BA Union College
MA Andrews University
PhD Northern Illinois University
“Two roads diverged in a wood, and I--
I took the one less traveled by,
And that has made all the difference”
From “The Road Not Taken” by Robert Frost
English was my favorite subject in high school, and my love for the English language became a passion in college. I came to a major fork in the road when, as a third year college student in Korea, I decided to come to the U.S. to further my studies. This life-changing decision meant leaving my friends and family and embracing the unknown, and I actually ended up where I never envisioned myself to be.
Each professional choice I’ve made has offered me valuable opportunities to expand my knowledge and experience as a teacher. Before joining the English faculty at Andrews, I directed the ESL program at Southwestern Adventist University in Keene, TX, for four years. I also worked with middle school ESL students in Powder Springs, GA and taught at Korean Sahmyook University in Seoul. Currently I have the privilege of mentoring future TESOL (Teaching English to Speakers of Other Languages) professionals as director of the graduate TESOL program. I feel tremendously blessed for the privilege of working with my former professors and colleagues at AU, who inspire me with their kindness and passion.
In my free time, I enjoy walking, reading, writing, or traveling with my family.
• “Ethics in academic writing help.”
• “Utility and bias in a standardized test of English from the expanding circle.”
• “Korean scholars’ perceptions of publishing in English-medium journals.”
• Kim, E. (2017). Korean students’ perceptions of the TOEFL iBT writing test. Assessing Writing, 33, 1-11.
• Kim, E. (2017). A comparative discourse analysis of the Seventh-day Adventist Theological Seminary’s statement ‘On the Unique Headship of Christ’ and the response statement ‘An Open Appeal.’ Andrews University Seminary Studies, 55(1), 45-82.
• Matsuura, H., Rilling, S., Chiba, R., Kim, E., & Nu, R. (2016). Intelligibility and comprehensibility in English as a lingua franca: Nativized English in Japanese. Asian Englishes, 19 (1), 2-21.
• Kim, E. (2016). Persuasive strategies in a chauvinistic religious discourse: The case of women’s ordination. Critical Approaches to Discourse Analysis Across Disciplines (CADAAD), 8 (1), 58-83.
• Kim, E. (2016). Anglicized Korean neologisms of the new millennium: An overview. English Today, 32(3), 52-60.
• Kim, E. (2016). Empowering English language teachers through history. International Journal of Christianity and English Language Teaching, 3, 36-35.
• Kim, E. (2015). ‘I don’t understand what you’re saying!’: Lessons from three ESL writing tutorials. Journal of Response to Writing, 1(1), 47–76.
• Kim, E. (2015). Machine translation and L2 writing. MITESOL Newsletter, 42(1), 20-22.
• Kim, E. (2014). Error gravity of a nonnative speaker’s speech: The case of article errors and pluralizing mon-count nouns. Journal of English as an International Language, 9 (1), 36-55.
• Kim, E. (2014). How does focus on form affect the revising processes of ESL writers?: Two case studies. Journal of Language Teaching and Research, 5, 1-11.
• Kim, E. (2012). Creative adoption: Trends in Anglicisms in Korea. English Today, 28, 15-17.
• Kim, E. (2012). Providing a sounding board to second language writers. TESOL Journal, 3, 33-47.
• Kim, E. (2012). Using translation exercises in the communicative EFL writing classroom. ELT Journal, 65, 154-160.
• Kim, E. (2009). Do nonnative speakers make good ESL teachers? Journal of Adventist Education, 71(5), 40-42.
• Kim, E. (2008). A nonnative speaker but still the right person for the Job. Essential Teacher, 52(2), 19-21.