Hyeseung JeongLecturer
About me
My research explores English as a Lingua Franca (ELF), Global Englishes (GE), language education, and teacher training, focusing on the linguistic competencies, perceptions, and attitudes of ELF/GE users and learners. My investigation aims to promote language skills for using English as a contact language in diverse transnational contexts, critically examining language ideologies, such as ideologies of nativeness, which may be linked to social injustices.
Recently completed projects
- Ideologies of Nativeness in the Intelligibility Principle (Jeong & Lindemann, under revision): This study examines ideologies of nativeness in intelligibility studies published between 1995 and 2023 through corpus-supported (keyness) discourse analysis, to suggest more equitable L2 pronunciation teaching and research.
- Fostering Swedish Upper Secondary Pupils as Global Englishes Listeners (Jeong, Lindemann, Forsberg & Ribbeklint, under review): This intervention study investigates whether and to what extent listening activities featuring successful English users from diverse linguacultural backgrounds help pupils develop comprehension and positive attitudes towards speakers with unfamiliar accents, compared to a control group.
- Factors Related to Swedish Upper Secondary Pupils' Receptive English Academic Vocabulary Knowledge (Hansson & Jeong, under review): The paper is based on the first author Hansson's degree project that I supervised. While this topic has been researched, our research provides new insights into specific aspects of Swedish pupils' English academic vocabulary knowledge, suggesting pedagogical implications.
- Online Training to Increase US Undergraduates' Use of Collaborative Strategies (Lindemann, Pinard, Ashley & Jeong, 2024): The study examined the effects of a one-hour online training session on students' willingness to use collaborative strategies when interacting with international and transnational English speakers. https://doi.org/10.1093/applin/amae059
Ongoing project
- Effects of an Innovative Phonology Curriculum on Primary Teacher Students' Perceptions and Attitudes Towards Global Englishes Varieties, together with Marcella Caprario & Stephanie Lindemann: This is an 8-week intervention study in a Hong Kong context using the phonology curriculum I developed in Sweden (Jeong, 2021; Jeong, Lindemann, Forsberg, 2022).
Teaching
Undergraduate level:
I teach:
- grammar proficiency and theories about second language learning to pre-service primary school teachers (F-3 & 4-6).
- academic reading and writing in secondary/uppder secondary teacher education
I also supervise/examine research projects (B & Cuppsatser) in secondary/upper secondary teacher education
I am also course administrator (kursansvarig) för F-3 and 4-6 language proficiency and theory courses. Currently, I am developing digital examinations on the platform Inspera.
Master’s & advanced level:
I teach English for academic research to students from diverse subject fields. I also supervise/examine research projects (D-uppsatser) in secondary/upper secondary teacher education, together with giving lecturers about working with data (joint class for C & D essay students).
(At previous wokrplaces)
As a senior lecturer in English at Högskolan Väst (2017-2022), my teaching responsibilities included grammar, phonetics, language structure and language history, research in linguistics, academic writing, eTwinning (international collaboration among teacher students in virtual spaces), lesson planning seminars, and I worked with students in teacher education programs and in freestanding online English courses. I also supervised and examined C & D research essays.
As a senior lecturer in English teacher education at University Malaya in Malaysia (2015 – 2017), I taught English linguistics and grammar (including how to teach grammar to English learners) to undergraduate pre-service teacher students, and research in second language acquisition and seminars in English language education to in-service teachers in the Master's program. Supervising research theses and teaching practicum was also my main responsibility.
Research
Selected research output
Journal articles
Lindemann, S., Ashley, K., Pinard, S., & Jeong, H. (2024). ‘ITA problem’ or opportunity? Online global communication training at a US university to increase undergraduate students’ use of collaborative strategies. Applied Linguistics. https://doi.org/10.1093/applin/amae059
Jeong, H. and Lindemann, S. (2024). Facilitating or compromising inclusion? Language policies at Swedish higher education institutions as workplaces Multilingua, 43(3), 365-395 https://doi.org/10.1515/multi-2023-0077.
Jeong, H., Lindemann S., & Forsberg, J. (2022). English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US. Ranam 55 Pronunciation matters: Current perspectives on teaching and learning L2 phonology, 136 -153. https://doi.org/10.4000/ranam.951
Jeong, H., Sánchez Ruiz, R. & Wilhelmsson, G. (2022). Spanish and Swedish pre-service teachers’ ELF user attitudes towards English and its users. Changing English, 29(2), 189-201. https://doi.org/10.1080/1358684X.2021.2022976
Jeong, H., Elgemark, A., & Thorén, B. (2021). Swedish youths as listeners of Global Englishes speakers with diverse accents: Listener intelligibility, listener comprehensibility, accentedness perception, and accentedness acceptance [Original Research]. Frontiers in Education, 6(206). https://doi.org/10.3389/feduc.2021.651908
Thorén, B., & Jeong, H. (2020). Evaluating two ways for marking Swedish phonological length in written text: a production Study. Journal of Second Language Pronunciation, 6(2), 180-208. https://doi.org/10.1075/jslp.19001.tho
Jeong, H., Thorén, B., & Othman, J. (2020). Effect of altering three phonetic features on intelligibility of English as a lingua franca: A Malaysian speaker and Swedish listeners. Asian Englishes, 22(1) 2-19. https://doi:10.1080/13488678.2018.1536817
Jeong, H., Thorén, B., & Othman, J. (2017). Mutual intelligibility of Malay- and Swedish-accented English: An experimental study. Indonesian Journal of Applied Linguistics, 7(1), 43-53. https://doi:10.17509/ijal.v7i1
Jeong, H., & Othman, J. (2016). Using interpretative phenomenological analysis from a realist perspective. The Qualitative Report 21(3), 558-570. https://doi.org/10.46743/2160-3715/2016.2300
Wagstaff, C., Jeong, H., Nolan, M., Wilson, T., Tweedlie, J., Phillips, E., . . . Holland, F. (2014). The accordion and the deep bowl of spaghetti: Eight researchers' experiences of using IPA as a methodology. The Qualitative Report, 19, 1-15. https://doi.org/10.46743/2160-3715/2014.1216
Peer-reviewed book chapters
Jeong, H. (2022). Global English in the workplace: Introducing the concepts of ‘Workplace English as a lingua franca (WELF)’ and successful WELF users. In A. Henry & Å. Persson (Eds.), Engaging with work in English studies: An issue-based approach. Palgrave. https://doi.org/10.1007/978-3-030-69720-4_9
Jeong, H. (2021). Phonology as a tool for Global Englishes language teacher education. In A. F. Selvi & B. Yazan (Eds.), Global Englishes in Language Teacher Education. Routledge. https://10.4324/9781003082712-41
Jeong, H. (2019). Phenomenology. In J. Othman & M. M. Lotfie (Eds.), Research design for language studies (pp. 9-30). University of Malaya Press.