Jo Min-young

Gastric inflammatory myofibroblastic tumor (IMT) is an extremely rare lesion with mimicking malignant features and accompanied with various clinical manifestations. Here we present a 2-yr-old boy who had a gastric IMT with a huge extragastric mass, which closely resembled a neuroblastoma on imaging studies. He experienced intermittent fever and poor appetite for 6 weeks. Fever remained up to 38 degrees C even on the operation day. He underwent partial gastrectomy and distal pancreatectomy with s

Reflective practice has become an integral component in teacher education. Many studies have investigated the development of a teacher’s reflective practice, but less attention has been paid to novice L2 teacher trainees’ development of reflective practice. Similarly, little is known about their concerns, interest, and needs, as they manifest in reflection. This study, therefore, identifies reflective themes that teacher trainees concern about after microteaching. It further examines whether tea

Reflective practice has become an integral component in teacher education. Many studies have investigated the development of a teacher’s reflective practice, but less attention has been paid to novice L2 teacher trainees’ development of reflective practice. Similarly, little is known about their concerns, interest, and needs, as they manifest in reflection. This study, therefore, identifies reflective themes that teacher trainees concern about after microteaching. It further examines whether tea

Dörnyei’s (2009) L2 motivational self system has been applied in diverse settings worldwide to understand the motivation to learn languages. Some of the past research has suggested that students at different institutional levels develop different forms of motivational selves. Little research, however, has focused on the L2 motivation of Korean students at varying levels, in relation to their self-concept. This study, therefore, investigates (a) how learners’ L2 motivational self system (ideal L2

This study explores the possibility of applying Csikszentmihalyi’s (1975, 1990) notion of “flow” to L2 contexts. Flow describes an optimal human experience resulting from a balance of challenges and skills in diverse activities. This study investigates whether such a balance is necessary to achieve flow in L2 freewriting. It further considers the role of L2 writing anxiety in learners’ flow experience. The participants were forty-four university students. After 10 weeks of in-class L2 freewritin

Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor vari

Purpose: Obesity has been shown to have important effects related to breast cancer. But there have been few data available on the distribution of body mass index (BMI) among Korean breast cancer patients and on the effects of this distribution on patient prognosis. Therefore we investigated the BMI distribution of Korean breast cancer patient’s and its relationship with other tumor markers, in order to elucidate the relationship between BMI and patient prognosis. Methods: We measured the BMI of

Drawing on Dweck’s (1986) goal orientation (GO), this study examines how GO is associated with learner beliefs and learning behaviors. It specifically investigates the extent to which GO explains feedback-seeking behaviors in English courses, and further explores how implicit theory of writing ability predicts feedback-seeking behaviors in writing. Forty-four EFL learners completed a questionnaire. It inquired learners’ GO, a learning orientation (mastering skills), a performance-approach orient

Previous studies have demonstrated that the ideal L2 self and the ought-to L2 self within the L2 Motivational Self System (L2MSS) represent distinct motivational and behavioral patterns. Building on this, the present study examines the underlying motivational structures by exploring the relationships between goal orientations, the L2MSS, and L2 anxiety through structural equation modeling (SEM). Specifically, the model investigates how mastery and performance orientations influence the ideal L2

Process control is essential to operate the semiconductor process efficiently. This paper consider fault classification of semiconductor based cyclic signal for process control. In general, process signal usually take the different pattern depending on some different cause of fault. If faults can be classified by cause of faults,it could improve the process control through a definite and rapid diagnosis. One of the most important thing is a finding definite diagnosis in fault classification, eve

Complexity, accuracy, and fluency (CAF) represent distinctive dimensions of language development, which have been widely used to assess learners’ task performance. Despite much attention to CAF constructs in research, little is known about how they are perceived by L2 learners. This study examines what CAF-specific orientations learners possess as they relate to their motivational self and anxiety, and it further explores how learners’ CAF orientations affect their L2 writing performance. Fifty-

Humans possess a desire to advance and accomplish (promotion focus) and to maintain security (prevention focus). Higgins’ (1997, 2000) regulatory fit theory proposed that the alignment between an individual’s regulatory focus and goal-pursuit strategies enhances their motivation and performance. Given the mixed findings in L2 learning concerning this hypothesis, this study investigates the mediating role of learner experience in regulatory fit effects. Utilizing the concept of flow as a framewor

Consistent with the growing interest in positive psychology, positive emotions such as grit, resilience, and flow have gained attention in L2 research. Csikszentmihalyi’s (1990) flow refers to the optimal human experience in which one feels cognitively efficient and emotionally happy. Existing L2 research applied flow in L2 learning, yet due to the inconsistencies in conceptualization and methodology, there is a need to further explore the nature of flow. To address this gap, the present study i