Curriculum Vitae

Shaofeng Li

May 9, 2021

General Information

University address: School of Teacher Education College of Education Stone Building G126 Florida State University Tallahassee, Florida 32306 USA Phone: 850/644-2129

E-mail address: [email protected]

Professional Preparation

2011 Ph.D., Michigan State University, USA. Major: Second Language Studies.

1998 M.A., Hebei Teachers University, China. Major: Linguistics.

1992 B.A., Hebei Teachers University, China. Major: Foreign Language Education.

Professional Experience

2018–present Associate Professor and Program Leader, School of Teacher Education, Florida State University, USA. Duties include teaching postgraduate and undergraduate courses in second language acquisition and language pedagogy, supervising master's and doctoral students, fulfilling internal and external service duties, and securing research funds to support ongoing research initiatives. As program leader, my main duties include curriculum development, budget planning, student recruitment, marketing, and student advising. Currently I am working on three empirical projects, two edited books, and two monographs. 2013–2018 Senior Lecturer, Faculty of Arts, University of Auckland, New Zealand. I taught face-to-face and online courses in second language acquisition and language pedagogy, supervised postgraduate students, and served as Ph.D. advisor. I was awarded a Marsden grant, the most prestigious research fund in New Zealand. I published a number of articles in major journals and book chapters in edited volumes.

2011–2013 Lecturer, University of Auckland, New Zealand. I taught undergraduate and postgraduate courses and supervised master's and Ph.D. students. I conducted a large-scale meta-analytic study and a large-scale empirical study, which led to several publications in major journals. I was advisor of the Master of TESOL program during this period. I became a member of the executive committee of the New Zealand Applied Linguistics Association.

2010 Adjunct Lecturer, Modern Languages, Hope College, Michigan, USA. I developed and taught a course in introductory Chinese.

2007, 2010 Instructor, Michigan State University, Michigan, USA. I taught an undergraduate course on second language learning theories and pedagogy during my doctoral study.

2009–2010 Adjunct Lecturer, Drake University, Iowa, USA. I developed and taught online Chinese classes and supervised native speaker facilitators.

2005–2009 ESL Instructor, Michigan State University, Michigan, USA. I taught ESL classes and worked as a writing consultant at the ESL writing lab during my Ph.D. study.

1998–2003 Lecturer, Hebei Teachers University, China. I taught ESL classes and theoretical linguistics to pre-service secondary school teachers. I served as student advisor, coordinator of foreign affairs, and director of undergraduate studies.

1992–1995 Lecturer, Handan Teachers College, China. I taught English to pre-service teachers and served as department administrator.

Teaching

Courses Taught

TSL5440 Language Testing TSL5640 Seminar: Research Issues in Applied Linguistics (Research Methods) TSL6661 Individual Differences and the Psychology of Language Learning TSL6731/LangTchg710 Task-based Language Teaching and Learning TSL5351 Form-focused Instruction TSL5005 ESOL in Content Areas

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LangTchg723 Theories of Second Language Acquisition LangTchg743 Second Language Acquisition LangTchg745 Second Language Classroom Research LangTchg722 Learner Language LangTchg300 Teaching English in the Second/Foreign Language Classroom LangTchg306 Using Tasks in Second Language Classrooms LangTchg207 Instructed Second Language Learning Intermediate Chinese Introductory Chinese Academic English ESL (reading, writing, listening, and speaking) General Linguistics

Doctoral Committee Chair

Feng, L., doctoral candidate Hyejin A., doctoral student Kim, J., doctoral student Vuono, A., doctoral student Zhou, Y., graduate (2021) Tchesa, G., graduate (2019) Wang, Q., graduate (2019) Fu, M., graduate (2018) Roshan, S., graduate (2018) (co-chair, AUT University) Mehrang, F., graduate (2017)

Doctoral Committee Member

Ciappetta, F., doctoral student Solarte, A., doctoral student Sudina, E., doctoral student (Northern Arizona University) Yuan, S., graduate (2021) Tahmouresi, S., graduate (2021) Zhou, S., graduate (2021) Song, M., graduate (2020) Dong, J., graduate (2019) Sangachin, M. graduate (2019) Wei, L., graduate (2019) Lin, J., graduate (2017) Grant, S., graduate (2017) Zhao, Y., graduate (2014)

Master's Committee Chair Bandy, A., graduate (2021) Zhang, X., graduate (2018) Yang, E., graduate (2016)

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Major, M., graduate (2015) Shang, S., graduate (2015) Fu, M., graduate (2014) Cui, M., graduate (2013) Choi, S., graduate (2012)

Supervision of Student Research Not Related to Thesis or Dissertation

Undergraduate Research Opportunity Program (UROP) • Darice Nicolas (Nov. 2019–May 2020) • Amanda Pando, Richard Sebek, Thaissa Laux, Ashley Tollner, Samantha Strickland, and Nathan Hargis (Sept. 2020—present)

Qianning Chen (Jul–Dec 2018). Independent study.

Xu, D. (Dec 2016–Feb 2017). Summer Scholar.

Hemmi, K. (Dec 2015–Feb 2016). Summer Scholar.

Xue, Y. (Dec 2014–Feb 2015). Summer Scholar.

Nahu, G. (Dec 2013–Feb 2014). Summer Scholar.

AB GHANI, Nur Farahain (Dec. 2012—Feb. 2013). Summer Scholar.

Research and Original Creative Work

Publications

Refereed Journal Articles

Li, S. (invited; in preparation). Language aptitude in L2 learning. Language Teaching.

Li, S. (proposal accepted; in preparation). The associations between working memory and second language grammar learning: A meta-analysis. Special issue of Studies in Second Language Learning and Teaching.

Yu, J., & Li, S. (under review). Is “feared L2 self” an independent “self”? Modern Foreign Languages. 19 pages.

Wang, Q., East, M., & Li, S. (under review). Measuring Chinese EFL learners’ motivation and anxiety when completing a video narration task: Initial steps in designing two questionnaires. System, 28 pages.

Vuono, A., & Li, S. (under review). The effectiveness of peer feedback in L2 writing: A

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meta-analysis. Review of Educational Research. 36 pages.

Fu, M., & Li, S. (under review). The associations between anxiety and the timing of corrective feedback. Foreign Language Annals. 32 pages.

Li, S., Li, J., & Qian, J. (accepted). What is the ideal time to provide feedback? Approximate replication of Li, Zhu, and Ellis (2016). Stage 1 manuscript. Language Learning.

Li, S. (in press). The methodology of the research on language aptitude: A systematic review. Annual Review of Applied Linguistics, 45 pages.

Fu, M., & Li, S. (in press). The associations between the timing of corrective feedback and procedural, declarative, and working memory. Studies in Second Language Acquisition, 38 pages.

Li, S., & DeKeyser, R. (in press). Implicit aptitude: Conceptualizing the construct, validating the measures, and examining the evidence. Studies in Second Language Acquisition. 22 pages.

Li, S. (in press). Exploring syntactic priming as a measure of implicit language aptitude. Studies in Second Language Acquisition. 40 pages.

DeKeyser, R., & Li, S. (in press). Epilog: the validity of implicit aptitude and the need for construct validation. Studies in Second Language Acquisition. 11 pages.

Fu, M., & Li, S. (2020). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 1-33. First view.

Wang, W., & Li, S. (2020). Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum, 1-17. First view.

Li, S. (2020). What is the ideal time to provide corrective feedback? Language Teaching, 53, 96-108.

Fu, M., & Li, S. (2019). The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies, 2, 233-257.

Li, S., Ellis, R., & Zhu, Y. (2019). The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 40, 693-722.

Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1-15.

Li, S., Hiver, P., & Papi, M. (2019). Research initiatives in the foreign and second language

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education program of Florida State University: Multiple perspectives, multiple approaches. Language Teaching, 52, 537–541.

Li, S., & Vuono, A. (2019). Twenty-five years of research on oral and written corrective feedback in System. System, 84, 93-109.

Li, S., Ellis, R., & Kim, J. (2018). The influence of pre-task grammar instruction on L2 learning: An experimental study. Studies in English Education, 23, 831-857.

Ellis, R., Li, S., & Zhu, Y. (2018). The effects of pre-task explicit instruction on the performance of a focused task. System, 80, 38-47.

Li, S., & Fu, M. (2018). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 22, 230-253.

Fu, M., & Li, S. (2017). The associations between the cognitive processes of task performance and working memory. Modern Foreign Languages, 40, 114-124.

Yang, Y., Shintani, N., Li, S., & Zhang, Y. (2017). The effectiveness of post-reading word-focused activities and their associations with working memory. System, 70, 38-49.

Li, S. (2016). The construct validity of language aptitude. Studies in Second Language Acquisition, 38, 801-842.

Li, S., Ellis, R., & Shu, D. (2016). The differential effects of immediate and delayed feedback on learners of different proficiency levels. Foreign Languages and Foreign Language Research, 286, 1-15.

Li, S., Ellis, R., & Zhu, Y. (2016). Task-based versus task-supported language instruction: An experimental study. Annual Review of Applied Linguistics, 36, 205-229.

Li, S., Zhu, Y., & Ellis, R. (2016). The effects of the timing of corrective feedback on the acquisition of a new linguistic structure. Modern Language Journal, 100, 276-295.

Li, S. (2015). The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385-408.

Li, S. (2014). Oral corrective feedback. ELT journal, 68, 196-198.

Li, S. (2014). The interface between feedback type, L2 proficiency, and the nature of linguistic target. Language Teaching Research, 18, 373-396.

Li, S. (2013). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97, 634-654.

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Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based instruction: A meta-analysis of comparative studies. Language Learning, 63, 296-329.

Choi, S., & Li, S. (2012). Corrective feedback and learner uptake in a child ESOL classroom. The RELC Journal, 43, 331-251.

Li, S., & Liang, W. (2012). The dynamic nature of learner beliefs: The relationship between EFL learners' beliefs about language learning and proficiency in a Chinese context. Asian EFL Journal, 14, 177-211.

Li, S., Shintani, N., & Ellis, R. (2012). Doing meta-analysis in SLA: Practices, choices, and standards. Contemporary Foreign Language Studies, 384, 1-17.

Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309-365.

Li, S. (2009). The differential effects of implicit and explicit feedback on L2 learners of different proficiency levels. Applied Language Learning, 19, 53-79.

Loewen, S., Li, S., Fei, F., Thompson, A., Ahn, S., & Chen, X. (2009). L2 learners' beliefs about grammar instruction and error correction. The Modern Language Journal, 93, 91-104.

Refereed Books

Li, S. (contract). Language aptitude and second language acquisition: Theory, research, and practice. Amsterdam: John Benjamins.

Li, S. (contract). Working memory and language aptitude: Concepts, measures, and methods. New York: Routledge.

Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Theory and practice of task-based language teaching. Cambridge: Cambridge University Press.

Edited Works

Li, S. (Ed.) (contract). Individual differences in task-based learning and teaching. John Benjamins.

Li, S., & DeKeyser, R. (Eds.) (to be published in July 2021). Guest editors for the 2021 special issue of Studies in Second Language Acquisition.

Li, S., Hiver, P., & Papi, M. (Eds.) (to be submitted in June 2021). The Routledge handbook of second language acquisition and individual differences. New York: Routledge.

Wen, Z., Skehan, P., Biedroń, A., Li, S., & Sparks, R. (Eds.) (2019). Rethinking language aptitude: Multiple perspectives and emerging trends. New York: Routledge.

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Li, S., Shintani, N., & Ellis, R. (Eds.). (2015). Synthesizing research on form-focused instruction: The complementary contributions of meta-analysis and narrative review. Guest editor, special issue of Applied Linguistics.

Refereed Book Chapters

Li, S. (in preparation). Quantitative research methods. In L. Gurzynski-Weiss & Y. Kim (Eds.), Research methods in instructed second language acquisition. John Benjamins.

Li, S. (in preparation). Research methods in language aptitude. In Y. Suzuki (Ed.), Practice in a second language. Routledge.

Ann, H., & Li, S. (submitted). Working memory and second language interaction. 54 pages. In J. Schwieter & Z. Wen (Eds.), The Cambridge handbook of working memory and language. Cambridge University Press.

Li, S. (submitted). Working memory. 38 pages. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of SLA and psycholinguistics. Routledge.

Li, S. (submitted). Language aptitude. 32 pages. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of SLA and individual differences. Routledge.

Vuono, A., & Li, S. (in press). Age and corrective feedback. Manuscript submitted for publication, 36 pages. In H. Nassaji & E. Kartchava (Eds.), Cambridge guide to corrective feedback. Cambridge: Cambridge University Press.

Qiong, W., & Li, S. (2019). The relationship between task motivation and L2 motivation. In Z. Wen & M. Ahamadian (Eds.), Researching L2 task performance and pedagogy in honor of Peter Skehan (pp. 67-92). Amsterdam: John Benjamins

Li, S., & Fu, M. (2019). The effects of language analytic ability on the process and product aspects of task-based learning. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies, (pp. 168-188). New York: Routledge.

Wen, Z., & Li, S. (2019). Working memory in L2 learning and processing. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 365-389). Cambridge University Press.

Li, S. (2019). Six decades of aptitude research: A comprehensive and critical review. In Z. Wen, P. Skehan, A. Biedroń, S. Li, & R. Sparks (Eds.), Rethinking language aptitude: Multiple perspectives and emerging trends (pp. 78-96). New York: Routledge.

Li, S. (2018). Data collection in the research on the effectiveness of corrective feedback: A synthetic and critical review. In A. Gudmestad & A. Edmonds (Eds.), Critical reflections on data in second language acquisition (pp. 33-61). Amsterdam: John

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Benjamins.

Li, S. (2018). Language aptitude. In A. Burns & J. Richards (Eds.), Cambridge guide to learning English as a second language (pp. 63-72). Cambridge: Cambridge University Press.

Li, S., & Wang, H. (2018). Traditional literature review and research synthesis. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology (pp. 123-144). London: Palgrave.

Li, S. (2018). Corrective feedback in L2 speech production. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (1st ed., p. 1-9). New York: John Wiley & Sons, Inc.

Li, S. (2017). Cognitive differences and ISLA. In S. Loewen & M. Sato (Eds.), Handbook of instructed second language learning (pp. 396-417). NY: Routledge.

Li, S. (2017). Teacher and learner beliefs about corrective feedback. In H. Nassaji & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning (pp. 143-157). NY: Routledge.

Li, S. (2017). The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic review. In L. Gurzynski (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors and researchers (pp. 41-70). Philadelphia: John Benjamins.

Li, S. (2015). The differential roles of working memory and language analytic ability in mediating the effects of recasts as a function of learner proficiency. In Z. Wen, M. Mota, & A. MacNeil (Eds.), Working memory in second language acquisition and processing: Theory, research and commentary (pp. 139-159). Bristol, UK: Multilingual Matters.

Li, S. (2014). Recasts, working memory, and the choice of target structure. In Z. Han (Ed.), Second language acquisition of Chinese: A series of empirical studies (pp. 103-125). Buffalo: Multilingual Matters.

Li, S. (2013). The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 32-52). Boston, MA: Cengage Learning.

Thompson, A., Li, S., White, B., Loewen, S., & Gass, S. (2012). Preparing the future professoriate. In G. Greta (Ed.), Working theories for teaching assistant development (pp. 137-168). Stillwater, OK: New Forums Press.

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Refereed Reviews

Li, S. (2016). Review of the book “Key terms in second language acquisition”. New Zealand Studies in Applied Linguistics, 22, 56-58.

Li, S. (2009). Review of the book “English language teaching in China: New approaches, perspectives and standards”. Studies in Second Language Acquisition, 31, 140-141.

Li, S. (2007). Review of the book “A pedagogical grammar for Chinese as a foreign language”. Studies in Second Language Acquisition, 29, 637-639.

Li, S. (2005). Review of the book “Internet for English teaching”. Language Learning and Technology, 9, 25-26.

Presentations

Invited Keynote and Plenary Presentations at Conferences

Li, S. (December 2020). Language aptitude in L2 learning. Plenary speech at the 2020 conference of the Global English Teachers Association. Seoul, Korea.

Li, S. (December 2020). Cognitive abilities in second language acquisition. Keynote speech delivered at the International Symposium on the Interdisciplinary Approaches to Linguistics and Cultural Studies. The conference was held by Nanjing University of Information Science and Technology, Nanjing, China.

Li, S. (November 2020). Implicit language aptitude: A new construct in second language acquisition. Keynote speech delivered at the 6th Chinese Second Language Research Forum. Fudan University, Shanghai, China.

Li, S. (October 2020). Quantitative research methods for early career researchers. Keynote speech at the U21 Resilience Research Forum, which aimed to enhance virtual writing collective to self-empower social science Ph.D. students within the U21 network for academic writing and publishing. The seminar series was organized by University of Auckland, University of Zurich, and University of Queensland.

Li. S. (June 2019). The methodology of task-based language teaching. Plenary presentation at the 11th International Colloquium on Research in Foreign Languages. The conference was held from June 12 to 14, 2019 at Universidad Nacional de Colombia, Bogotá, Colombia.

Li, S. (June 2018). Cognitive aptitudes for second language acquisition: A synthetic and critical review. Plenary presentation at 2018 International Forum on Language, Translation, and Cognition, The Association of Chinese Cognitive Linguistics, Qingdao, China.

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Refereed Presentations at Conferences

Li, S. (March 2021). Implicit language aptitude: Conceptualizing the construct, validating the measures, and examining the evidence. Colloquium. AAAL, American Association for Applied Linguistics, Virtual Conference. • Colloquium organizer • Presenter (Title of presentation: Exploring syntactic priming as a measure of implicit language aptitude)

Li, S. (August 2021; moved from August 2020). The psychological perspectives of task-based language teaching and learning. The World Congress of Applied Linguistics. Groningen, the Netherlands.

Li, S. (March 2019). The associations between cognitive aptitudes and task performance under learning conditions distinguished by the presence or absence of pre-task grammar instruction. Presentation at AAAL, American Association for Applied Linguistics, Atlanta.

Fu, M., & Li, S. (March 2019). The interface between working memory and the timing of corrective feedback. Presentation at AAAL, American Association for Applied Linguistics, Atlanta.

Li, S. (October 2018). The methodology of the research on the effectiveness of corrective Feedback: A synthetic and critical review. Presentation at SLRF, The University of Montreal, Montreal.

Li, S. (March 2018). The associations between cognitive aptitudes and L2 interaction: A synthetic review. Presentation at AAAL, American Association for Applied Linguistics, Chicago.

Li, S. (March 2018). The associations between cognitive aptitudes and the timing of form-focused instruction. Presentation at AAAL, American Association for Applied Linguistics, Chicago.

Fu, M., & Li, S. (March 2017). The mental processes of planning and their associations with working memory. Presentation at Annual conference of the American Association for Applied Linguistics, Portland, USA.

Li, S. (March 2017). Teacher and student beliefs and attitudes toward corrective feedback: A meta-analysis and a narrative review. Presentation at Annual conference of American Association for Applied Linguistics, Portland, USA.

Li, S., & Ellis, R. (April 2016). The comparative effects of task-based and task-supported language instruction. Presentation at Annual conference of the American Association for Applied Linguistics, Orlando, USA.

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Li, S. (November 2015). The comparative effectiveness of immediate and delayed corrective feedback. Presentation at the joint conference of ALANZ and ALAA, Applied Linguistics Association of New Zealand & Applied Linguistics Association of Australia, Adelaide, Australia.

Li, S. (May 2015). The timing of form-focused instruction. Presentation at TESL Conference, Shanghai University, Shanghai, China.

Li, S., & Fu, M. (March 2015). Strategic and within-task planning and their relationships with working memory. Presentation at Annual conference of the Association of American Applied Linguistics, American Association for Applied Linguistics, Toronto, Canada.

Li, S. (August 2014). Language aptitude: Reconceptualizing the construct and reorienting the research. Presentation at AILA Congress, International Association of Applied Linguistics (AILA), Brisbane, Australia. The format was colloquium. The author’s role was: • Colloquium organizer • Presenter (Title of presentation: The construct validity of language aptitude) • Discussant

Li, S. (November 2013). The role of language aptitude in second language acquisition: A synthetic review. Presentation at The ALANZ & ALAA Conference, Applied Linguistics Association of New Zealand & Applied Linguistics of Australia, Victoria University of Wellington. Wellington, New Zealand.

Li, S. (March 2013). The contribution of meta-analysis to second language acquisition research and theory. Colloquium at the annual conference of American Association for Applied Linguistics, American Association for Applied Linguistics, Dallas, USA. The author served as: • Colloquium organizer • Presenter (Title of presentation: A meta-analytic review of the associations between language aptitude and second language grammar learning)

Li, S. (October 2012). The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Presentation at The Fifth Chinese SLA Conference, Huazhong University of Science and Technology, Wuhan, China.

Li, S. (August 2011). Feedback type, proficiency, and the choice of target structure. Presentation at AILA 16th World Congress of Applied Linguistics, International Association of Applied Linguistics.

Li, S. (October 2010). Recasts, working memory, and the choice of target structure. Presentation at Conference on Second Language Acquisition of Chinese, Second Language Acquisition of Chinese, Teachers College, Columbia University, New York.

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Li, S. (October 2010). The relation of feedback type to language analytic ability and working memory. Presentation at Second Language Research Forum, Second Language Research Forum, College Park, Maryland. The abstract was among the ten student abstracts that received the highest ratings from SLRF 2010 reviewers.

Li, S. (March 2010). The relationship between the effectiveness of recasts and working memory in the learning of different linguistic structures. Presentation at The annual conference of the American Association for Applied Linguistics, Atlanta, Georgia.

Li, S. (October 2009). The interface between feedback type and language analytic ability in the learning of different linguistic structures. Presentation at Second Language Research Forum, Second Language Research Forum, East Lansing, Michigan.

Li, S. (March 2009). The effectiveness of corrective feedback in SLA: A meta-analysis. Presentation at the annual conference of American Association for Applied Linguistics, Denver, Colorado.

Chen, X., & Li, S. (March 2008). Investigating the contributing factors to L2 pragmatic development. Presentation at the annual conference of American Association for Applied Linguistics, Washington, D.C.

Winke, P., Li, S., & Romanowski, A. (August 2007). Teachers' voices on the validity of ELL proficiency tests mandated by October NCLB: A look at the English Language Proficiency Assessment in Michigan. Presentation at Michigan TESOL, Eastern Michigan University, Ypsilanti, MI.

Li, S. (October 2006). Implicit and explicit feedback in the learning of Chinese as a foreign language: Does their efficacy relate to proficiency? Presentation at Second Language Research Forum, Second Language Research Forum, Seattle, Washington.

Li, S. (June 2006). The relationship between Chinese EFL learners' beliefs about language learning and proficiency. Presentation at The annual conference of American Association of Applied Linguistics, Montréal, Canada.

Invited Talks, Lectures, and Workshops

Li, S. (January 2021). The construct validity of task anxiety. The Education University of Hong Kong, Hong Kong, China.

Li, S. (November 2020). Preparing for the job market as a Ph.D. student. FSLE Reading Group Seminar Series, School of Teacher Education, Florida State University, Tallahassee, USA.

Li, S. (October 2020). Language aptitude. Delivered at Colombia University, New York, USA.

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Li, S. (July 2020). Written corrective feedback: Theory, research, and pedagogy. Delivered at Xiamen University, Xiamen, China.

Li, S. (June 2020). Myths and facts about language learning. Delivered at Universitat Internacional de Catalunya, Barcelona, Spain.

Li, S. (July 2020). Cognitive abilities in language learning. Delivered at Northeast University, Qinhuangdao, China.

Li, S. (July 2020). The methodology of task-based instruction. Delivered at Huazhong University of Science and Technology, Wuhan, China.

Li, S. (July 2020). An introduction to meta-analysis. Delivered at Beijing Science and Technology University, Beijing, China.

Li, S. (June 2020). Working memory and second language acquisition: A focus on research methods. Delivered at Southeast University, Nanjing, China.

Li, S. (February 2020). Working memory. Delivered at the University of Maryland, College Park, USA.

Li, S. (May 2019). The methodology of task-based instruction. Delivered at Zhengzhou University, Zhengzhou, China.

Li, S. (May 2019). Psychological perspectives of task-based instruction. Delivered at Guangzhou University of Foreign Studies, Guangzhou, China.

Li, S. (May 2019). Teaching and learning English vocabulary. Delivered at Yango College, Fuzhou, China.

Li, S. (May 2019). Coding the complexity, accuracy, and fluency of second language speech performance. Workshop delivered at Guangdong University of Foreign Studies.

Li, S. (December 2018). Language aptitude: A critical and synthetic review. Delivered at School of Teacher Education, Florida State University, Tallahassee, USA.

Li, S. (June 2018). Cognitive aptitudes and the timing of form-focused instruction. Delivered at Guangdong University of Foreign Studies, Guangzhou, China.

Li, S. (June 2018). Language aptitude: Theory, research, and pedagogy. Delivered at Guangdong University of Foreign Studies, Guangzhou, China.

Li, S. (June 2018). The influence of cognitive aptitudes on L2 interaction. Delivered at Guangdong University of Foreign Studies, Guangzhou, China.

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Li, S. (June 2018). The methods of the research on corrective feedback. Delivered at Jiangxi Teachers University, Nanchang, China.

Li, S. (May 2018). The role of cognitive ability under different learning conditions. Delivered at Southeast University, Nanjing, China.

Li, S. (May 2018). Using tasks in the second language classroom. Delivered at Zhengzhou University, Zhengzhou, China.

Li, S. (June 2017). Meta-analysis in applied linguistics: practices and issues. Delivered at Guangdong University of Foreign Studies, Guangdong, China.

Li, S. (June 2017). The associations between cognitive aptitudes and the process and product of second language interaction. Delivered at Macau Polytech University, Macau, China.

Li, S. (December 2016). Traditional literature review and research synthesis. Delivered at Shandong Science and Technology University, Shandong, China.

Li, S. (May 2016). Preparing for the job market as a Ph.D. student. Paper at Ph.D. seminar, School of Cultures, Linguistics, and Languages, University of Auckland.

Li, S. (May 2015). Corrective feedback: An overview of the research. Delivered at Hebei Normal University of Science and Technology.

Li, S. (May 2015). Second language classroom interaction. Delivered at Zhengzhou University, Zhengzhou, China. This lecture series includes three lectures: • Lecture 1: Using interactive tasks • Lecture 2: Addressing individual differences • Lecture 3: Providing modified input.

Li, S. (May 2015). The effects of feedback timing in learning a new linguistic structure. Delivered at Guangzhou Foreign Language Studies University, Guangzhou, China.

Li, S. (April 2015). How to do a meta-analysis. Workshop delivered at Beijing Foreign Language Studies University, Beijing, China.

Li, S. (December 2014). How to provide feedback in L2 classes? Delivered at Hebei Teachers University, Shijiazhuang, China.

Li, S. (December 2014). Input and interaction in second language classroom discourse. Delivered at Shanghai International Studies University, Shanghai, China.

This lecture series includes four lectures: • Lecture 1: Teacher Questions • Lecture 2: Corrective Feedback

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• Lecture 3: Learner Talk in Small Group Work • Lecture 4: Teacher Talk

Li, S. (December 2014). Using tasks in L2 classes. Delivered at Hebei University of Engineering, Handan, China.

Li, S. (December 2013). Language aptitude. Delivered at Shanghai International Studies University, Shanghai, China.

Li, S. (August 2013). Corrective feedback: An overview and an empirical study. Delivered at The University of Waikato, Auckland, New Zealand.

Li, S. (May 2013). Meta-analysis in applied linguistics. Delivered at University of Auckland, Auckland, New Zealand.

Li, S. (2012, October). Focus on form, focus on formS, and focus on meaning. Delivered at Handan College, Handan, China. Li, S. (October 2012). The interactions between corrective feedback and language aptitude. Delivered at Department of Applied Language Studies and Linguistics, The University of Auckland, Auckland, New Zealand.

Li, S. (August 2012). Using tasks in language classes. Delivered at The Confucius Institute, University of Auckland, Auckland, New Zealand. This lecture was taught in the "Second Symposium on Chinese Teaching".

Li, S. (June 2012). Language aptitude and corrective feedback. Delivered at Hong Kong University of Science and Technology. This lecture was given in the "Language Learning Roundtable: Memory and Second Language Acquisition".

Li, S. (May 2012). A typology of L2 pedagogy. Delivered at English Language Academy, University of Auckland, Auckland, New Zealand.

Li, S. (May 2012). Corrective feedback: Research and pedagogy. Delivered at English Language Academy, University of Auckland, Auckland, New Zealand. Li, S. (August 2011). Options in language Teaching. Delivered at School of European Languages and Literatures, University of Auckland, Auckland, New Zealand.

Contracts and Grants

Contracts and Grants

Li, S. (in progress). Domain-specific measurement of implicit language aptitude. Institute of Education Service, Department of Education, USA.

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Li, S. (August 2020–December 2020). SRAD. Funded by School of Teacher Education, Florida State University to support a project on second language speech production. Total award: $2,300.

Li, S. (May 2019–August 2019). COFRS research fund. Funded by Florida State University and FSU College of Education to support a book project on language aptitude. Total award: $20,000.

Li, S. (Jul 2018–Dec 2018). Meta-analysis of form-focused Instruction. Funded by School of Teacher Education, Florida State University. Total award: $1,235.

The grant was awarded for the purpose of purchasing a statistical package for a doctoral class.

Li, S. (Jan 2017–May 2018). Language Aptitude. Funded by The Royal Society of New Zealand. Total award: $300,000.

The grant was awarded to support a project on language aptitude. It is the most prestigious research fund in New Zealand. The purpose of the project is to develop and validate new measures of language aptitude based on the latest research findings.

Li, S. (Dec 2016–Feb 2017). Validating Measures of Language Aptitude. Funded by University of Auckland. Total award: $5,000.

The grant was received from the university to support a selected undergraduate student who worked with a faculty member on a research project.

Ren, W., & Li, S. (Jan 2016–Dec 2016). The Development of Chinese EFL Learners' Pragmatic Competence. Funded by The Chinese Ministry of Education. Total award: $40,948.

I was co-investigator of the project sponsored by the Chinese Ministry of Education seeking to investigate the pragmatic ability of EFL learners at a Chinese university. Professor Wei Ren at Guangdong University of Foreign Studies was the primary investigator.

Li, S. (Dec 2015–Feb 2016). The Influence of Pre-task Grammar Instruction on Task Performance and Learning Success. Funded by University of Auckland. Total award: $5,000. The grant was received from the university to support a selected undergraduate student who worked with a faculty member on a research project.

Li, S. (Jan 2015–Dec 2015). Influence of Working Memory and Anxiety on Speech Performance under Different Task Conditions. Funded by University of Auckland. Total Award: $36,000.

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The name of the fund is "Research Development Fund". It aimed to enhance faculty research.

Wang, W., & Li, S. (Jan 2014–Dec 2014). Corrective Feedback. Funded by the Chinese Ministry of Education. Total award: $16,000.

I was co-investigator of the project sponsored by the Chinese Ministry of Education seeking to investigate corrective feedback in Chinese EFL classes. Professor Weiqing Wang at Xiangtan University was the primary investigator.

Li, S. (Dec 2014–Feb 2015). Language Anxiety and Motivation. Funded by University of Auckland. Total award: $5,000.

The grant was received from the university to support a selected undergraduate student who worked with a faculty member on a research project.

Li, S. (Nov 2013–Feb 2014). Foreign Language Policies and Curriculum in Secondary Schools. Funded by University of Auckland. Total award: $5,000.

The grant was received from the university to support a selected undergraduate student who worked with a faculty member on a research project.

Li, S. (Jan 2013–Dec 2013). Working Memory and Task Planning. Funded by University of Auckland. Total award: $3,000.

The research grant was given to faculty who made outstanding achievements in research.

Li, S. (Jan 2012–Dec 2012). Cognitive and Affective Learner Differences and Task-based Instruction. Funded by University of Auckland. Total award: $24,025.

The fund was awarded to support selected faculty projects. The purpose of the project was to investigate the differential effects of learners' cognitive and affective differences on their speech production under different task performing conditions.

Service

Florida State University

Program Leader of Foreign and Second Language Education, School of Teacher Education (2019-present). I have served as program coordinator since June 2019 and have played an active role in various administrative duties such as international collaboration, student recruitment, curriculum development, budget planning, and marketing. Additionally, I have served as coordinator of the Ph.D. in Foreign and Second Language Education program and the online master’s in TESOL program.

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Member, Marvalene Hughes Research in Education Conference, College of Education (2020-present). Duties include evaluating conference abstracts and organizing the annual conference.

Member, The Technology Committee of the College of Education (2018-2019). Duties include evaluating proposals for technological expenses and managing technological devices.

Member, Curriculum Committee, School of Teacher Education (2020–present). Duties include reviewing and evaluating new course syllabi and changes in course offerings.

Member, Online Committee, School of Teacher Education (2020–present). Duties include developing, reviewing, and revising policies, curricula, and other issues relating to online graduate programs and courses at STE.

Member, Committee of Graduate Studies of the School of Teacher Education (2018–2019). Duties include evaluating Ph.D. applications, developing graduate policies and regulations, serving as a liaison between the School and the Program, attending graduate meetings, and attending to other graduate matters.

Member, Ad Hoc Committee for STE Bylaws, School of Teacher Education (2020-2021). The committee was formed to review the bylaws of the School and make changes to existing articles.

The Profession Journal Editor

Applied Linguistics Research Methods (under review). Editor-in-Chief. Publisher: Elsevier.

TESOL Quarterly (2020-present). Book review editor. Publisher: Wiley-Blackwell.

Journal of the Psychology of Language Learning (2020-presnt). Co-editor. Publisher: Association of the Psychology of Language Learning.

Guest Editor

Li, S., & DeKeyser, R. (Eds.). 2021 Special Issue of Studies in Second Language Acquisition. I worked as a guest editor for this journal from 2019 to 2021. The journal is ranked 8th among 187 journals in applied linguistics.

Li, S., Shintani, N., & Ellis, R. (Eds.). (2014). 2015 Special Issue of Applied Linguistics.

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I worked as a guest editor for this journal from 2014 to 2015. The journal is ranked 2nd among 184 journals in applied linguistics.

Editorial Board Membership

Language Teaching Research (2014–present). This journal is ranked 9th among 187 journals in linguistics and applied linguistics.

Studies in Second Language Acquisition (2019–present). This journal is ranked 8th among 187 journals in linguistics and applied linguistics.

System. (2019-present). This journal is ranked 25th among 187 journals in linguistics and applied linguistics.

TESOL Quarterly (2019-present). This journal is ranked 21st among 187 journals in linguistics and applied linguistics.

Language Teaching for Children (2019–present).

Language Teaching Research Quarterly (2019–present)

World Journal of Meta-Analysis (2013–present).

PROFILE (2012–present).

Asian EFL Journal (2011–present).

RELC Journal (2011–present).

Guest Reviewer for Refereed Journals

To date, I have reviewed more than 100 manuscripts for more than 20 academic journals. A selected list is provided below.

Applied Linguistics Applied Linguistics Review Annual Review of Applied Linguistics Applied Psycholinguistics Asian EFL Journal Bilingualism: Language and Cognition Canadian Journal of Applied Linguistics Handbook of Spanish SLA

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International Journal of Applied Linguistics Language, Culture, and Curriculum Language Learning Language Learning & Technology Language Learning Journal Language Teaching Research Language Testing Language Teaching Learning and Individual Differences Modern Language Journal New Zealand Journal of Applied Linguistics PROFILE Routledge RELC Journal SLRF Selected Proceedings Studies in Second Language Acquisition System TESOL Quarterly

Reviewer or Panelist for Grant Applications

The Education University of Hong Kong (July 2019; September 2020). I reviewed two grant proposals for the Research Grants Council's General Research Fund (GRF) in Hong Kong.

Xi'an Jiaotong-Liverpool University (March 2018). I reviewed an application for RDF (Research Development Fund) for Xi'an Jiaotong-Liverpool University (XJTLU).

Service to Professional Associations

Interviewed by Teacher Teaching Time. I contributed a podcast on corrective feedback to help teachers understand the research findings on the topic (February 2021).

Abstract Reviewer for the Annual Conference of the American Association for Applied Linguistics (2013–present).

Abstract Reviewer for the Annual Conference of the American Council on the Teaching of Foreign Languages (2019–present).

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Executive Committee of the Applied Linguistics Association of New Zealand, Applied Linguistics Association of New Zealand (2013–2018).

Abstract Reviewer for the Joint Conference of ALANZ and ALAA, Applied Linguistics Association of New Zealand (ALANZ) and the Applied Linguistics Association of Australia (ALAA) (2017).

Organizing Committee of the Joint Conference of the ALANZ and ALAA, Association of New Zealand (ALANZ) and the Applied Linguistics Association of Australia (ALAA) (2017).

Abstract Reviewer for the Conference of the British Association of Applied Linguistics, British Association of Applied Linguistics (2017).

Reviewer for the Best Dissertation Award of the Applied Linguistics Association of New Zealand, Applied Linguistics Association of New Zealand (2016).

Abstract Reviewer for the Applied Linguistics Association of New Zealand, Applied Linguistics Association of New Zealand (2015).

Organizing Committee of the Regional Symposium of the Applied Linguistics Association of New Zealand, Applied Linguistics Association of New Zealand (2014).

Abstract Reviewer for the Independent Learning Association Conference, Independent Learning Association Conference (2014).

Reviewer for the Best Dissertation Award of the Applied Linguistics Association of New Zealand, Applied Linguistics Association of New Zealand (2012).

Abstract Reviewer for the Second Language Research Forum, Second Language Research Forum (2012).

Abstract Reviewer for the Second Language Research Forum, Second Language Research Forum (2010).

Service to Other Universities

Member of Ph.D. Committee. Northern Arizona University (2020–present).

Ph. D. Coordinator, University of Auckland (2015–2018). Duties include reviewing applications, arranging provisional year reviews, and monitoring the progress of more than 40 students.

Member of the Committee of Graduate Studies of the School of Cultures, Languages, and Linguistics, University of Auckland (2013–2018). Duties include evaluating Ph.D. applications, developing graduate policies and regulations, serving as a liaison between

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the School and the Program, attending graduate meetings, and attending to other graduate matters. Member of Ad Hoc Committee on Research Relief, University of Auckland (2017). The committee was formed to review the status quo of research relief in the Faculty of Arts and develop new policies regulating the management of research relief.

External examiner for four Ph.D. dissertations, Victoria University in Wellington (2014-2017).

External examiner for eight M.A. theses, Victoria University in Wellington (2011–2016).

External moderator for four postgraduate courses, Victoria University in Wellington (2011–2016).

External examiner for six Ph.D. dissertations, AUT University (2015, 2016, 2019).

Graduate Advisor, Master of TESOL, University of Auckland (2012–2014).

External examiner for two Ph.D. dissertations, Shanghai International Studies University (2012).

Director, B.A. in English, Hebei Teachers University (1999–2003).

Coordinator of Foreign Affairs, Hebei Teachers University (1999–2003).

Graduate Advisor, M.A. in English, Hebei Teachers University (2001).

Department Administrator (concurrent), Handan Teachers College (1992–1995).

Consultation

Pamona College. I evaluated an application for tenure and promotion for Pamona College (2020).

Franklin and Marshall College. I evaluated the scholarly work of a faculty member who has applied for tenure and promotion at Franklin and Marshall College (2019).

George Mason University. I evaluated a tenure and promotion application for George Mason University (2019).

University of Macau. I evaluated a tenure and promotion application for the University of Macau (2019).

Universitat Oberta de Catalunya. I served as a referee for the proposed MA program in Technology-Enhanced Second Language Teaching at Universitat Oberta de Catalunya, Spain (2019).

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AUT University. I served on the Approval Panel for a master’s program in Language and Culture at AUT University. The Panel met, reviewed the materials for the new program, and made recommendations for changes to the curriculum and other aspects (2017).

ALHOSN University. I performed a tenure review and an application for promotion to Associate Professor for a faculty member from ALHOSN University in Abu Dhabi, UAE (2017).

Honors, Awards, and Prizes

Outstanding Graduate Teaching Award, Florida State University (2019). I was nominated as a recipient of this award.

Honorary Professor (Yunshan Distinguished Scholar), Guangdong University of Foreign Studies (2017-2020). The title is given to scholars with exceptional achievements in the field of applied linguistics.

Research Excellence Award, New Zealand Royal Society (2017). I was nominated by the University of Auckland for the New Zealand Royal Society Research Excellence Award for Social Sciences. Early Career Research Excellence Award, Faculty of Arts, University of Auckland (2015). This award was in recognition of research excellence.

Honorary Professor, Hebei Science and Technology Normal University (2015 to present).

Honorary Professor, Zhengzhou University (2013 to present).

Honorary Professor, Handan College (2013 to present). Best Abstract Award, University of Maryland (2010). The award was given to the ten student abstracts that received the highest reviewer ratings at the Second Language Research Forum, one of the most prestigious conferences in second language education.

Dissertation Fellowship, Michigan State University (2009). Received from Michigan State University in support of outstanding dissertation projects.

Summer Fellowship, Michigan State University (2009). This fellowship was for supporting selected research projects.

Research Enhancement Grant, Michigan State University (2008). This grant was to support innovative postgraduate research.

Summer Fellowship, Michigan State University (2008). This fellowship was for supporting selected research projects.

Outstanding Teacher Award, 2000-2001, Hebei Teachers University, China. This award was to

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recognize outstanding teaching performance.

Outstanding Postgraduate Student Award, Hebei Teachers University (1997). The award was given to top 10% of postgraduate students at the university.

Outstanding Teacher Award, Handan Teachers College (1994). This award was to recognize outstanding teaching performance.

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