Journal Articles

Yang, Y., Shintani, N., & Li, S. (in press). The effectiveness of post-reading word-focused activities and their associations with working memory. System.

Li, S., & Fu, M. (in press). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research. Published online.

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

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

 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., 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., 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. (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 the 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.

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

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. (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.

Book Chapters

Li, S. (in preparation). The effects of language analytic ability on the process and product aspects of task-based learing. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. Routledge.

Li, S. (in preparation). Age and corrective feedback. In H. Nassaji & Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge University Press.

Li, S. (in preparation). The methodology of aptitude research. In Z. Wen, P. Skehan, A. Biedroń, S. Li & R. Sparks (Eds.), Rethinking language aptitude: Multiple perspectives and emerging trends. Routledge.

Wen, Z., & Li, S. (in preparation). Working memory. In J. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning. Cambridge University Press.

Li, S. (in press). The methodology of the research on corrective feedback: A synthetic  review. In A. Gudmestad & A. Edmonds (Eds.), Critical reflections on data in second language acquisition. Philadelphia: John Benjamins.

Li, S. (in press). Language aptitude. In A. Burns & J. Richards (Eds.), Cambridge Guide to learning English as a second language. Cambridge: Cambridge University Press.

Li, S. (in press). 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. Philadelphia: John Benjamins.

Li, S. (in press). Corrective feedback in speech production. In J. Liontas (Ed.), TESOL encyclopaedia of English language teaching. Blackwell.

Li, S. (in press). Literature review: Traditional approaches and research synthesis. In A. Phakiti, P. De Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave handbook of applied linguistics research methodology. Palgrave.

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

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 Gorsuch, G. (Ed.), Working theories for teaching assistant development (pp. 137-168). Stillwater, OK: New Forums Press.

Books

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

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

Wen, Z., Skehan, P., Biedroń, A., & Li, S. (Eds.) (Under contract). Rethinking language aptitude: Multiple perspectives and emerging trends. Routledge.

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

Book 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.

 

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