▶ 학력

2010.04.-2011.04. 미국 인디아나 대학교 Southeast Campus 교학처 박사후 연구원

2006.09.-2010.03. 미국 인디아나 대학교 Bloomington 사범대 영어교육박사

2000.03.-2004.08. 한국외국어대학교 영어교육학과 교육학석사

2001.03.-2004.02. 한국방송통신대학교 영어영문학과 문학사

1996.03.-2000.08. 부산외국어대학교 독일어학과 문학사

▶ 경력

2025.08.-현재. 공군사관학교 어문학과 영어 조교수

2019.03.-2025.07. 충북대학교 교양교육본부 영어분과 초빙교수

2017.12.-2019.02. 부산외국어대학교 산학협력단 연구교수

2013.08.-2016.08. 우송대학교 교양영어 초빙교수

2011.09.-2018.12. 부산외국어대학교 영어학부 강사

2012.03.-2013.06. 한국외국어대학교 영어통번역학부 강사

▶ 대외활동 경력

2025.08.-현재 현대영어교육학회 편집위원장

2021.08.-2025.08 현대영어교육학회 편집위원

2019.07.-2021.08 한국영어교육학회 편집위원

2018.09.-2020.09 편코리아영어교육학회 연구재단 총무

대학영어, 미디어 영어 등

영어 문해력, 영어교수법, 질적연구방법론 등

▶ 학술 논문

-Rah, K., Baek, J., & Huh, S. (2025). Exploring Korean college students’ voices on utilizing ChatGPT in their English speaking classes. Studies in Linguistics, 75, 61~88. http://doi.org/10.17002/sil..75.202504.61

-Huh, S., Rha, K., & Baek, J. (2024). How did EFL college instructors incorporate ChatGPT into their speaking classes: Focused on using prompts and obtaining feedback? The Jungang Journal of English Language and Literature, 66(4), 381~401.

-Huh S., Suh, Y-M (2024). Critical literacies enacted through modification of communication-focused materials in Korean university EFL classes: Focusing on lesson planning. English Language Assessment, 19(2), 75~106. https://doi.org/10.37244/ela.2024.19.2.75

-Boyd, A., & Huh, S. (2024). Negotiating identities and investments: High-achieving Korean EFL university students’ English language journeys. English Language Teaching, 36(2), 1~20. http://doi.org/10.17936/pkelt.2024.36.2.001

-Suh, Y-M., & Huh, S. (2023). An EFL Model of critical literacies: Adapted and reshaped from previous studies. English Teaching, 78(4), 323~345.

http://doi.org/ 10.15858/engtea.78.4.202312.323

-Huh, S. (2023). Rethinking the teacher-dominant IRE/IRF sequences as a resource for EFL speaking classes. English Language Teaching, 35(2), 23~38.

-Lee, K-Y., & Huh, S. (2023). Korean students’ testimonies about their Covid semesters in general English classes. Journal of Language Sciences, 30(2), 111~132 http://dx.doi.org/10.14384/kals.2023.30.2.111

-Matthew, J., Bennett, F., & Huh, S. (2022). Use of extended conversation to enhance vocabulary knowledge in English for employment classes. English Language Teaching, 34(3), 45~66

-Bennett, F., Matthew, J., & Huh, S. (2022). Pedagogical approaches to teaching English for occupational purposes: Focusing on developing employability. Journal of Language Sciences, 29(2), 93~121. <a h-r-e-f="http://doi.org/10.14384/kals.2022.29.2.093" class="last-child">http://doi.org/10.14384/kals.2022.29.2.093</a>

-Huh, S., Xiaoping, S., Wang, D., & Lee, K-Y. (2022). Korean and Chinese university EFL learners’ perceptions of and attitudes toward online and face-to-face lectures during COVID-19. English Teaching, 77(1), 67~92. http://doi.org/10.15858/engtea.77.1.202203.67

-Huh, S., & Suh, Y-M. (2021). Facing affects in an elementary level critical English literacy class: Utilizing affective turns in a critical literacy classroom. English Language Teaching, 33(4), 45~61

-Huh, S. (2021). A critical review of critical literacy research in the context of English teaching as a foreign language. Journal of the Korea English Education Society, 20(4), 21~41. http://doi.org/10.18649/jkees.2021.20.4.21

-Huh, S., & Suh, Y-M. (2020). Critical affective pedagogy as a tool for holistic critical literacy practices. Journal of Language Sciences, 27(4), 215~237. http://dx.doi.org/10.14384/kals.2020.27.4.215

-Huh, S. (2020). Presentation in English for integrative communicative competence in an EFL university reading class. English Language Teaching, 32(2), 23~38.

-Huh, S., & Lee, K-Y. (2020). Pedagogical efforts to encourage students’ English oral discussions in university reading classes. The Journal of Modern British & American Language & Literature, 38(1), 209~232. http://dx.doi.org/10.21084/jmball.2020.02.38.1.209

-Huh, S. (2018). Constructing a language community of practice in an Asian university English class: A Korean perspective. English Language Teaching, 30(4), 27~47. http://doi.org/10.17936/pkelt.2018.30.4.002

-Suh, Y-M., & Huh, S. (2018). CALLA 기반 초등학교 영어 읽기 수업 사례 연구: 읽기 전략 발달 중심으로. Primary English Education, 24(3), 5~30. http://dx.doi.org/10.25231/pee.2018.24.3.5

-Huh, S., & Kwon, S. (2017). ESP 교수학습모형에 대한 연구: 프로젝트 기반 수업을 중심으로. Studies in British and American Language and Literature, (127),.141~168. http://dx.doi.org/10.21297/ballak.2017.127.141

-Suh, Y-M., & Huh, S. (2017). Korean university readers’ growth through an integrated approach of conventional and critical literacy. English Teaching, 72(4), 23~51 http://doi.org/10.15858/engtea.72.4.201712.23

-Kidd, E., & Huh, S. (2017). A journey of an African American’s Korean as a second language learning in the Korean community. The Journal of the Korea Contents Association, 17(6), 527~539. https://doi.org/10.5392/JKCA.2017.17.06.527

-Huh, S., & Jeong, Y. (2016). Pedagogical strategies to facilitate academic English writers in Korean university writing classes. The New Korean Journal of English Language & Literature, 58(3), 195~220.

-Huh, S., & Lee, J. (2015). An instructional model of team-teaching in a University general English program. Foreign Languages Education, 22(2), 197~223.

-Jeong, Y., & Huh, S. (2015). Teachers’ views on Korean English textbooks and materials evaluation. English Language Teaching, 27(1), 21~44.

http://doi.org/ 10.17936/pkelt.2015.27.1.002

-Huh, S., & Suh, Y-M. (2015). Becoming critical readers of graphic novels: Bringing graphic novels into Korean elementary literacy lessons. English Teaching, 70(1), 123~149.

http://doi.org/ 10.15858/engtea.70.1.201503.123

-Huh, S., & Lee, J. (2014). Team-teaching in a University general English program: A case of native and Korean teachers. Studies in English Education, 19(2), 21~52.

-Suh, Y-M., & Huh, S. (2014). Possibilities and challenges of a critical approach to reading instruction with Korean university students. English Language Teaching, 26(3), 39~62.

-Huh, S., & Suh, Y-M. (2014). Parents’ efforts and beliefs to maintain English after ESL study in an English-speaking country. The Mirae Journal of English Language and Literature, 19(3), 433~468.

-Huh, S. (2014). Critical literacy practices of economically privileged L2 English readers: Literacy education for globalization. English Teaching, 69(2), ,97~121.

-Huh, S., & Lee, J. (2014). Native English speaking teachers' (NESTs') teaching practices in English reading classes for university students. Journal of Language Sciences, 21(2), 211~240.

-Huh, S. (2013). Cultural portrayal in middle-school English textbooks: Insights for critical multiculturalism. English Language & Literature Teaching, 19(4), 1~30.

-Huh, S., & Jeong, Y. (2013). NESTs’ pedagogial approaches in an English camp: Epistemic privilege as a powerful tool. English Language Teaching, 25(3), 21~50.

-Huh, S. (2012). Reading against the texts: Furthering reader response in English as a second language (ESL) literacy education. English Language Teaching, 24(3), 1~23.

-Huh, S. (2012). Ethical reasoning as a standard for literacy education: Narrowing the gaps in criticality. Primary English Education, 18(2), 429~456.