Skip to main content

Publications

* indicates the publications and research support by Fulbright Research Award, * indicates the publications and research supported by SSHRC, * indicates the publications and research supported by the US Institute of Education Sciences grants, * indicates the publications and research supported by the Ontario Ministry of Education, * indicates the publications and research supported by John A. Sproul Research Fellowship (UC Berkeley), * indicates the publications and research supported by Ontario Tech University, underscore “___” indicates graduate students and research assistants supervised, mentored.

BOOKS (1)

Multimedia integration for the development of academic language skills in formal and informal teaching and learning setting

  1. *Li, J., Gromik, N., & Edwards, N[2]. (Eds.) (2013). ESL and digital video integration: Case studies. Alexandria, VA: TESOL Publications.

BOOK CHAPTERS (5)

Digital technology integration for the development of academic language skills

  1. **Li, J. (2022). Case studies, multimodal OERs and online collaboration: Enhancing undergraduate learners’ source-based expository writing skills in context. In J. Colpaert, & G. Stcokwell (eds.), Smart CALL: Personalization, contextualization, and socialization ( 233–265) London: Castledown Publishers. https://doi.org/10.29140/9781914291012-11
  2. Li, J. (2022). Course Outline: How to develop an online course with a strong social and cognitive presence for deep learning. In R. Kay, & W. Hunter (Eds.), Thriving online: A guide for busy educators (pp. 233-265) Castledown Publishers. doi: https://dx.doi.org/10.51357/SFJV1123
  3. *Li, J. (2013). TESOL and the progress of integrating digital video media in the classroom. In J. Li, N. Gromik, & N. Edwards (Eds.) ESL and digital video integration: Case studies (pp. 1-7). Alexandria, VA: TESOL Publications.
  4. Li, J., & McComb, B. (2013). A project-based approach to vocabulary acquisition: Filmmaking with ESL students. In J. Li, N. Gromik, & N. Edwards (Eds.) ESL and digital video integration: Case studies (pp. 83-100). Alexandria, VA: TESOL Publications.
  5. *Edwards, N., Jiang, J.J., Li, P.Z., & Li, J. (2013). Enhancing ELLs’ literacy skills via the use and composing of digital video: Engagement and learning outcomes. In J. Li, N. Gromik, & N. Edwards (Eds.) ESL and digital video integration: Case studies (pp. 135-146). Alexandria, VA: TESOL Publications.

ARTICLES IN PEER-REVIEWED JOURNALS
Published and in press (30)

Strand 1: Digital Technology Innovations for Indigenous People’s Literacy Development, Mental Health and Wellbeing

  1. *Li, J. & Brar, A. (2022). The use and impact of digital technologies for and on the mental health and wellbeing of Indigenous people: A systematic review of empirical studies. Computers in Human Behavior, 126(2022) 106988. https://doi.org/10.1016/j.chb.2021.106988n [Impact factor: 9.9, CiteScore: 17.8 (Year 2022)]
  2. *Li, J., Brar, A., & Roihan, N. (2021). Enhancing Indigenous people’s language and literacy skills with digital technology: A systematic literature review. Computers & Education Open, 2(2021) 100035. doi: 10.1016/j.caeo.2021.100035. (a companion journal to Computers & Education) [Impact factor: 3.6 (Year 2022)]

Strand 2: Digital Technology-Supported Instruction for Black Adolescents and Other Racially, Linguistically, Culturally Diverse Youth

  1. **Li, J., Al-Adeimi, S., & Snow, C. (under review). An intervention study of annotated video modeling debate to support students’ learning of academic language discourse.
  2. **Li, J., Snow, C., Jiang, J.J., & Edwards, N. (2015). Technology use and self-perceptions of English language skills among urban adolescents. Computer Assisted Language Learning, 28(5), 1-29. doi: 10.1080/09588221.2014.881387. [Impact factor: 7 (Year 2022), 5-year Impact factor: 7.4, CiteScore: 12.6]
  3. **Li, J., Snow, C., & White, C. (2015a). Teen culture, technology and literacy instruction: Urban adolescent students’ perspectives. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(3), 1-36. http://www.cjlt.ca/index.php/cjlt/article/view/26967/19875 [Impact factor (by Scopus): 0.806)]
  4. **Li, J., Snow, C., & White, C. (2015b). Urban students and technology: Access, use and interest in learning literacy. Innovation in Language Learning and Teaching, 9(2), 143–162. doi: 10.1080/17501229.2014.882929 [Impact Factor: 2.241 (Year 2021), 5-year Impact factor: 2.150, CiteScore: 4.2]
  5. Li, J. (2010). Learning vocabulary via computer-assisted scaffolding for text processing. Computer Assisted Language Learning, 23(3), 253–275. [Impact factor: 7 (Year 2022), 5-year Impact factor: 7.4, CiteScore: 12.6]
  6. Li, J. (2009). The evolution of vocabulary learning strategies in a computer-mediated reading environment. CALICO Journal, 27(1), 76-108. [Impact factor (by Scopus): 1.371]

Strand 3: Digital Technology-Based Academic Language Interventions (vocabulary acquisition, reading and writing skill development) for Undergraduate Students and English Language Learners in University

  1. Li, J., Mak, L., Hunter, B., & Cunningham, T. (2022). Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool. Language Teaching Research [Impact factor: 4.2 (Year 2022), 5-year impact factor: 4.8]
  2. Li, J., & Mak, L. (2022). The effect of using an online collaboration tool on post-secondary students’ learning of expository writing skills. System, 105(2022) 102712 https://doi.org/10.1016/j.system.2021.102712 [Impact factor: 6.0, CiteScore: 7.6 (Year 2022)].
  3. Belmahdi, A., Li, J., & Muirhead, B. (2022). Youth English language learners’ learning outcomes and experiences with digital technology-based writing instruction: A scoping literature review. Journal of Digital Life and Learning, 2(1), 1-55.
  4. *Li, J., Ji, L.Y., & Deng, Q.Z. (2021). The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge. Computer Assisted Language Learning, 36(1-2), 52-80, doi: 10.1080/09588221.2021.1900264 [Impact factor: 7 (Year 2022), 5-year Impact factor: 7.4, CiteScore: 12.6]
  5. *Li, J., & Cummins, J. (2019). The effect of using text messages for English language learners’ vocabulary instruction. Language Learning & Technology, 23(2), 43–64. https://doi.org/10125/44682 [Impact factor: 4.695 (Year 2021), 5-year Impact factor: 5.239]
  6. *Li, J., & Deng, Q.Z. (2018). What matters to the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception. Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.017 [(Impact factor: 12.0, CiteScore: 23.8 (Year 2022)]
  7. *Li, J., & Deng, Q.Z. (2018). Designing vocabulary interventions using texting for English Language Learners — Data to examine the primary factors at play. Data in Brief, 20(2018), 200-203. https://doi.org/10.1016/j.dib.2018.07.067 [Impact factor (Year 2022): 1.2, CiteScore: 2.6]
  8. Li, J., Kay, R., & Markovich, L. (2018). Students’ attitudes toward blended learning in colleges’ adult literacy and basic skills programs. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 44(2), 1-36. https://www.cjlt.ca/index.php/cjlt/article/view/27573 [Impact factor (by Scopus): 0.806]
  9. *Li, J., Cummins, J., & Deng, Q.Z. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners’ perspective. Computer Assisted Language Learning, 30(8), 816-843. http://dx.doi.org/10.1080/09588221.2017.1366923 [Impact factor: 7 (Year 2022), 5-year Impact factor: 7.4, CiteScore: 12.6]
  10. Li, J., & McComb, B. (2011). Enhancing ESL students’ vocabulary acquisition through a meaningful filmmaking project. The EUROCALL Review, 18, 66-74.

Strand 4: New Media Literacies, Multiliteracies and Multicultural Education (Teacher Education)

  1. *Zhang, Z, Li, J., Liu, F.F., & Zhuang, M. (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by the new media literacies. Teaching and Teacher Education, 59(2016) 146- http://dx.doi.org/10.1016/j.tate.2016.05.017 [Impact factor: 3.9 (Year 2022, CiteScore: 6.5)]
  2. *Li, J., & Zhang, Z. (2016). An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected in a web 2.0 learning environment. Intercultural Education, 26(6), 562-583. doi:10.1080/14675986.2015.1109773 [Impact Factor: 1.2 (Year 2022), 5-year Impact factor: 1.5, CiteScore: 2.3]

Strand 5: Technology-Based Pedagogy and Interventions

  1. Kay, R.H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(2),1-22, doi: 10.1177/0735633117690004 [Impact factor: 4.8 (Year 2022), 5-year Impact factor: 4.7)]
  2. Kay, R.H., Goulding, H., & Li, J. (2018). Assessing the impact of a virtual lab in an allied health program. Journal of Allied Health, 47(1), 45-50. [Impact factor by Scopus: 0.646 (Year 2022)]
  3. Li, J., Roihan, N., & McGravey, M. (under review). High school students’ perspectives on their online learning experiences: A systematic literature review. Computer Assisted Learning. [Impact factor: 5.964 (Year 2021), CiteScore: 8.4 (2021)]

Strand 6: Bilingual Education, Second Language Education

  1. Li, J. (2018). A resource-orientated functional approach to English language learning. The Canadian Modern Language Review /La Revue canadienne des langues vivantes, 74(1), (February/fe´vrier), 53–78 doi:10.3138/cmlr.3302 [Impact factor by Scopus: 1.043 (Year 2022)]
  2. *Koh, P.W., Chen, X., Cummins, J., & Li, J. (2017). Bilingual program outcomes in orthographically dissimilar languages. The Canadian Modern Language Review, 73(3), 1-25. doi: 10.3138/cmlr.3665 [Impact factor by Scopus: 1.043 (Year 2022)]

Strand 7: Book Reviews

  1. Li, J. (2012). [Review of Y. Cheng & A. Curtis (eds.), English language assessment and the Chinese learner.] TESOL Quarterly, 46(1), 213-215. [Impact factor: 3.2 (Year 2022), 5-year Impact factor: 4.665)]
  2. Li, J. (2010). [Review of G. Feuerverger, Teaching, learning and other miracles.] Canadian Journal of Education, 33(3), 657-660. doi: 10.1080/09588221.2010.483678 [Impact factor by Scopus: 0.581 (Year 2022)]
  3. Li, J. (2009). [Review of M. Barone, Narrowing the literacy gap: What works in high-poverty schools?] Canadian Journal of Education, 31(4), 1093-1096. [Impact factor by Scopus: 0.581 (Year 2022)]
  4. Li, J. (2007). [Review of Balajthy & S. Lipa-Wade, Struggling readers: Assessment and instruction in grades K-6.] Canadian Journal of Education, 30(3), 965-968. [Impact factor by Scopus: 0.581 (Year 2022)]
  5. Li, J. (2005). [Review of Z. Dörnyei: Attitudes, and motivations in language learning: Advances in theory, research, and applications.] Language Awareness, 14(2-3), 199-203. [Impact factor: 1.867 (Year 2021), CiteScore: 2.3, 5-year Impact factor: 1.990]

PEER-REFEREED MONOGRAPHS (1)

  1. Li, J., Owen, M., Walchuk, K., & Mak, L. (in press). Helping students avoid plagiarism: A comprehensive approach to developing students’ academic writing skills. What Works? Research into Practice: A research-into-practice series. The Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education.

RESEARCH REPORTS (6)

  1. *Cummins, J., Chen-Bumgardner, B.X., Li, J., Koh, P.W., Sinke, M., & Ng, T. (2014). A Follow-Up Evaluation of the Hamilton-Wentworth District School Board English/Mandarin Bilingual Language Transition Program at Prince Philip Junior Public School. Report prepared for Hamilton-Wentworth District School Board/OISE-UT. 42 pages.
  2. *Li, J. (2012). The feasibility, sustainability and impact of technology-based language and literacy interventions in North American urban middle schools. Research report to Fulbright Canada, Ottawa. 35 pages.
  3. *Cummins, J., Bumgardner-Chen, B.X., Li, J., Luo, Y., Pasquerella, A., & Poirier, M. (2011). Evaluation of the Hamilton-Wentworth District School Board English/Mandarin Bilingual Transition Program at Prince Philip Public School (Final report). Ontario Institute for Studies in Education, University of Toronto. 48 pages.
  4. *Cummins, J., Bumgardner-Chen, B.X., AI-AIawi, M., EI-fiki, H., Pasquerella, A., Luo, Y., & Li, J. (2011). Evaluation of the Greater Essex County District School Board English/Arabic Bilingual Transition Program at Begley Public School (Final report). Ontario Institute for Studies in Education, University of Toronto. 53 pages.
  5. *Cummins, J., Bumgardner-Chen, B.X., Li, J., Luo, Y., Pasquarella, A., & Poirier, M. (2010). Evaluation of the Hamilton-Wentworth District School Board English/Mandarin Bilingual Transition Program at Prince Philip Public School (Interim report). Ontario Institute for Studies in Education, University of Toronto. 41 pages.
  6. *Cummins, J., Bumgardner-Chen, B.X., AI-AIawi, M., EI-fiki, H., Pasquarella, A., Luo, Y., Li, J., & Song X-M. (2010). Evaluation of the Greater Essex County District School Board English/Arabic Bilingual Transition Program at Begley Public School (Interim report). Ontario Institute for Studies in Education, University of Toronto. 51 pages.

PEER-REFEREED CONFERENCE PROCEEDINGS (19)

  1. *Li, J., Geva, E., Snow, C., & Biemiller, A. (accepted). Transformative, pedagogical approaches to content development: A vocabulary intervention using social media for Indigenous youth. Transitions in CALL:  The proceedings of The XIInd International Computer Assisted Language Learning (CALL) Research Conference(pp. TBD).  Waseda University, Tokyo, Japan, September 13-15, 2024.
  2. *Li, J. (2023). Digital technologies, mental health challenges and academic language development of Indigenous youth: A retrospective. In M. Carmo (Ed.), Proceedings of International Conference on Education and New Developments 2023 (pp. 32-36). World Institute for Advanced Research and Science (WIARS), Science Press, Lisboa, Portugal.
  3. Li, J. (2023). A systematic literature review: A pragmatic model of online engagement and affordances to support adolescent learners. In M. Carmo (Ed.), Proceedings of International Conference on Education and New Developments (pp. 32-36). World Institute for Advanced Research and Science (WIARS), Science Press, Lisboa, Portugal.
  4. Li, J., & Mak, L. (2018). Data documentation of an open, online collaboration tool: Bridging the gaps of reading comprehension and expository writing skills for college students.  In Colpaert, J., Aerts, A. & Cornillie, F. (Eds.) Call your data: The proceedings of The XIXth International Computer Assisted Language Learning (CALL) Research Conference (pp. 209-214). Bruges, Belgium, July 4-6, 2018.
  5. *Li, J., & Harbi, Z. (2018). Analyzing open information: A case study of alignments between mobile assisted language learning (MALL) programs’ functionality and language acquisition theories. In Colpaert, J., Aerts, A. & Cornillie, F. (Eds.) Call your data: The proceedings of The XIXth International Computer Assisted Language Learning (CALL) Research Conference (pp. 215-219). Bruges, Belgium, July 4-6, 2018.
  6. *Li, J., (2017). What contextual factors influence the effect of texting-based instruction on vocabulary acquisition? An observation of learners’ behavior and perception. In Colpaert, J., Aerts, A., Kern, R., & Kaiser, M. (Eds.) CALL in Context: The proceedings of The XVIIIth International Computer Assisted Language Learning (CALL) Research Conference (pp. 452-455), July 7-9, 2017, UC Berkeley, USA.
  7. *Li, J., Geva, E., Demmans Epp, C., Snow, C., & Biemiller A. (2017). A synthesis study: Evaluating the applicability and generalisability of technology-supported vocabulary programs for adolescent ELLs. In Colpaert, J., Aerts, A., Kern, R., & Kaiser, M. (Eds.) CALL in Context: The proceedings of The XVIIIth International Computer Assisted Language Learning (CALL) Research Conference (pp. 446-451), July 7-9, 2017, UC Berkeley, USA.
  8. Ma, Q., & Li, J. (2017). Personalisation and self-regulation of university students’ vocabulary learning mediated by mobile technologies in a Chinese context. In Colpaert, J., Aerts, A., Kern, R., & Kaiser, M. (Eds.) CALL in Context: the proceedings of The XVIIIth International Computer Assisted Language Learning (CALL) Research Conference, (pp. 479-483), July 7-9, 2017, UC Berkeley, USA.
  9. Kay, R., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 492-499). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  10. Goulding, H.M., Kay, R., & Li, J. (2016). Assessing the impact of a virtual lab in health care education. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (pp. 773-778). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  11. *Li, J., & Zhang, Z. (2015). A task-based approach to developing authentic instructional materials for teaching English:  Canadian and Hong Kong university students collaborates in creating open educational resources. In Colpaert, J. Aerts, A., Oberhofer, & Plana, M. G.-C. (Eds.) “Task design and CALL”:  The proceedings of the XVIIth International Computer Assisted Language Learning (CALL) Research Conference (pp. 365-376). Spain, Tarragona, the Universitat Rovira i Virgili, July 6-8, 2015.
  12. *Li, J., Wang, Y., & Mooney, K. (2015). University ELLs’ perception on learning academic vocabulary through reading tasks using text messaging as the scaffolding. In Colpaert, J. Aerts, A., Oberhofer, & Plana, M. G.-C. (Eds.) “Task design and CALL”: The proceedings of the XVIIth International Computer Assisted Language Learning (CALL) Research Research Conference (pp. 368-374). Spain, Tarragona, the Universitat Rovira i Virgili, July 6-8, 2015.
  13. *Li, J. (2014). Urban teens’ perspectives on social networking media and its applications for literacy instruction and learning. In Van Nuland, S. (Ed.) the International Council on Education for Teaching (ICET) 58th World Assembly proceeding: Moving forward in curriculum, pedagogy and leadership (pp. 391-398). University of Ontario Institute of Technology, Oshawa, Canada.
  14. *Li, J., & Snow, C. (2012). A survey of diverse students’ orientations toward using social media to literacy learning in inner-city schools. In Grennlaw, J., & Van Nuland, S. (Eds.) Social media and teacher learning: The 2012 annual Ontario conference proceeding on teacher education. University of Ontario Institute of Technology, Oshawa, Ontario. 10 pages.
  15. *Li, J. (2010). L1 development for emerging Chinese bilingual school-age children: A case study in an urban Canadian city. In B.X. Bumgardner-Chen, & L. Wang (Eds.) International Research for Reading in Chinese and Related Asian Languages Conference proceeding. Ontario Institute for Studies in Education, University of Toronto. 15 pages.
  16. Li, J. (2009). “I know the word meaning but in Chinese”: Validity and implications of bilingual vocabulary tests. In M. Edwards (Ed.) “Taking the measure of applied linguistics”: The 41st Annual Meeting of the British Association for Applied Linguistics proceedings (pp. 75-76). London: Scitsiugnil Press.
  17. Li, J. (2008). A cross-cultural and linguistic approach to enhancing English language learners’ vocabulary acquisition using computer-assisted learning scaffolding. In J. Colpaert, A. Aerts, & F. Cornillie (Eds.)Practice-based & practice-oriented CALL research: The proceedings of The XIIIth International Computer Assisted Language Learning (CALL) Research Conference proceeding (pp. 104-106). Belgium: University of Antwerp.
  18. Li, J. (2003). A family-based intervention design: Reversing the negative coping of attachment disorder (of a young bilingual immigrant child). In the 2003 Hawai‘i International Conference on Education proceedings(CD-ROM). Honolulu: University of Hawai‘i at Manoa. 9 pages.
  19. Li, J. (2003). An analysis of the gap between oral and academic writing English proficiency among graduate students from Mainland China. In the 2003 Hawai‘i International Conference on Education proceedings (CD-ROM). Honolulu: University of Hawai‘i at Manoa. 20 pages.

CREATIVE WORKS (8)

Feature Interviews, Media Appearances, Newspaper Articles

  1. *Li, J. (2012, March 23). [Research newsletter] Researcher Jia Li finds promise in discussion and debate video: What effect are you seeing by showing students video of example discussions (Author). Strategic Education Research Partnership (SERP), Washington DC. Retrieved from http://notes.serpmedia.org/
  2. *Li, J. (2011, June 19). [Feature interview on TV] A conversation with Dr. Jia Li, Fulbright Scholar, on language and literacy education for immigrant children (Interviewee). Fairchild TV.
  3. *Li, J. (2011, June 1). [News report] Canadian Chinese Scholar Jia Li receives the Canada-U.S. Fulbright Research Scholar Award at Harvard Graduate School of Education (Interviewee). China Daily.
  4. *Li, J. (2011, June 1). [Feature interview with newspaper] Jia Li receives a Fulbright research scholar award at Harvard Graduate School of Education (Interviewee). Singtao Daily Toronto (in cooperation with Toronto Star). Retrieved from http://news.singtao.ca/toronto/content_column_tor.php?IndexID=3216994
  5. Roessingh, H., & Li, J. (2010, April 30). Enhancing awareness for schools and parents: Insufficient support for English language learners (Interviewee). Singtao Daily Toronto.
  6. Snow, C., & Li, J. (2010, April 22). New vocabulary program aims to train critical thinkers in grade schools (Interviewee). Canwest News Service, the Gazette, and Ottawa Citizen.
  7. Li, J. (2009). [Short films] ESL students and drama: Plays based on Margaret Atwood’s The Edible Woman. Short films on CDs (43 minutes and 59 seconds) (Producer). York University. Retrieved from http://www.yorku.ca/laps/dlll/esl/index.html
  8. Li, J. (2008, June 25). [Feature interview with newspaper] How to help new immigrant students overcome the barriers to learning ESL literacy? Integrating Chinese and Western language instructional approach and learning strategies (Interviewee). Singtao Daily Toronto.

REFEREED CONFERENCE PAPERS AND PRESENTATIONS (96)

  1. *Li, J., Geva, E., Snow, C., & Biemiller, A. (accepted). Transformative, pedagogical approaches to content development: A vocabulary intervention using social media for Indigenous youth. The XIInd International Computer Assisted Language Learning (CALL) Research Conference, entitled, “Transitions in CALL”, Waseda University, Tokyo, Japan, September 13-15, 2024.
  2. *Li, J. (accepted). A case study in a unique ESL context: Primary considerations in developing an academic language intervention for Indigenous students in a remote First Nation community. The 2024 French Association for Research in English Learning and Teaching (ARDAA) International Conference, entitled, “Teaching and Learning English as a Foreign Language in educational settings: Issues and specificities.” June 26-28, 2024, Sorbonne Nouvelle, Paris.
  3. *Li, J., & McGravey, M. (2024). Principals’ stories from a Canadian Northern Indigenous community: Challenges and opportunities through the Covid-19 pandemic. The annual meeting of American Education Research Association (AERA), entitled “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action.” Philadelphia, Pennsylvania, April 11-14, 2024.
  4. *Li, J., Al-Adeimi, & Snow, C. (2024). Teaching debate skills using video modeling: Supporting urban adolescents’ academic language development. The annual meeting of American Education Research Association (AERA), entitled “Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action.” Philadelphia, Pennsylvania, April 11-14, 2024.
  5. *Li, J., & Novera, R.(2023). Lived experience: Teachers serving First Nation school communities. The International Academic Forum (IAFOR) International Conference on Education in Hawaii (IICE) in partnership with the University of Hawai’i at Mānoa, Honolulu, January 4-7, 2024.
  6. *Li, J., Geva, E., Snow, C., & Biemiller. A. (2023). A culturally responsive approach to enhancing academic vocabulary acquisition for Indigenous adolescents: From personal narrative to academic discourse. The International Academic Forum (IAFOR) International Conference on Education in Hawaii (IICE) in partnership with the University of Hawai’i at Mānoa, Honolulu, January 4-7, 2024.
  7. *Li, J., & McGravey, M.(2023). Critical issues in Indigenous educational leadership: Principals’ perspectives. The International Academic Forum (IAFOR) International Conference on Education in Hawaii (IICE) in partnership with the University of Hawai’i at Mānoa, Honolulu, January 4–7, 2024.
  8. *Li, J. (2023). Digital technologies, mental health challenges and academic language development of Indigenous youth: A retrospective. Paper accepted at the 2023 Conference “Education and New Developments”. Lisbon, Portugal, June 24-26, 2023.
  9. Li, J. (2023). A systematic literature review: A pragmatic model of online engagement and affordances to support adolescent learners. Paper accepted at the 2023 Conference “Education and New Developments”. Lisbon, Portugal, June 24-26, 2023.
  10. *Li, J. (2023). Enhancing university students’ academic writing skills using a mind mapping app. The 2023 Annual conference of the Canadian Association for Applied linguistics (CAAL/ACLA). May 27-29, York University.
  11. *Li, J., Geva, E., Snow, C., & Biemiller. A. (2023). Teaching vocabulary through empowering shared storytelling with Indigenous students: A community-based instructional design. The 2023 Annual conference of the Canadian Association for Applied linguistics (CAAL/ACLA). May 27-29, York University.
  12. *Li, J., & Roihan, N. (2023). A systematic review: The use of digital technology for Indigenous students’ learning of English language skills. The 2023 Annual conference of the Canadian Society for the Study of Education (CSSE). May 27-June 1, York University.
  13. Li, J., McGravey, M., & Roihan, N. (2023). A scoping review of empirical evidence: A framework of online engagement and support for adolescent students. The 2023 Annual conference of the Canadian Society for the Study of Education (CSSE). May 27-June 1, York University.
  14. *Li, J., Ji, L.Y. & Deng, Q.Z. (2020). Transfer effects: A texting-based intervention on expanding university English learners’ general vocabulary size. Paper accepted at the 2020 Annual Meeting of AERA entitled “The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate”. San Francisco, CA. April 17-21, 2020.
  15. *Geva, E., Li, J., Snow, C. Biemiller, A. & Cunningham, T. (2020). Culturally responsive pedagogy: Curriculum development for a mobile-based vocabulary intervention for Indigenous youth has been accepted for presentation. Paper accepted at International CALL Research Conference, Waseda University, Tokyo, July 3-5, 2020.
  16. *Li, J., & Brar A. (2020). A synthesis review of the impact of multiliteracy skills on Indigenous youth’s mental wellbeing. Paper accepted at International CALL Research Conference, Waseda University, Tokyo, July 3-5, 2020.
  17. *Li, J., & Deoraj, K. (2020). Vocabulary instruction in the context of science for Indigenous high school students through social media. Paper accepted at International CALL Research Conference, Waseda University, Tokyo, July 3-5, 2020.
  18. *Li, J., Deoraj, K., & Brar A. (2020). Taking an apprenticeship perspective from Indigenous communities: Shared stories of Indigenous youth and graduate student researchers. Paper accepted at 2020 CSSE-Pre-LLRC, Western University, London Ontario, May 30, 2020.
  19. *Li, J., Roihan, N., & Brar A. (2020). A synthesis study of empirical research: The use of social media for language and literacy learning and instruction for Indigenous students. Paper accepted at 2020 CSSE-Pre-LLRC, Western University, London Ontario, May 30, 2020.
  20. *Li, J., Kern, R., & Kaiser, M. (2020). Understanding Canadian culture and language through a lens of cinematography and developing intercultural awareness: Perspectives of American Youth. Paper accepted at ACLA-CAAL 2020, the Canadian Association of Applied Linguistics 2020 Conference to be held in conjunction with the 2020 Congress of the Humanities and Social Sciences, June 1-3, at Western University, London, Ontario.
  21. Mak, L., & Li, J. (2020). Evaluating the impact of an academic writing intervention on colleges students’ academic language skills using standardized measures. Paper accepted at ACLA-CAAL 2020, the Canadian Association of Applied Linguistics 2020 Conference to be held in conjunction with the 2020 Congress of the Humanities and Social Sciences, June 1-3, at Western University, London, Ontario.
  22. *Eamer, A., Li, J., & Allore, J. (2020). “When you are alone it is not a life”: Trauma and Language learning for Canadian refugees, the 2020 biennial Psychology of Language Learning conference, the International Association for Psychology of Language Learning. Cape Breton, Nova Scotia, June 24-28, 2020.
  23. Kay, R.H., & Li, J. (2019). Assessing the Quality of Online Learning for Secondary School Students: The Online Learning Evaluation Scale. The 12th International Conferences of Education, Research & Innovation (iCERi), Seville, Spain. November 11-13, 2019.
  24. *Eamer, A., Li, J., & Allore, J. (2019). The complexity of acculturation and integration process: “When you’re alone, it’s not a life”. The annual CAAL/ACLA conference. The University of British Columbia, Vancouver BC. June 3-5, 2019.
  25. *Li, J., & Harbi, Z. (2019). A synthesis study: The effect of textese on language and literacy development (accepted). The 2019 Annual Meeting of AERA, entitled “Leveraging Education Research in a ‘Post-Truth’ Era: Multimodal Narratives to Democratize Evidence”. Toronto, Canada, April 5-9, 2019.
  26. Li, J. (2018). Using open educational resources for instructional strategies to develop English language learners’ professional writing skills: The XIXth International CALL conference, entitled “Call your data”. Bruges, Belgium, July 4-6, 2018.
  27. Li, J., & Mak, L. (2018). Data documentation of an open, online collaboration tool: Bridging the gaps of reading comprehension and expository writing skills for college students. The XIXth International CALL conference, entitled “Call your data”. Bruges, Belgium, July 4-6, 2018.
  28. *Li, J., & Harbi, Z. (2018). Analyzing open information: A case study of alignments between mobile assisted language learning (MALL) programs’ functionality and language acquisition theories. The XIXth International CALL conference, entitled “Call your data”. Bruges, Belgium, July 4-6, 2018.
  29. *Li, J., Geva, E., Demmans Epp, C., Snow, C., & Biemiller A. (2017). A synthesis study: Evaluating the applicability and generalisability of technology-supported vocabulary programs for adolescent ELLs. The XVIIIth International CALL Conference: CALL in Context, July 7-9, 2017, UC Berkeley, USA.
  30. *Li, J., (2017). What contextual factors influence the effect of texting-based instruction on vocabulary acquisition? An observation of learners’ behavior and perception. The XVIIIth International CALL Conference: CALL in Context, July 7-9, 2017, UC Berkeley, USA.
  31. Ma, Q., & Li, J. (2017). Personalisation and self-regulation of university students’ vocabulary learning mediated by mobile technologies in a Chinese context. The XVIIIth International CALL Conference: CALL in Context, July 7-9, 2017, UC Berkeley, USA.
  32. *Li, J., & Cummins, J. (2017). A random control trial: Effectiveness of using texting-based instruction to support ELLs’ academic vocabulary acquisition. The annual conference of CAAL/ACLA conference, Ryerson University, Toronto. May 28-31, 2017.
  33. *Li, J. (2017). English learners’ perspective: Text messaging for vocabulary learning. The Annual conference of the CSSE. Ryerson University, Toronto. May 28-31, 2017.
  34. *Zhang, Z., Li, , Liu, F.F., & Zhuang, M. (2017). New participatory culture: Hong Kong‐ Canadian teacher professional training undergirded by new media literacies. Paper presented at the 2017 annual meeting of AERA entitled “Knowledge to Action: Achieving the Promise of Equal Educational Opportunity”. April 27 – May 1, 2017, San Antonio, Texas.
  35. *Li, J., & Cummins, J. (2016). Revisiting communicative language teaching: A resource-oriented functional approach to English language learning. Fourth GDUFS Forum of Applied Linguistics, December 3-4, 2016, Center for Linguistics & Applied Linguistics, Guangdong University of Foreign Studies (GDUFS), China.
  36. *Li, J. (2016) University ELLs’ perspective on using text messages to enhance academic vocabulary learning: What are the key factors contributing to their learning engagement and growth? Fourth GDUFS Forum of Applied Linguistics, December 3-4, 2016, Center for Linguistics & Applied Linguistics, Guangdong University of Foreign Studies (GDUFS), China.
  37. Kay, R.H., Goulding, H., & Li, J. (2016). Assessing the impact of a virtual Lab in health care education. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, November 14-16, Washington, DC.
  38. Kay, R.H., Li, J., & Markovich, L. (2016). Examining blended learning for adult learners with special needs. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, November 14-16, Washington, DC.
  39. *Li, J., & Zhang, Z. (2016). Innovative approach to multicultural education: Canadian and Hong Kong students connected via online discussion forum. Paper accepted at the 2016 annual meeting of AERA entitled “Public Scholarship to Educate Diverse Democracies”. Friday April 8 – Tuesday, April 12, 2016, Washington, DC.
  40. *Zhang, Z., Li, J., Liu, F.F., & Zhuang, M. (2016). Connecting Hong Kong and Canadian students: A teacher training project undergirded by new media literacies. Paper accepted at the 2016 annual meeting of AERA entitled “Public Scholarship to Educate Diverse Democracies”. Friday April 8 – Tuesday, April 12, 2016, Washington, DC.
  41. *Li, J., & Zhang, Z. (2015). A task-based approach to developing authentic instructional materials for teaching English: Canadian and Hong Kong university students collaborates in creating open educational resources. The XVIIth International CALL Research Conference. Spain, Tarragona, the Universitat Rovira i Virgili, July 6-8, 2015.
  42. *Li, J. (2015). Enhance academic vocabulary learning for undergraduate English language learners using mobile technologies. The 7th International Conference on Education and New Learning Technologies. Spain Barcelona, July 6-8, 2015.
  43. *Li, J., Wang, Y., & Mooney, K. (2015). University ELLs’ perception on learning academic vocabulary through reading tasks using text messaging as the scaffolding. Paper presented at the XVIIth International CALL Research Conference, entitled “Task design and CALL”, Universitat Rovira i Virgili, Tarragona, Spain, July 6-8, 2015.
  44. *Li, J., & Snow, C. (2015). An intervention study: Annotated videos for ELLs’ academic vocabulary learning. TESOL 2015, Toronto Metro Conference Center. March 25-28, 2015.
  45. *Li, J. (2014). Conditioning CALL intervention studies for urban students: general applicability and contextual relevance. Paper accepted at Antwerp CALL 2014: entitled “Research Challenges in CALL”, Universiteit Antwerpen, Belgium, July 7-9, 2014.
  46. *Li, J. (2014). Urban teens’ perspectives on social networking media and its applications for literacy instruction and learning. The International Council on Education for Teaching (ICET) 58th World Assembly proceeding: Moving forward in curriculum, pedagogy and leadership. University of Ontario Institute of Technology, Oshawa, Canada, June 16-19, 2014.
  47. *Li, J. (2014). Do language skills matter when adopting new technologies? A case study of urban native and non-native English-speaking adolescent students? CSSE conference 2014, Brock University, St. Catharines, ON. May 25-28, 2014.
  48. Li, J., & LeSage, A. (2014). Do literacy skills matter to mathematics performance? A meta-synthesis of empirical studies? CAAL/ACLA conference 2014, Brock University, St. Catharines, ON. May 26-27, 2014.
  49. *Li, J., & Snow, C. (2014). Technology use and self-perceptions of English language skills among urban adolescents. Paper presented at the 2014 annual meeting of AERA entitled “The Power of Education Research for Innovation in Practice and Policy”, Philadelphia, PA. April 3-7, 2014.
  50. *Li, J., White, C., & Wang, Y. (2014). Urban adolescents’ stories about new technologies and their applications for literacy instruction and learning. Paper presented at the 2014 annual meeting of AERA entitled “The Power of Education Research for Innovation in Practice and Policy”, Philadelphia, PA. April 3-7, 2014.
  51. *Li, J. (2014). Revisioning language education: Chinese school-age children in a transitional, bilingual program in Ontario, in the panel of Revisioning Education for All: Language and Equity in Ontario Schools. The 58th Comparative and International Education Society (CIES) annual conference entitled, “Revisioning Education for All”. Toronto, ON. March 10-15, 2014.
  52. *Li, J., Snow, C., & White, C. (2013). Possibility for innovative literacy instruction: Urban adolescents’ access and interest in using technologies for learning. Paper accepted at the 21st International Conference on Computers in Education (ICCE 2013). Bali, Indonesia. November 18–20, 2013.
  53. *Li, J., & Snow, C. (2013). Feasibility and sustainability of implementing innovative language and literacy instructional interventions using four digital platforms: A case study among urban adolescents. WorldCALL 2013 entitled “Sustainability and Computer Assisted Language Learning”. Glasgow, Scotland, July 10-13, 2013.
  54. *Li, J., Snow, C., White, C., & Wang, Y. (2013). Digital technologies, teen culture and literacy instruction: Adolescent students’ perspectives. WorldCALL 2013 entitled “Sustainability and Computer Assisted Language Learning”. Glasgow, Scotland, July 10-13, 2013.
  55. Li, J., & Ji, L.Y. (2013). An investigation of the effectiveness of computer-assisted language learning programs for K-12 Canadian students. CAAL/ACLA conference 2013. Victoria, BC. June 3-5, 2013.
  56. Li, J. (2013). A case study of the first-year undergraduate ELLs: Facing the critical transition from high school to university. The 2013 CSSE annual conference. Victoria, BC. June 1-5, 2013.
  57. Li, J., & Ji, L.Y. (2013). The effectiveness of technology-based programs on language and literacy acquisition in Canadian contexts: A meta-analysis. The annual conference of the CSSE LLRC Preconference. Victoria, BC. May 31st, 2013.
  58. *Li, J., Snow, C., White, C. & Jiang, J.J. (2013). Feasibility of technology-based literacy instruction in urban middle schools. The Annual conference of the CSSE LLRC[1] Victoria, BC. May 31st, 2013.
  59. *Li, J., Snow, C., Jiang, J.J., & White, C. (2013). The age differences among urban middle school students in their access to and interest in using digital technologies for literacy learning. The 2013 CSSE annual conference. Victoria, British Columbia, Canada, June 1-5, 2013.
  60. *Li, J., Snow, C., White, C., & Jiang, J.J. (2013). The differences in urban adolescents’ accessibility to and interest in using digital technologies for language and literacy learning by age, gender and their first language background. Paper accepted at the CALICO 2013 entitled “Navigating the Complexities of Language Learning in the Digital Age”. University of Hawai‘i at Manoa, May 21-25, 2013.
  61. Li, V., Li, J. & Zhang, Z. (2013). A collective biography of six Chinese scholars: A look into their scholarly experiences in cross-border contexts. Chinese Students, Teachers and Scholars Abroad: Myths and Realities. Paper accepted at the Confucius Institute, the University of Helsinki, Finland. May 23-24, 2013.
  62. *Li, J., & Snow, C. (2012). Orientations toward using social media to improve literacy skills among diverse students in inner-city schools. The 2012 Annual Conference on Teacher Education, entitled Social media and teacher learning. Ontario Teachers’ Federation and the Ontario Association of Deans of Education, University of Ontario Institute of Technology, Oshawa, ON. February 3-4, 2012.
  63. Li, J., & Cheng, L.Y. (2011). Exploring academic vocabulary assessment measure for ELLs. Accepted to present at the 16th World Congress of Applied Linguistics. Beijing, China. August 23-28, 2011.
  64. Li, J., & Roessingh, H. (2011). Vocabulary intervention for ELLs in Canadian urban cities. Accepted to present at the 16th World Congress of Applied Linguistics. Beijing, China. August 23-28, 2011.
  65. *Li, J. (2010). L1 development for emerging Chinese bilingual school-age children: A case study in an urban Canadian city. Presented at the International Research for Reading in Chinese and Related Asian Languages (RRC) Conference. Ontario Institute for Studies in Education, University of Toronto, ON. July 2-3, 2010.
  66. Li, J. (2010). Optimizing English acquisition through a project-based approach: Filmmaking with undergraduate English language learners. Presented at the 2010 CSSE Annual Conference, entitled “Connected understanding”, Concordia University, Montréal, QC. May 29-June 1, 2010.
  67. Li, J. (2010). What entails ELLs’ academic engagement? Language proficiency, cultural competence, and/or ideological difference. Paper presented at the 7th Annual pre-CSSE LLRC Conference, entitled “Language and literacy research for social action: Critical conversations and exquisite attention”, Concordia University, Montréal, QC. May 28, 2010.
  68. Li, J. (2010). Academic engagement in a sheltered learning community: The ideological and linguistic constraints of undergraduate Paper presented at the 2010 CAAL/ACLA Annual Conference, Concordia University, Montréal, QC. June 1-3, 2010.
  69. Li, J. (2010). A pragmatic approach to academic English language acquisition for Chinese adolescents across cultural and linguistic contexts. Presented at the 2010 AERA Annual Meeting, entitled “Understanding complex ecologies in a changing world”, Denver, CO. April 30-May 1, 2010.
  70. Li, J. (2010). ESL undergraduate students’ academic engagement in a sheltered learning context. Presented at the 44th Annual TESOL Convention & Exhibit, entitled “Re-imaging TESOL”, Boston Convention Center, MA. March 24-27, 2010.
  71. Li, J. (2010). Filmmaking, drama and vocabulary acquisition for ELLs. A double session presentation at the computer-assisted second language learning Interest section (CALL-IS)/electronic village (EV) fair at the 44th Annual TESOL Convention & Exhibit, entitled “Re-imaging TESOL”, Boston Convention Center, MA. March 24-27, 2010.
  72. Li, J. (2009). To engage or not to engage: The ideological and linguistic constraints of ESL undergraduate students in a sheltered learning context. Accepted to be presented at the 42nd Annual Meeting of the BAAL Annual Conference, entitled “Language, learning and context”, Newcastle University, Newcastle, England, U.K., September 3-5, 2009.
  73. Li, J. (2009). Deconstructing model minority myth: A case study of Chinese English language learners in inner-city schools. Accepted to be presented at the 2009 AERA Annual Meeting, entitled “Disciplined inquiry: Education research in the circle of knowledge”, San Diego, CA. April 13-17, 2009.
  74. Li, J. (2009). A technology-based intervention for Chinese ESL learners’ intentional vocabulary acquisition. Accepted to be presented at the 2009 AERA Annual Meeting, entitled “Disciplined inquiry: Education research in the circle of knowledge”, San Diego, CA. April 13-17, 2009.
  75. Li, J. (2009). Teaching academic English vocabulary through CALL networks and systems. A double session presentation at the computer-assisted second language learning Interest section (CALL-IS)/electronic village (EV) fair at the 43rd Annual TESOL Convention & Exhibit, entitled “Uncharted mountains, forging new pathways”, Denver, CO. March 25-28, 2009.
  76. Li, J. (2009). Learning ESL in inner-city school neighborhoods: Five Canadian teachers’ perspectives. Presented at the 43rd Annual TESOL Convention & Exhibit, entitled “Uncharted mountains, forging new pathways”, Denver, CO. March 25-28, 2009.
  77. Li, J. (2009). Vocabulary acquisition through computer-mediated bilingual scaffolding for reading comprehension. Presented at the International “Language and Reading Comprehension for Immigrant Children” (LARCIC) conference, Ontario Institute for Studies in Education, University of Toronto, ON. May 27-29, 2009.
  78. Li, J. (2009). Revisiting the dichotomy of vocabulary learning strategies in a culturally and linguistically based literacy context. Presented at the 6th Annual pre-CSSE LLRC Conference, entitled “Exquisite Attention: Conversations on language and literacies research”, Carlton University, Ottawa, ON. May 22, 2009.
  79. Li, J. (2009). Older adult ESL literacy: Perspectives from Chinese immigrants. Presented at the 2009 CSSE Annual Conference, entitled “Capital connection: Nation, terroir, and terrtoire”, Carleton University, Ottawa. ON. May 23-26, 2009.
  80. Li, J. (2009). A resource-orientated functional approach: Academic English language acquisition for Chinese adolescent ELLs. Presented at the 2009 CAAL/ACLA Annual Conference, Carlton University, Ottawa, May 27-29, 2009.
  81. He, Y., & Li, J. (2009). A comparative study: Chinese ELLs’ vocabulary learning strategies across linguistic, cultural and educational contexts. Presented at the 2009 Annual Conference of AAAL. Denver Marriott Tech Center, Denver, CO. March 21-24, 2009
  82. Li, J. (2008). “That is your job”: Chinese English language learners’ academic English language development in inner-city schools. Presented at the 36th Annual TESL Ontario Conference entitled “Celebrating the international year of languages”. Sheraton Center, Toronto, ON. November 13-15, 2008.
  83. Li, J. (2008). Technology-enhanced vocabulary learning strategies for learners with limited English proficiency. Accepted to be presented at the 2008 Second Language Research Forum (SLRF). University of Hawai‘i at Manoa, Honolulu, October 17-19, 2008.
  84. Li, J. (2008). “I know the word meaning but in Chinese”: The validity and implications of bilingual vocabulary tests. Presented at the 41st Annual Meeting of the BAAL entitled “Taking the measure of applied linguistics”. Swansea University, Wales, UK, September 11-13, 2008.
  85. Li, J. (2008). A cross-cultural and linguistic approach to enhancing English language learners’ vocabulary acquisition using computer-assisted learning scaffolding. Presented at the XIIIth International CALL Research Conference, entitled “Practice-based & practice-oriented CALL research”. University of Antwerp, Belgium, August 30-September 1, 2008.
  86. Li, J. (2008). Beyond traditional instruction: Learning a second language in technology-supported learning environments. Presented at a special colloquium, entitled “Bilingualism in a plurilingual Canada: Research and implications”, University of Ottawa, ON. June 19-20, 2008.
  87. Li, J. (2008). The role of new literacy in ESL education: A case study. Presented at the 5th Annual pre-CSSE Language LLRC Conference, entitled “Exploring new literacies”. University of British Columbia, Vancouver, BC. May 30, 2008.
  88. Li, J. (2008). A progressive biliteracy approach: Enhancing English language learners’ academic literacy. Accepted to be presented at the 2008 British Columbia Teachers of English as An Additional Language Conference, entitled “Honoring the past: Embracing the future”. Kwantlen University College. Richmond, BC. April 25-26, 2008.
  89. Li, J. (2006). Orientations to English academic language learning among Chinese ESL students in Canada. Paper presented at the 2006 CASA Conference, entitled “Asia: Navigating universality and particularity”. Concordia University, Montréal, QC. November 9-12, 2006.
  90. Li, J. (2006). Hidden curriculum: Empathy element of pedagogy in assisting immigrant students to reverse negative coping patterns leading to variations in academic achievement. Presented at the 2006 CSSE Annual Conference, entitled “Mapping the education landscape: Diversity, democracy and the future”. York University, Toronto, ON. May 27 – June 3, 2006.
  91. Li, J. (2006). The dynamics and patterns of a heritage language maintenance in an urban ethnic community. Presented at the 2006 Georgetown University Round Table (GURT) on Language and Linguistics, entitled “Endangered and minority languages and language varieties: Defining, documenting and developing”. Georgetown University, Washington, DC, March 3-5, 2006.
  92. Li, J. (2004). Options for compromise between syntactic and semantic compatibility – A pragmatic approach to translating modern Chinese language into English. Presented at the Ninth Symposium on Applied Linguistics, entitled “Inter-language interaction: Transfer, translation and shift”. Universdad de las Américas, Puebla, Mexico, May 21-22, 2004.
  93. Li, J. (2003). The planned transition of the concept and methodology of teaching and learning English from the Chinese to North American context. Presented at CASA, the East Asia Council and Southeast Asia Council Joint Conference, entitled “Coping with globalization: East Asian and Southeast Asian historical and cultural heritages”. University of Montréal, Montréal, QC. October 10-12, 2003.
  94. Li, J. (2003). A narrative inquiry into the identity formation of Chinese immigrants in the shift between two continents. Presented at CASA, the East Asia Council and Southeast Asia Council Joint Conference, entitled “Coping with globalization: East Asian and Southeast Asian historical and cultural heritages”. University of Montréal, Montréal, QC. October 10-12, 2003.
  95. Li, J. (2003). An analysis of the gap between oral and academic writing English language proficiency among graduate students from Mainland China. Presented at the 2003 Hawai‘i International Conference on Education. University of Hawai‘i at Manoa, Honolulu, January 7-10, 2003.
  96. Li, J. (2003). A family-based intervention: Reversing the negative coping of attachment disorder (of a young bilingual immigrant child). Presented at the 2003 Hawai‘i International Conference on Education. University of Hawai‘i at Manoa, Honolulu, January 7-10, 2003.