|Li, S. (under review). The influence of pretask instruction on task performance and L2|
|development: A process-product study.|
|Li, S. (under review). The mediating effects of cognitive ability on language learning under|
|five different instructional conditions.|
|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 cognitive processes of task performance and their associations|
|with working memory. Modern Foreign Languages, 40, 114-124.|
|Li, S. (2016). The construct validity of language aptitude. Studies in Second Language|
|Acquisition, 38, 801-342.|
|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.|
|Li, S. (invited). 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. (invited). 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. (invited). The metholody of aptitude research. In Z. Wen, P. Skehan, A. Biedroń, S.|
|Li & R. Sparks, R. (Eds.), Rethinking language aptitude: Multiple perspectives and emerging trends. Routledge.|
|Wen, Z., & Li, S. (in press). 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. John Benjamins.
|Li, S. (in press). Language aptitude. In A. Burns & J. Richards, Cambridge Guide to|
|learning English as a second language. 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 in 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 and Edited Works
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., & Sparks, R. (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.
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.