Dr. Joohoon Kang is a ...
Multimodal Communicator
Hello, my name is Joohoon Kang, and I have gained my Ph.D. in Foreign, Second and Multilingual Language Education at the Ohio State University. I have multiple identities as a researcher, a teacher, an author, and a multimodal communicator.
The story of
Dr. Joohoon Kang
My name is Joohoon Kang, and I have gained his Ph.D. in Foreign, Second and Multilingual Language Education at the Ohio State University. I have multiple identities as a researcher, a teacher, an author, and a multimodal communicator.
I am a lecturer in the Department of English Education at Hanyang University, Seoul, South Korea. My research interests are as follows:
Recently published articles
Developing Multimodal Communicative Competence: Adolescent English Learners’ Multimodal Composition in an After-School Program
Composing across Media for Rhetorical and Idiosyncratic Purposes: Text-based Writing and Digital Multimodal Composing
Transfer of Knowledge across Genres and Media: Investigating L2 Learners’ Multiple Composing Practices
Everyone has an underlying desire to express themselves and communicate with others. More significantly, they might have their own idiosyncratic way of communication.
Joohoon Kang
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Feel free to contact me for my recent articles via my email at nicejake@naver.com
Kang, J. (2022). Developing Multimodal Communicative Competence: Adolescent English Learners’ Multimodal Composition in an After-School Program. Literacy. SSCI | A&HCI (IF: 1.783 / Q2)
Kang, J. (2022). Composing across Media for Rhetorical and Idiosyncratic Purposes: Text-based Writing and Digital Multimodal Composing. Journal of Adolescent & Adult Literacy. SSCI (IF: 1.497 / Q2)
Kang, J. (2022). Transfer of Knowledge across Genres and Media: Investigating L2 Learners’ Multiple Composing Practices. Journal of English for Academic Purposes, 56, 101096. SSCI | A&HCI (IF: 2.171 / Q1)
Kang, J. (2021). Adolescent English language learners’ digitally mediated multimodal compositions: multimodal enactment across different genres of writing in the EFL context. English Teaching: Practice & Critique, 20(2), 196-209. SSCI | A&HCI (IF: 0.833 / Q3)
