336882251386935
Liu, J., & Lee, J. S. (2025). Enhancing intercultural competence through self-efficacy, grit, and informal digital learning of English. ReCALL, 38, 224- 239, Article 2. https://doi.org/10.1017/S0958344025100414
Guo, S., Yao, H., & Lee, J. S (2025). A latent profile analysis of informal digital learning of English: Emotion regulation strategies as predictors and willingness to communicate as outcomes. System, 0, 1-14, Article 132. https://doi.org/10.1016/j.system.2025.103686
Liu, L., & Lee, J. S. (2025). Chinese EFL learners’ enjoyment and anxiety in an online class: An idiodynamic approach. Studies in Second Language Learning and Teaching, 1- 27. https://doi.org/10.14746/ssllt.31610
Zadorozhnyy, A., Lai, W. Y. W., & Lee, J. S. (2025). EFL teachers’ ecological barriers to integrating informal digital learning of English. TESOL Quarterly, 0, 1-26. https://doi.org/10.1002/tesq.3400
Liu, G., Soyoof, A., Lee, J. S., & Zhang, L. J. (2025). Informal digital learning of English in Asian English as a foreign language contexts: A thematic review. RELC Journal, 0, 1-8, Article 0. https://doi.org/10.1177/0033688225133230
Zadorozhnyy, A., & Lee, J. S. (2025). Comparing classroom and digital settings: the role of basic psychological needs on EFL students’ IDLE engagement. ReCALL, 0, 1-18, Article 0. https://doi.org/10.1017/S0958344025000059
Lee, J.S., Kiaer, J., & Jeong, S. (2025). The role of informal digital learning of Korean in KFL students’ willingness to communicate. Journal of Multilingual and Multicultural Development, 3, 863-879, Article 46. https://doi.org/10.1080/01434632.2023.2216671
Lai, W. Y. W., & Lee, J. S. (2024). A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents. Computers and Education: Artificial Intelligence, 100291, 1-18, Article 7. https://doi.org/10.1016/j.caeai.2024.100291
Lee, J. S., & Liu, L. (2024). Dynamicity of EFL learners’ willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 6, 2078-2096, Article 45. https://doi.org/10.1080/01434632.2022.2039677
Lee, J. S., & Taylor, T. (2024). Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate. Journal of Multilingual and Multicultural Development, 7, 2898-2916, Article 45. https://doi.org/10.1080/01434632.2022.2079650
Lee, J. S., Chen, J., & Drajati, N. A. (2024). 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, 5, 1762-1777, Article 45. https://doi.org/10.1080/01434632.2021.2021213
Lee, J. S., Yeung, N. M., & Osburn, M. B (2024). 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, 9, 3613-3631, Article 45. https://doi.org/10.1080/01434632.2022.2112587
Liu, L., Guan, W. J., Qiu, Y., & Lee, J. S. (2024). Effects of extramural English activities on willingness to communicate: The role of teacher support for Chinese EFL students. System, 124, Article 103319. https://doi.org/10.1016/j.system.2024.103319
Lee, J. S., Xie, Q., & Lee, K. (2024). Informal digital learning of English and L2 willingness to communicate: Roles of emotions, gender, and educational stage. Journal of Multilingual and Multicultural Development, 2, 596-612, Article 45.
Zadorozhnyy, A., & Lee, J. S. (2024). Linking EFL students’ psychological needs to engagement in informal digital learning of english: A structural equation modeling analysis. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2024.2387269
Lee, J. S., & Chiu, M. M. (2024). Modelling trait and state willingness to communicate in a second language: An experience sampling approach. Studies in Second Language Learning and Teaching, 14(3), 483-514. https://doi.org/10.14746/ssllt.37541
Lee, J.S., & Xie, Q. (2023). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach. Innovation in Language Learning and Teaching, 3, 552-566, Article 17. https://doi.org/10.1080/17501229.2022.2085713
Guo, X., & Lee, J. S. (2023). A systematic review of Informal Digital Learning of English: An ecological systems theory perspective. System, 1-14, Article 117. https://doi.org/10.1016/j.system.2023.103097
Chen Hsieh, J., & Lee, J. S. (2023). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 5-6, 1088-1115, Article 35. https://doi.org/10.1080/09588221.2021.1969410
Lee, J. S., & Chiu, M. M. (2023). Modeling EFL learners’ willingness to communicate: The roles of face-to-face and digital L2 communication anxiety. Annual Review of Applied Linguistics, 43, 64-87. https://doi.org/10.1017/S0267190523000090
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, Article 103047. https://doi.org/10.1016/j.system.2023.103047
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.
Guo, X., & Lee, J. S. (2023). A systematic review of Informal Digital Learning of English: An ecological systems theory perspective. System, 117, Article 103097. https://doi.org/10.1016/j.system.2023.103097
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. https://doi.org/10.1080/09588221.2023.2215279
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, Article 36 (1-2). https://doi.org/10.1080/09588221.2021.1901746
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., 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., & 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.

Conference Papers
Other conference paper
Lai, W.Y.W., & Lee, J.S. (2023, December). Conversational AI and English Education: A Decade Review (2013-2023) [Conference presentation]. The 3rd International Conference on Language Teaching and Learning 2023 (ILTAL 2023), Hong Kong.
Zadorozhnyy, A., Lai, W.Y.W., & Lee, J.S. (2023, December). Transforming Language Learning: The Role of AI and ChatGPT [Conference presentation]. The 3rd International Conference on Language Teaching and Learning 2023 (ILTAL 2023), Hong Kong.
Zadorozhnyy, A., Lai, W.Y.W., & Lee, J.S. (2023, September). Towards Intelligent-TPACK in Language Education: Adding Ethical and Contextual Perspectives [Conference presentation]. Language and AI in Asia: Challenges and Possibilities, (Hybrid Format).

Prizes and awards
World's Top 2% Scientists in Languages and Linguistics

Date of receipt: 30/9/2025, Conferred by: Stanford University, USA
 
President’s Outstanding Early Career Research Award

Date of receipt: 20/5/2025, Conferred by: EdUHK
 
Certificate of Merit, Research and Knowledge Transfer Award Schemes

Date of receipt: 3/9/2024, Conferred by: EdUHK
 
World's Top 2% Scientists in Languages and Linguistics

Date of receipt: 1/9/2024, Conferred by: Stanford University, USA
 
Finalist, PROSE Awards (Language and Linguistics category)

Date of receipt: 31/3/2024, Conferred by: Association of American Publishers, USA
 
World's Top 2% Scientists in Languages and Linguistics

Date of receipt: 1/11/2023, Conferred by: Stanford University, USA
 
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
 
Hardie Dissertation Award (from University of Illinois at Urbana-Champaign)

Date of receipt: 1/3/2017, Conferred by: University of Illinois at Urbana-Champaign
 
The Ruth Crymes TESOL Fellowship for Graduate Study (from TESOL International)

Date of receipt: 1/3/2017, Conferred by: TESOL International
 
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