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 2 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) 3 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 4 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 5 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,