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Dr Li Li

Dr Li Li

Associate Professor in Language Education; Director of PG Cert, PG Dip, and MEd in TESOL

 2880

 +44 (0) 1392 722880

 North Cloisters NC118

 

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

BA, MPhil, PCAP, PhD

I am an Associate Professor in Language Education and Director of MEd in TESOL in the Graduate School of Education at the University of Exeter. Educated in China and UK as an applied linguist, I have been involved in English language teaching and research for nearly 20 years and have worked in various cultural contexts. My research areas include cognition and language, thinking skills, interaction and technology and I am teaching modules in these areas.  I have widely published in these areas. The most recent project I have completed is Thinking Skills and Creativity in Second Language Education (Routledge, 2019), and I have also co-edited Routledge Handbook for Researching in Teaching Thinking Skills, which have been sold worldwide. My research monograph, Social Interaction and Teacher Cognition (Edinburgh University Press, 2017) discusses teachers' knowing, understanding, believing, conceptulsing and stance-taking using discursive psychology. Outseid the university, I have been invited as guest editor of a prestigious journal: Thinking Skills and Creativity, and serve on editorial board for Thinking Skills and Creativity, and Classroom Discourse. I also serve as reviewers for prestigious journals in education, applied linguistics and TESOL. In 2012, I was elected as Executive Committee for British Association for Applied Linguistics and have been acting as Seminar co-ordinator since then, working closely with Cambridge University Press and Routledge to develop seminars and workshops. I have also been invited by many prestigious universities in China, UK, Spain and USA as guest speakers and a visiting professor, including Tsinghua University, ECNU and Southwest University in China.

I am an experienced Masters and doctoral supervisor, successfully supervised 21 doctoral projects and currently supervising 14 doctoral students.

My article about teachers' beliefs is featured in Taylors and Francis Group what’s trending in language and linguistics? You can read if for free here: http://www.tandfonline.com/doi/full/10.1080/19463014.2011.562657#.VPhioC4sp2A

Want to know important issues in using computer-assisted language learning?  Read my online article here: http://elt.i21st.cn/article/9610_1.html

If you are interested in developing thinking skills in language educaiton, you might find my white paper useful: Pathways for the development of students’ critical thinking in EAP programmes

 https://pdfs.semanticscholar.org/0873/e4f8fd0b61ed6722860cf8534e6e72fad418.pdf

Qualifications

  • PhD in Applied Linguistics and TESOL 
  • MPhil in Second Langauge Education Across Cultures
  • BA in English Literature and English Language Teaching
  • PCAP

 

Links

Research group links

Research

Research interests

My research interests include 

  • Language teacher cognition
  • Thinking skills
  • Social interaction
  • Technology.

I am also interested in mixed methodology and sociocultural theory, and I welcome research proposals and collaboration in these areas.

Research projects

I am currently working on the following projects:

  • The role of metacognition in the success of reading and writing tasks across cultures
  • Teacher cognition about developing critical and creative thinking skills across cultures

Research networks

Centre for Teaching Thinking and Dialogue

Research grants

  • 2015 British Council
    The role of metacognition in the success of reading and writing tasks across Cultures

Publications

Key publications | Publications by category | Publications by year

Key publications


Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity Full text.
Li L (2017). Social Interaction and Teacher Cognition.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.  Full text.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.  Full text.
Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.
Li L (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.

Publications by category


Books

Li L (2017). New Technologies and Language Learning.
Li L (2017). Social Interaction and Teacher Cognition.
Wegerif R, Li L, Kaufman JC (2015). The routledge international handbook of research on teaching thinking. Abstract.

Journal articles

Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity Full text.
Li Z, Li L (2019). An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices. Thinking Skills and Creativity, n/a, n-n/a. Full text.
Pifarré M, Li L (2018). Characterizing and unpacking learning to learn together skills in a wiki project in primary education. Thinking Skills and Creativity, 29, 45-58. Abstract.  Full text.
Sert O, Li L (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73-87. Abstract.  Full text.
Li L (2016). Thinking skills and creativity in second language education: Where are we now?. Thinking Skills and Creativity, 22, 267-272. Full text.
Memari Hanjani A, Li L (2014). EFL learners’ written reflections on their experience of attending. process-based, student-centered essay writing course. The Asian Journal of Applied Linguistics, 2(1), 149-166. Full text.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.  Full text.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.  Full text.
Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.
Li L, Simpson R (2013). Telling tales: discursive narratives of ESOL migrant identities. Novitas-ROYAL (Research on Youth and Language), 7(1), 1-16. Abstract.
Li L (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.
Li L, Wegerif R (2013). What does it mean to teach thinking in China? Challenging and developing notions of 'Confucian Education'. Thinking Skills and Creativity, online
Li L (2012). Belief construction and development: Two tales of Non-native English speaking student teachers in a TESOL programme. Novitas-ROYAL (Research on Youth and Language), 6(1), 33-58. Abstract.
Alghamdi A, Li L (2012). Teaching Arabic and the Preparation of its Teachers before Service in the Kingdom of Saudi Arabia. International Journal for Cross-Disciplinary Subjects in Education, 3(1), 665-668.
Pifarré M, Li L (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.
Li L, Walsh S (2011). 'Seeing is Believing': Looking at EFL Teachers' Beliefs through Classroom Interaction. Classroom Discourse, 2(1), 39-57. Abstract.
Li L (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146-158.
Li L, Walsh S (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125. Abstract.
Li L (2010). Introduction to the special issue: 'Thinking skills and creativity: SE Asian perspectives'. Thinking Skills and Creativity, 5(3), 99-100.

Chapters

Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.
Li L (2015). A Confucian perspective on teaching thinking in China. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 45-57.
Liu PY, Li L (2015). An overview of metacognitive awareness and L2 reading strategies. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 266-279.
Li L (2015). What’s the use of technology? Insights from EFL classrooms in Chinese secondary schools. In Jenks C, Seedhouse P (Eds.) International Perspectives on Classroom Interaction, Palgrave, 168-187.
Jackson MA (2012). Introduction. In  (Ed) The Oxford Handbook of the History of Medicine, Oxford: Oxford University Press, 1-17.

Conferences

Li L (2012). Language teacher’ collaborative knowledge construction in web-based discussion. 45th Annual Meeting of the British Association for Applied Linguistics. 6th - 8th Sep 2012.
Li L (2011). Understanding language teachers’ behaviour and concerns with technology: a Chinese perspective. 16th World Congress of Applied Linguisitcs. 22nd - 28th Aug 2011.
Li L (2010). Conversations as space for learning. International Symposium: New Insights into the Study of Conversation. Applications to the Language Classroom. 26th - 28th May 2010. Abstract.
Li L (2009). ‘Seeing is believing': looking at teachers' beliefs through classroom interaction. BAAL. 3rd - 5th Sep 2009. Abstract.

Internet publications

Li L (2011). Three important issues in using CALL.  Abstract. Web link.

Publications by year


In Press

Li L (In Press). Integrating thinking skills in foreign language learning: Whatcan we learn from teachers’ perspectives?. Thinking Skills and Creativity Full text.

2019

Li Z, Li L (2019). An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices. Thinking Skills and Creativity, n/a, n-n/a. Full text.

2018

Pifarré M, Li L (2018). Characterizing and unpacking learning to learn together skills in a wiki project in primary education. Thinking Skills and Creativity, 29, 45-58. Abstract.  Full text.

2017

Sert O, Li L (2017). A qualitative study on CALL knowledge and materials design: Insights from pre-service EFL teachers. International Journal of Computer-Assisted Language Learning and Teaching, 7(3), 73-87. Abstract.  Full text.
Li L (2017). New Technologies and Language Learning.
Li L (2017). Social Interaction and Teacher Cognition.

2016

Li L (2016). CALL tools for lexico-grammatical acquisition. In  (Ed) The Routledge Handbook of Language Learning and Technology, 461-477.
Li L (2016). Thinking skills and creativity in second language education: Where are we now?. Thinking Skills and Creativity, 22, 267-272. Full text.

2015

Li L (2015). A Confucian perspective on teaching thinking in China. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 45-57.
Liu PY, Li L (2015). An overview of metacognitive awareness and L2 reading strategies. In  (Ed) The Routledge International Handbook of Research on Teaching Thinking, 266-279.
Wegerif R, Li L, Kaufman JC (2015). The routledge international handbook of research on teaching thinking. Abstract.
Li L (2015). What’s the use of technology? Insights from EFL classrooms in Chinese secondary schools. In Jenks C, Seedhouse P (Eds.) International Perspectives on Classroom Interaction, Palgrave, 168-187.

2014

Memari Hanjani A, Li L (2014). EFL learners’ written reflections on their experience of attending. process-based, student-centered essay writing course. The Asian Journal of Applied Linguistics, 2(1), 149-166. Full text.
Memari Hanjani A, Li L (2014). Exploring L2 writers’ collaborative revision interactions and their writing performance. System(44), 101-114. Abstract.  Full text.
Li L (2014). Understanding language teachers' practice with educational technology: a case from China. System(46), 105-119. Abstract.  Full text.

2013

Walsh S, Li L (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266. Abstract.
Li L, Simpson R (2013). Telling tales: discursive narratives of ESOL migrant identities. Novitas-ROYAL (Research on Youth and Language), 7(1), 1-16. Abstract.
Li L (2013). The complexity of language teachers’ beliefs and practice: one EFL teacher’s theories. Language Learning Journal, 41(2), 175-191.
Li L, Wegerif R (2013). What does it mean to teach thinking in China? Challenging and developing notions of 'Confucian Education'. Thinking Skills and Creativity, online

2012

Li L (2012). Belief construction and development: Two tales of Non-native English speaking student teachers in a TESOL programme. Novitas-ROYAL (Research on Youth and Language), 6(1), 33-58. Abstract.
Jackson MA (2012). Introduction. In  (Ed) The Oxford Handbook of the History of Medicine, Oxford: Oxford University Press, 1-17.
Li L (2012). Language teacher’ collaborative knowledge construction in web-based discussion. 45th Annual Meeting of the British Association for Applied Linguistics. 6th - 8th Sep 2012.
Alghamdi A, Li L (2012). Teaching Arabic and the Preparation of its Teachers before Service in the Kingdom of Saudi Arabia. International Journal for Cross-Disciplinary Subjects in Education, 3(1), 665-668.
Pifarré M, Li L (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.

2011

Li L, Walsh S (2011). 'Seeing is Believing': Looking at EFL Teachers' Beliefs through Classroom Interaction. Classroom Discourse, 2(1), 39-57. Abstract.
Li L (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146-158.
Li L, Walsh S (2011). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125. Abstract.
Li L (2011). Three important issues in using CALL.  Abstract. Web link.
Li L (2011). Understanding language teachers’ behaviour and concerns with technology: a Chinese perspective. 16th World Congress of Applied Linguisitcs. 22nd - 28th Aug 2011.

2010

Li L (2010). Conversations as space for learning. International Symposium: New Insights into the Study of Conversation. Applications to the Language Classroom. 26th - 28th May 2010. Abstract.
Li L (2010). Introduction to the special issue: 'Thinking skills and creativity: SE Asian perspectives'. Thinking Skills and Creativity, 5(3), 99-100.

2009

Li L (2009). ‘Seeing is believing': looking at teachers' beliefs through classroom interaction. BAAL. 3rd - 5th Sep 2009. Abstract.

li_li Details from cache as at 2019-11-18 09:23:59

Refresh publications

External Engagement and Impact

Awards

 

 


Committee/panel activities

British Association for Applied Linguistics Executive Committee (Seminar co-ordinator)

  I am in charge of BAAL-CUP Seminar Series and BAAL-Routledge Research Development Workshop


Editorial responsibilities

Thinking Skills and Creativity

I am an editorial board member and edited two special issues

  • Thinking Skills and Creativity: SE Asian Perspective (2010)
  • Thinking Skills and Creativity in Second Language Education (2016)

Classroom Discourse

I am an editoral board member


External Examiner Positions

Certificate in Professional Education, University College Plymouth St Mark and St John (2010-2011)

 


External doctoral examining nationally and internationally

I have examined PhD theses in the following universities:

  • University of Cambrdige
  • The University of Hong Kong
  • University of Southampton
  • Newcastle University
  • University of Leicester
  • Birkbeck university

International recognition, such as international research collaborations, visiting research posts in overseas institutions, involvement at senior levels in international research associations, acting as referee for national and international research councils.

I have been invited to the following university as vising professor to conduct collaborative research

  • Tsinghua University (China)
  • East China Normal University (China)
  • China University of Political Science and Law (China)
  • Lleida University (Spain)

Teaching

I am interested in the following topics and have designed and taught various modules.

  • Classroom discourse
  • Teaching methodology
  • Research methodology in Applied Linguistics
  • e-learning and new technologies in language education
  • Teacher cognition and teacher education / professional development

At MEd level, I am teaching the following modules:

  • EFPM 267 Language Awareness 
  • EFPM 309 New Technologies and Language Learning (module leader)

I have also developed a module specifically for teachers with less two years teaching experience

  • EFPM 280 Developing Practical Knowledge for TESOL Classrooms

At doctoral level, I have been involved in various modules, and currently I am teaching and leading the following module:

  • EEDD043 Perspectives on Professionalism

 

Modules

2019/20


Supervision / Group

Research Fellows

  • Bilal Tayan
  • Yasir Alyafaei
  • Yimeng Zhang

Postgraduate researchers

  • Badriya Al Mamari
  • Younis Al Shabibi
  • Omar Alsaif
  • George Antoniou
  • Galina Bugon
  • Cheng Guan
  • Siti Nor Fatin Izzati Hasnan
  • Daehee Jang
  • Lucas Kohnke
  • Apple Leelasopawut
  • Jingya(elaine) Liu
  • Gareth Morris
  • Yijia Ni
  • Neil O'Flaherty
  • Richard Peel
  • Donna Shaw
  • Yuanyuan Zhang

Alumni

  • Ahmed Al Ghamdi
  • Ahmed Al Ghamdi
  • Kawther Rashed Al Mawoda Exploring Secondary Teachers Perceptions towards Teaching
  • Bader Alharb An investigation into dictionary use by Saudi tertiary EFL students
  • Ahmad Alsagoafi
  • Jason Di Gennaro
  • Xuying Fan
  • Ziad Hadla Student and teacher perceptions of native and non-native English speaking teachers in the Lebanese context
  • Ziad Hadla
  • Sofia Hashim
  • Ping-Yu Liu
  • Alireza Memari Hanjani
  • Maria Papayianni An investigation into English language teachers CALL use in secondary education in Cyprus, their beliefs about using technology in teaching, and the factors that influence EFL teachers CALL use

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