Hello, and welcome to HUFS. It is my pleasure to help you on your way to achieving your goals. Here at HUFS, I have taught a wide range of courses including: undergraduate classes in English speaking and writing, teaching pedagogy, and culture classes, along with postgraduate courses in language testing, teaching methodology, thesis writing, and research design. My motto is 'constant and never-ending improvement'. I feel that as a teacher, it is my duty to learn as much as I can, and I hope to pass some of that passion for learning on to you. See you in class.

최종학력

PhD Applied Linguistics – Victoria University of Wellington (New Zealand) (2014)
MA Teaching English as a Second /Foreign Language – University of Birmingham (UK) (2004)
BSc (Honours) – Psychology – The University of Toronto (Canada) (1989)

전공분야

Applied Linguistics – Instructed Second Language Acquisition (Integrated Task-based learning)

주요 연구

• Teaching and Pedagogy;
• Task-based learning and teaching;
• Feedback and interactive learning;
• Performance Assessment;
• Classroom discourse; 
• Conceptual metaphor & figurative language 

주요 강의

• Interacting in Spoken English (conversation)
• English writing (Critical writing, Thesis writing)
• Media English (Listening, Reading)
• Research methodology
• Teaching methods
• Testing and assessment

주요 논문/저서

• Manning, S. J. (2021). Reconstructing better writing: Using summary reconstruction tasks to promote languageing while conveying meaning. Teaching English as a Second Language Electronic Journal (TESL-EJ), 25(3). https://tesl-ej.org/pdf/ej99/a4.pdf
• Manning, S. J., & Song, J. (2021). South Korean High School Students' Perceptions of and Performance during University Level English Conversation Classes. Humanizing English Teaching, 23(2), 1-15.
• Manning, S. J. (2019). Supporting State-approved Materials with the Values Clarification Task. RELC Journal, 50(2), 333-340. https://doi.org/10.1177/003368821684284
• Manning. S. J., & Cho, S. (2019). Engagement with Automated Writing Feedback in Mandated vs. Voluntary Conditions. Modern English Education, 20(4), 18-30. https://doi.org/10.18095/meeso.2019.20.4.18
• Manning, S. J., & Jobbitt, T. (2019). Engaged and Interactive Peer Review: Introducing Peer Review Circles. RELC Journal, 50(3), 475-482. https://doi.org/10.1177/0033688218791832
• Lee, J., Ahn, B., Oh, J., Moon, A., Kim, C., Kim, H., & Manning, S. J. (2018). High School English (이재영외). Chunjae Education.
• Manning, S. J. (2016). A Case Study on English at Work in Korea. International Journal of Foreign Studies , 9 (1), 3. https://doi.org/10.18327/ijfs.2016.06.9.3
• Manning, S. J. (2015). The Positive Role of Writing in Speaking Tasks: The case of values clarification tasks. International Journal of Teaching, Education and Language Learning , 2 (4), 53–87.
• Manning, S. J. (2014). The Effect of Input, Repetition and Metacognitive Awareness on Task Performance in South Korean EFL Classes [Ph.D., Victoria University of Wellington]. ResearchArchive@Victoria e-Thesis.
• Park, S., & Manning, S. J. (2012). L1 vs. L2 Use and Classroom Interaction in Team-Taught Elementary School Classes. English Teaching,67(2), 105–134.
• Manning, S. J. (2008). Royal Road to English: Conceptual Metaphor Use by Intermediate EFL Learners. HUFS International Journal of Foreign Studies, 1(2), 97-118.