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Prof. Shaofeng Li

Prof. Shaofeng Li

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Biography

Shaofeng Li is Professor of Applied Linguistics at The Hong Kong Polytechnic University, where he conducts research and teaches courses on second language acquisition and language pedagogy. He received a Ph.D. in Second Language Studies from Michigan State University. Dr. Li has published on a wide range of topics including task-based language teaching and learning, corrective feedback, second language writing, research methods, meta-analysis, and cognitive and affective individual difference factors such as anxiety, motivation, language aptitude, and working memory. His publications constantly appear in leading journals in the field of applied linguistics, such as Annual Review of Applied Linguistics, Applied Linguistics, Language Learning, Language Teaching, Language Teaching Research, Modern Language Journal, Studies in Second Language Acquisition, TESOL Quarterly, among others. He is the founding editor and editor-in-chief of Research Methods in Applied Linguistics, the first and only journal focusing exclusively on research methods in applied linguistics. He is also the book review editor of TESOL Quarterly, and the co-editor-in-chief of Digital Studies in Language and Literature. He was included in the 2022 and 2023 Stanford University list of the world’s top 2% most influential scientists. His recent book projects include a monograph on language aptitude, a monograph on cognitive assessments in second language research, a co-edited volume on individual difference factors in second language acquisition, and an edited volume on individual differences and task-based language teaching and learning. Dr. Li serves on the editorial boards of a number of journals and has given plenary and keynote speeches at various academic venues. He has held university positions in the U.S., New Zealand, and China.

Education and Academic Qualifications

  • PhD in Second Language Studies, Michigan State University, USA
  • MA in Linguistics, Hebei Teachers University, China

Academic and Professional Experience

  • Professor, Department of English and Communication, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong (2024 – present)
  • Professor, School of Teacher Education, Florida State University, USA (2023 – 2024).
  • Associate Professor, School of Teacher Education, Florida State University, USA (2018 – 2022)
  • Editor-in-Chief, Research Methods in Applied Linguistics (published by Elsevier) (2021 – present)
  • Senior Lecturer, School of Cultures, Languages, and Linguistics, The University of Auckland, New Zealand (2013 – 2018)
  • Lecturer, Department of Applied Language Studies and Linguistics, The University of Auckland, New Zealand (2011 – 2013)
  • Adjunct Lecturer of Chinese, Modern Languages, Hope College, Michigan, USA (2010).
  • Adjunct Lecturer of Chinese, Drake University, Iowa, USA (2009 – 2010)
  • ESL Instructor, Michigan State University, Michigan, USA (2005-2009)
  • Lecturer of English Education, College of Foreign Languages, Hebei Teachers University, China (1998-2003)

Teaching Areas

  • ESOL in content areas
  • Form-focused instruction
  • Individual differences and the psychology of the language learner
  • Learner language
  • Language testing
  • Research methods
  • Second language acquisition
  • Second language classroom research
  • Task-based language teaching and learning
  • Teaching English in the second/foreign language classroom
  • Theories of second language acquisition

Research Interests

  • Individual difference factors in second language learning (emotions, language aptitude, motivation and working memory)
  • Corrective feedback
  • Meta-analysis
  • Research methods
  • Second language writing
  • Task-based language teaching and learning

Research Output

  • Guan, L., Li, S., & Gu, M. (2024). AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation. Computers and Education: Artificial Intelligence. 1-27.

  • An, H., & Li, S. (2024). Task-specific writing anxiety and self-efficacy are separate fromgeneral L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning. System, 1-21.

  • Kim, J., & Li, S. (2024). The effects of task repetition and corrective feedback on L2 writing development. The Language Learning Journal. 1-16.

  • Lu, J., Ma, Q., & Li, S. (2024). Effect of localized task-based language teaching on Chinese secondary school English learners’ oral production in examination-oriented contexts. International Journal of Applied Linguistics. 1-25.

  • Fu, M., & Li, S. (2024). The associations between anxiety and the timing of corrective feedback. Foreign Language Annals, 57, 201-228. 

  • Wang, Q., Li, S., & East, M. (2024). The construct validity of task anxiety. Journal of Second Language Studies, 7, 99-128.

  • Mao, Z., Lee, I., & Li, S. (2024). Written corrective feedback in second language writing: A synthesis of research in naturalistic classroom contexts. 1-29. Language Teaching.

  • Wang, L., Li, S., Lei, M., & Liu, Y. (2023). The effectiveness of oral and written corrective feedback in the Chinese context: A meta-analysis. Foreign Languages and Their Teaching, 54, 57-70.

  • Li, S., Prior, M., Nero, S., Hiver, P., Al-Hoorie, A., Murakami, A., Li, W., & Ortega, L. (2023). Methodological innovation in applied linguistics: Perspectives, strategies, and trends. Language Teaching, 56, 551-556.

  • Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45, 647-679.

  • Vuogan, A., & Li, S. (2023). A systematic review of meta-analyses in second language research: current practices, issues, and recommendations. Applied Linguistics Review. 1-24.

  • Vuogan, A., & Li, S. (2023) The effectiveness of peer feedback in L2 writing: A meta-analysis. TESOL Quarterly, 57, 1115-1138.

  • Ren, W., Li, S., & Lu, X. (2023). A meta-analysis of the effectiveness of second language pragmatics instruction. Applied Linguistics, 1-21. First view.

  • Li, S., & Prior, M. (2022). Research methods in applied linguistics: A methodological imperative. Research Methods in Applied Linguistics, 1, 1-6.

  • Fu, M., & Li, S. (2022). The effects of immediate and delayed corrective feedback on L2 development. Studies in Second Language Acquisition, 44, 2-34.

  • Li, S., & DeKeyser, R. (2021). Implicit aptitude: Conceptualizing the construct, validating the measures, and examining the evidence. Studies in Second Language Acquisition, 43, 473-497. 

  • DeKeyser, R., & Li, S. (2021). The validity of implicit aptitude and the need for construct validation. Studies in Second Language Acquisition, 43, 692-697. 

  • Li, S., & Qian, J. (2021). Exploring syntactic priming as a measure of implicit language aptitude. Studies in Second Language Acquisition, 43, 574-605. 

  • Wang, W., & Li, S. (2021). Corrective feedback and learner uptake in American ESL and Chinese EFL classrooms: A comparative study. Language, Culture and Curriculum, 34, 34-50. 

  • Yu, J., & Li, S. (2021). Dreaded L2 self is an independent "self". Foreign Language World, 6, 72-79.

  • Wang, Q., East, M., & Li, S. (2021). Measuring Chinese EFL learners' motivation and anxiety when completing a video narration task: Initial steps in designing two questionnaires. System, 100, 1-14.

  • Fu, M., & Li, S. (2021). The associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback. Studies in Second Language Acquisition, 43, 498-522.

  • Li, S., & Zhao, H. (2021). The methodology of the research on language aptitude: A systematic review. Annual Review of Applied Linguistics, 41, 25-54.

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

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

  • Li, S., Hiver, P., & Papi, M. (2019). Research initiatives in the foreign and second language education program of Florida State University: Multiple perspectives, multiple approaches. Language Teaching, 52, 537-541. 

  • 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. 

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

  • 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., 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.

  • 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., 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. (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 Teaching, 286, 1-15.

  • 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.

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

  • 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.

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

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

  • 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.

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

  • Li, S. (2024). Individual difference factors in task-based language teaching: Theory, research, and practice. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 10-51). John Benjamins. 
  • An, H., & Li, S. (2024). Anxiety in task-based language teaching: A research synthesis. In S. Li (Ed.), Individual differences and task-based language teaching (pp. 52-83). John Benjamins.       
  • An, H., & Li, S. (2024). The effects of task planning and feedback type on L2 writing performance.  In S. Li (Ed.), Individual differences and task-based language teaching (pp. 161-197). John Benjamins.
  • Li, S. (2023). Working memory and second language learning: A critical and synthetic review. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 348-360). Routledge.
  • Li, S. (2022). Quantitative research methods in instructed second language acquisition. In L. Gurzynski-Weiss & Y. Kim (Eds.), Instructed second language acquisition research methods (pp. 31-53). John Benjamins.
  • An, H., & Li, S. (2022). Working memory and second language interaction. In J. Schwieter & Z. Wen (Eds.), The Cambridge handbook of working memory and language (pp. 656-698). Cambridge University Press.
  • Li, S., Hiver, P., & Papi, M. (2022). Individual differences in second language acquisition:   Theory, research, and practice. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of SLA and individual differences (pp. 3-34). Routledge.
  • Li, S. (2022). Explicit and implicit language aptitudes. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of SLA and individual differences (pp. 37-53). Routledge.
  • Li, S. (2022). Oral corrective feedback. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education and applied linguistics (pp. 353-357). Springer.
  • Vuono, A., & Li, S. (2021). Age and corrective feedback. In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching (pp. 645-667). Cambridge University Press.
  • 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). Routledge.
  • 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). Routledge.
  • Wang, Q., & Li, S. (2019). The relationship between task motivation and L2 motivation. In Z. Wen & M. Ahmadian (Eds.), Researching L2 task performance and pedagogy in honor of Peter Skehan (pp. 67-92). John Benjamins.
  • Li, S. (2018). Corrective Feedback in L2 Speech Production. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-9). Blackwell.
  • 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). John 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 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). Palgrave.
  • Li, S. (2017). Cognitive differences and ISLA. In S. Loewen & M. Sato (Eds.), Handbook of instructed second language learning (pp. 396-417). 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). 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). 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). 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). 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). 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). New Forums Press.

Others

  • Principal Investigator, Automated corrective feedback. Funded by School of Teacher Education, Florida State University. Total award $2,300 (USD). (Aug 2022–Dec 2022)
  • Principal Investigator, Language aptitude. Funded by Florida State University. Total award $20,000 (USD). (May 2019–Aug 2019).
  • Principal Investigator, Second language speech production. Funded by School of Teacher Education, Florida State University. Total award $1,235 (USD). (Jul 2018–Dec 2018).
  • Principal Investigator, How to learn a second language unconsciously. Marsden grant funded by the Royal Society of New Zealand. Total award $300,000 (NZD). (Jan 2017–May 2018).
  • Principal Investigator, Validating measures of language aptitude. Funded by the University of Auckland. Total award $5,000 (NZD). (Dec 2016–Feb 2017).
  • Co-Investigator, The development of Chinese EFL learners' pragmatic competence (Principal Investigator: Wei Ren). Funded by the Chinese Ministry of Education. Total award $200,000 (CNY). (Jan 2016–Dec 2016).
  • Principal Investigator, The influence of pre-task grammar instruction on task performance and learning success. Funded by the University of Auckland. Total award $5,000 (NZD). (Dec 2015–Feb 2016).
  • Principal Investigator, Influence of working memory and anxiety on speech performance under different task conditions. Funded by the University of Auckland. Total award $36,000 (NZD). (Jan 2015–Dec 2015).
  • Principal Investigator, Language anxiety and motivation. Funded by the University of Auckland. Total award $5,000 (NZD). (Dec 2014–Feb 2015).
  • Co-Investigator, Corrective feedback (Principal Investigator: Weiqing Wang). Funded by the Chinese Ministry of Education. Total award $90,000 (CNY). (Jan 2014–Dec 2014).
  • Principal Investigator, Foreign language policies and curriculum in secondary schools. Funded by the University of Auckland. Total award $5,000 (NZD). (Nov 2013–Feb 2014).
  • Principal Investigator, Working memory and task planning. Funded by the University of Auckland. Total award $3,000 (NZD). (Jan 2013–Dec 2013).
  • Principal Investigator, Cognitive and affective learner differences and task-based instruction. Funded by the University of Auckland. Total award $24,025 (NZD). (Jan 2012–Dec 2012).
  • Li, S. (presented, 2024, May). Working memory and second language acquisition. Keynote speech at the conference entitled “Advances in Second/Foreign Language Acquisition (ASeFoLA 2024)”. University of Nicosia, Nicosia, Cyprus. (International)
  • Li, S. (presented, 2023, October). Methodological innovations in applied linguistics. Plenary speech at the 10th International Forum of Chinese Second Language Acquisition Research. Shandong University, Jinan, China. (International)
  • Li, S. (presented, 2023, September). The timing of form-focused instruction in task-based language teaching. Keynote speech at the conference of “New Trends in Chinese as a Second Language”. Lancaster University, Lancaster, UK. (International)
  • Li, S. (presented, 2023, March). Methodological innovation in applied linguistics research: Perspectives, strategies, and trends. Invited colloquium organizer, American Association for Applied Linguistics, Portland, Oregon, USA. (International)
  • Li, S. (presented, 2022, November). Working memory and second language writing. Keynote presentation at the Conference of Chinese Association of Second Language Acquisition. Ocean University of China, Qingdao, China. (National)
  • Li, S. (presented 2020, December). Language aptitude in L2 learning. Plenary presentation at the 2020 conference of the Global English Teachers Association, Seoul, Korea. (International)
  • Li, S. (presented 2020, December). Cognitive abilities in second language acquisition. Keynote presentation in the International Symposium on the Interdisciplinary Approaches to Linguistics and Cultural Studies. Nanjing University of Information Science and Technology, Nanjing, China. (National)
  • Li, S. (presented 2020, November). Implicit language aptitude: A new construct in second language acquisition. Keynote presentation at the 6th Chinese Second Language Research Forum, Fudan University, Shanghai, China. (National)
  • Li, S. (presented 2020, October). Quantitative research methods for early career researchers. Keynote presentation at the U21 Resilience Research Forum, University of Auckland, University of Zurich, and University of Queensland. (International)
  • Li, S. (presented 2019, June). The methodology of task-based language teaching. Plenary presentation at the 11th International Colloquium on Research in Foreign Languages, Universidad Nacional de Colombia, Bogota, Colombia. (International)
  • Li, S. (presented 2018, June). Cognitive aptitudes for second language acquisition: A synthetic and critical review. Plenary presentation at the 2018 International Forum on Language, Translation, and Cognition, The Association of Chinese Cognitive Linguistics, Qingdao. (International)

Esteem Measures

  • Honorary Professor, Ocean University of China (2023 to present)
  • Honorary Professor, Chongqing University (2023 to present)
  • Yunshan Scholar, Guangzhou University of Foreign Language Studies (2017 - 2019)
  • Honorary Professor, Zhengzhou University (2013 - 2021)
  • Editor-in-Chief, Research Methods in Applied Linguistics (2021–present). Elsevier.
  • Book Review Editor, TESOL Quarterly (2020–present). Blackwell.
  • Co-Editor-in-Chief, Digital Studies in Language and Literature (2024 – present). De Gruyter.
  • Consulting Editor, Journal of Education for Multilingualism (2023 – present).
  • International Journal of Applied Linguistics
  • Journal of Second Language Studies
  • Language Teaching for Children
  • Language Teaching Research
  • RELC Journal
  • Studies in Second Language Acquisition
  • System
  • TESOL Quarterly
  • Stanford University list of world’s top 2% most influential scientists (2022, 2023)

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