Kim Soo Hyon

Soo Hyon Kim is an Associate Professor in the Department of English at the University of New Hampshire (UNH), where she has been a faculty member since 2013. Her academic work is centered in the College of Liberal Arts, with a focus on second language education and applied linguistics.

Education:

• B.A. in English Language & Linguistics, Korea University
• M.A. in Teaching English as a Second Language (TESL), University of Illinois at Urbana-Champaign
• Ph.D. in Second Language Studies, Michigan State University

Her research interests include second language acquisition, L2 writing, ESL/EFL teacher education, English for academic purposes, and mixed methods research. She investigates how metacognitive knowledge influences L2 writing performance and development, and is involved in collaborative efforts on graduate writing support and writing across the disciplines. Her work bridges theory and practice in TESOL and academic writing instruction.

Her recent publications reflect a strong engagement with graduate-level writing challenges, professional identity formation among L2 writing scholars, and pedagogical strategies for supporting multilingual writers across academic contexts. The thematic focus of her work centers on identity, development, and institutional support structures for non-native English speakers in higher education.

Scientific Awards:

She advises graduate students and contributes to curriculum development in TESOL and second language writing. She has taught courses such as ENGL 715/815 (ESL: Theory and Methods), ENGL 716/816 (Curriculum, Materials and Assessment in ESL), ENGL 791/891 (English Grammar), and ENGL 727/827 (Issues in Second Language Writing). Her teaching spans both undergraduate and graduate levels, with consistent offerings in grammar, TESL methods, and writing instruction. She has also been involved in research grants, including a pilot study on metacognitive knowledge in L2 writing funded by Michigan State University Graduate College.

There is no public information about specific labs or research teams she leads, though her editorial and collaborative projects suggest active participation in scholarly networks focused on writing across the curriculum and graduate education.