Hansol Lee is a visiting professor at the Department of Education, University of Oxford, between 2024 and 2025.
He received his doctoral degree in Education from the University of California, Irvine, and is a full professor at the Korea Military Academy. His research interests include educational technology and quantitative research methods, and his work has been published in the Review of Educational Research, Educational Research Review, Child Development, Applied Measurement in Education, Applied Linguistics, Language Learning, among others.
Research
Journal articles
Kim, H., Lee, J., & Lee, H. (2024). The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis. Language Teaching Research, 28(1), 7-28.
Kim, J., Lee, H., Cho, S., & Kwak, H. (2023). Analysis of Combat Effectiveness and Military Application Plan of Biological Signal Monitoring and Cognition Technology. Journal of the Korean Association of Defense Industry Studies, 30(3), 93-105.
Lee, H., Jin, S., & Lee, J. (2023). Ending the cycle of anxiety in language learning: A non-recursive path analysis approach. System, 118, 103154.
Lee, H., & Jin, S. (2023). Measuring Communicative Intentions and Capabilities: Learners’ English Proficiency as a Supplement to Willingness to Communicate. The Korea English Language Testing Association, 18(1), 97-117.
Lee, H., & Lee, J. (2023). Interpreting the effectiveness of academic English writing programmes in higher education: A meta-analysis. Oxford Review of Education, 49(3), 281-300.
Lee, J., & Lee, H. (2023). The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement. Language Awareness, 32(2), 217-234.
Jin, S., & Lee, H. (2022). Willingness to Communicate and its High-Evidence Factors: A Meta-Analytic Structural Equation Modeling Approach. Journal of Language and Social Psychology, 41(6), 716-745.
Lee, H., Jung, G., & Lee, J. (2022). Simple view of second language reading: A meta-analytic structural equation modeling approach. Scientific Studies of Reading, 26(6), 585-603.
Lee, J., & Lee, H. (2022). Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta‐Analysis. Language Learning, 72(2), 576-612.
Lee, H., & Lee, J. (2022). The effects of robot-assisted language learning: A meta-analysis. Educational Research Review, 35, 100425-100425.
Lee, H., & Lee, J. (2022). Social robots for English language teaching. ELT Journal, 76(1), 119-124.
Abedi, J., Zhang, Y., Rowe, S., & Lee, H. (2020). Examining Effectiveness and Validity of Accommodations for English Language Learners in Mathematics: An Evidence‐Based Computer Accommodation Decision System. Educational Measurement Issues and Practice, 39(4), 41-52.
Solanki, S., Fitzpatrick, D., Jones, M., & Lee, H. (2020). Social-psychological interventions in college: A meta-analysis of effects on academic outcomes and heterogeneity by study context and treated population. Educational Research Review, 31, 100359.
LEE, H., WARSCHAUER, M., & LEE, J. (2020). Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning. Modern Language Journal, 104(2), 345-362.
Lee, H., Chung, H., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review. Applied Measurement in Education, 33(2), 124-140.
Kim, Y.-S., Lee, H., & Zuilkowski, S. (2020). Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis. Child Development, 91(2), 638-660.
Kim, N., Lee, H., & Jeong, T.-Y. (2019). Motivation and strategies in ESP learning and assessment: A case of military English in South Korea. The Korea English Language Testing Association, 14, 109-132.
Lee, H., Warschauer, M., & Lee, J. (2019). The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis. Applied Linguistics, 40(5), 721-753.
Lee, H., Warschauer, M., & Lee, J. (2019). Advancing CALL research via data-mining techniques: Unearthing hidden groups of learners in a corpus-based L2 vocabulary learning experiment. ReCALL, 31(2), 135-149.
Warschauer, M., Yim, S., Lee, H., & Zheng, B. (2019). Recent Contributions of Data Mining to Language Learning Research. Annual Review of Applied Linguistics, 39, 93-112.
Lee, H., Warschauer, M., & Lee, J. (2017). The effects of concordance-based electronic glosses on L2 vocabulary learning. Language Learning and Technology, 21(2), 32-51.
Lee, H., & Lee, J. (2017). Reassessment of sentence combining and decombining. English Teaching Practice & Critique, 16(1), 55-71.
Lee, H., Lee, H., & Lee, J. (2016). Evaluation of Electronic and Paper Textual Glosses on Second Language Vocabulary Learning and Reading Comprehension. The Asia-Pacific Education Researcher, 25(4), 499-507.
Lee, H., & Lee, J. (2015). The Effects of Electronic Glossing Types on Foreign Language Vocabulary Learning: Different Types of Format and Glossary Information. The Asia-Pacific Education Researcher, 24(4), 591-601.
Lee, H., & Lee, J. (2013). Implementing glossing in mobile-assisted language learning environments: Directions and outlook. Language Learning and Technology, 17(3), 6-22.
Lee, H., & Lee, J. (2013). Implementing glossing in mobile-assisted language learning environments: Directions and outlook. Language, Learning and Technology, 17(3), 9.
Lee, J., Lee, H., & Lo, Y. (n.d.). Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis. Studies in Second Language Learning and Teaching, 13(2), 317-345.
Lee, J., Ahn, J., & Lee, H. (n.d.). The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis. Studies in Second Language Learning and Teaching, 12(3), 435-458.
Lee, H., Lee, J., & Scarcella, R. (n.d.). Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis. Language Teaching Research, 136216882211432-136216882211432.
Lee, H., & Lee, J. (n.d.). Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach. Review of Educational Research.
