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Hansol Lee

Visiting Professor

hansol.lee@education.ox.ac.uk

About me

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

Lee, J., Lee, H., & Lo, Y. (2025). Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis. Educational Research Review, 47, 100666-100666.

https://doi.org/10.1016/j.edurev.2025.100666
Kaiypova, F., Lee, H., Lo, Y., & Lee, J. (2025). Effects of Content and Language Integrated Learning on secondary-level students’ content learning: A meta-analysis. System, 129, 103580.

https://doi.org/10.1016/j.system.2024.103580
Abdi Tabari, M., Lee, H., & Hanzawa, K. (2025). Effects of massed and spaced task repetitions on L2 writing task performance and task emotions. Reading and Writing, 1-39.

https://doi.org/10.1007/s11145-024-10628-2
Kim, K., Lee, J., & Lee, H. (2024). Systematic review synthesising the effects of study abroad experience on the development of language fluency. Oxford Review of Education, ahead-of-print(ahead-of-print), 1-19.

https://doi.org/10.1080/03054985.2024.2413109
Lee, H., & Lee, J. (2024). Extending the Simple View of Reading in Second and Foreign Language Learning: A Meta-Analytic Structural Equation Modeling Approach. Review of Educational Research, 94(4), 467-500.

https://doi.org/10.3102/00346543231186605
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.

https://doi.org/10.1177/1362168820981394
Lee, H., & Lee, J. (2024). The effects of AI-guided individualized language learning: A meta-analysis. Language Learning and Technology, 28(2), 134-162.
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.

https://doi.org/10.52798/kadis.2023.30.3.8
Lee, H., Jin, S., & Lee, J. (2023). Ending the cycle of anxiety in language learning: A non-recursive path analysis approach. System, 118, 103154.

https://doi.org/10.1016/j.system.2023.103154
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.

https://doi.org/10.37244/ela.2023.18.1.97
Lee, J., Lee, H., & Lo, Y. (2023). 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.

https://doi.org/10.14746/ssllt.38277
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.

https://doi.org/10.1080/03054985.2022.2072284
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.

https://doi.org/10.1080/09658416.2021.2014510
Lee, H., Lee, J., & Scarcella, R. (2023). Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis. Language Teaching Research, 136216882211432-136216882211432.

https://doi.org/10.1177/13621688221143258
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.

https://doi.org/10.1177/0261927x221092098
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.

https://doi.org/10.1080/10888438.2022.2087526
Lee, J., Ahn, J., & Lee, H. (2022). 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.

https://doi.org/10.14746/ssllt.2022.12.3.5
Lee, J., & Lee, H. (2022). Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta‐Analysis. Language Learning, 72(2), 576-612.

https://doi.org/10.1111/lang.12493
Lee, H., & Lee, J. (2022). The effects of robot-assisted language learning: A meta-analysis. Educational Research Review, 35, 100425-100425.

https://doi.org/10.1016/j.edurev.2021.100425
Lee, H., & Lee, J. (2022). Social robots for English language teaching. ELT Journal, 76(1), 119-124.

https://doi.org/10.1093/elt/ccab041
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.

https://doi.org/10.1111/emip.12328
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.

https://doi.org/10.1016/j.edurev.2020.100359
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.

https://doi.org/10.1111/modl.12634
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.

https://doi.org/10.1080/08957347.2020.1732383
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.

https://doi.org/10.1111/cdev.13204
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.

https://doi.org/10.37244/ela.2019.14.109
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.

https://doi.org/10.1093/applin/amy012
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.

https://doi.org/10.1017/s0958344018000162
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.

https://doi.org/10.1017/s0267190519000023
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.

https://doi.org/10.1108/etpc-05-2016-0064
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.

https://doi.org/10.1007/s40299-015-0270-1
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.

https://doi.org/10.1007/s40299-014-0204-3
Lee, J., Lee, H., & Sert, C. (2015). Emerging technologies: A corpus approach for autonomous teachers and learners: Implementing an on-line concordancer on teachers’ laptops. Language, Learning and Technology, 19(2), 1-15.
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), 9-9.

https://www.lltjournal.org/item/10125-44334/