Picture of Zhi Li

Zhi Li PhD

Assistant Professor

Faculty Member in College of Arts and Science
Faculty Member in Linguistics

Office
Arts 908

Research Area(s)

  • applied linguistics
  • corpus linguistics
  • language assessment
  • computational linguistics
  • systemic functional linguistics
  • computer-assisted language learning (CALL)

Publications

CALL language assessment second language writing technologies


Refereed Journal Articles

Li, Z., & Volkov, A. (2017). “To whom it may concern”: A study on the use of lexical bundles in email writing tasks in an English proficiency test. TESL Canada Journal, 34(11), 54–75. http://doi.org/1018806/tesl.v34i0.1268 

Li, Z., Feng, H., & Saricaoglu, A. (2017). The short-term and long-term effects of AWE feedback on ESL learners’ grammatical accuracy. CALICO Journal, 34(3). 1-21. http://doi.org/10.1558/cj.26382 

Hegelheimer, V., Dursun, A., & Li, Z. (2016). Automated writing evaluation in language teaching: Theory, development, and application. CALICO Journal, 33(1), i–v. http://doi.org/10.1558/cj.v33i1.29251

Ockey, G. J., & Li, Z. (2015). New and not so new methods for assessing oral communication. Language Value, 7(1), 1–21. http://dx.doi.org/10.6035/LanguageV.2015.7.1 

Li, Z. (2015). Using a self-assessment of English use as a tool to validate the English Placement Test. Papers in Language Testing and Assessment (PLTA), 3(2), 59–96.

Li, Z., Link, S., Ma, H., Yang, H., & Hegelheimer, V. (2014). The role of automated writing evaluation holistic scores in the ESL classroom. System, 44, 66–78. http://doi.org/10.1016/j.system.2014.02.007

Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language learning & Technology, 17(3), 135–156. http://llt.msu.edu/issues/october2013/lihegelheimer.pdf 

Li, Z., & Xiao, Y. (2013). 基于论证的测试效度验证与高考英语效度验证研究 [An argument-based approach to validating the English test in Gaokao].教育测量与评价(理论版) [Educational Measurement and Evaluation]. 11, 57-62.

Li, Z. (2013). The issues of construct definition and assessment authenticity in video-based listening comprehension tests: Using an argument-based validation approach. International Journal of Language Studies, 7(2), 61–82.

Li, Z. (2013). An empirical study of test-taking strategies in a video listening placement test. Language and Communication Quarterly, 1(2). 103-123.

Li, Z., & Luo, L. (2010). 图片选择项形式对日语听力理解测试的影响 [The effect of multiple-choice question visual options on listening comprehension test]. 牡丹江教育学院学报 [Journal of Mudanjiang College of Education], Vol. 19(1): 140-141.

Li, Z. (2010). 建构主义理论与英语语言学概论教学方法革新 [Constructivism and teaching method reform in the course of introductory linguistics]. 河北理工大学学报 [Journal of Hebei Polytechnic University (Social Science Edition)], Vol. 10 (3): 166-174.

Li, Z. (2009). 英语作文分项评分的多元概化理论分析 [An empirical study of composition analytic scoring – From the perspective of Multivariate Generalizability Theory]. 湖南文理学院学报(社会科学版) [Journal of Hunan University of Arts and Science (Social Science Edition)], Vol.34 (2): 127-130.

Li, Z. (2009). 词典使用倾向与英语水平及词汇能力之间的关系 [The relationship among dictionary-use patterns, English proficiency and vocabulary competence]. 宜宾学院学报. [Journal of Yibin University], Vol.09 (3): 87-90.

Li, Z. (2008). 外语教学中的自主学习与学习者自我测评 [Learner’s autonomy and self-assessment in foreign language teaching]. 河北北方学院学报. [Journal of Hebei North University], Vol.24 (1): 68-72.

Li, Z. (2007). 英语作文分项评分与整体评分的对比研究[A comparative study on the reliability of a composition test: Holistic scoring vs. analytic scoring]. 英语考试研究 [English Language Testing Research], Vol1 (9). 

Li, Z., & Xiao, Y. (2006). 概化理论在语言测试新进展中的应用 [The application of Generalizability Theory in the new context of language testing]. 湖南文理学院学报(社会科学版) [Journal of Hunan University of Arts and Science (Social Science Edition)], Vol.31 (3): 133-137.

Book Chapters/Conference Proceedings 

Li, Z., & Chen, M. Y. (2019). Using ANCOVA and MANCOVA in language assessment research. In V. Aryadoust & M. Raquel (Eds.), Quantitative Data Analysis for Language Assessment (pp. 198–218). London, UK: Routledge.

Li, Z., & Link, S. (2018). Toward technology-enhanced alternative assessment for online language education. In S. Link & J. Li (Eds.), Assessment Across Online Language Education (pp. 221–238). Sheffield, UK: Equinox.

Hegelheimer, V., Li, Z., & Dursun, A. (2018). CALL (Computer-Assisted Language Learning) Research, In Lionitas, J. (Ed.). The TESOL Encyclopedia of English Language Teaching. Wiley. 

Li, Z., Dursun, A., & Hegelheimer, V. (2017). Technology and L2 writing. In C. A. Chapelle & S. Sauro (Eds.), The Handbook of Technology in Second Language Teaching and Learning (pp. 77–92). Hoboken, NJ, USA: John Wiley & Sons, Inc. http://doi.org/10.1002/9781118914069.ch6 

Li, Z., Banerjee, J., & Zumbo, B. D. (2017). Response time data as validation evidence: Has it lived up to its promise, and if not, what would it take to do so. In B. D. Zumbo & A. M. Hubley (Eds.), Understanding and Investigating Response Processes in Validation Research (pp. 159–177). Cham, Switzerland: Springer International Publishing. http://doi.org/10.1007/978-3-319-56129-5_9 

Zhou, Z., & Li, Z. (2017). Exploring the relationship between fluency measures and speaking performance of prospective international teaching assistants. In M. O’Brien & J. Levis (Eds.), Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference (pp. 176–185). Ames, IA: Iowa State University. https://apling.engl.iastate.edu/alt-content/uploads/2017/05/PSLLT_2016_Proceedings_finalB.pdf 

Link, S., & Li, Z. (2015). Understanding online interaction through learning analytics: Defining a theory-based research agenda. In E. Dixon & M. Thomas (Eds.), Researching Language Learner Interactions Online: From Social Media to MOOC (CALICO Monograph Series Volume 13) (pp. 369–385). CALICO. 

Research Reports

Li, Z. (2017). Source material use in an integrated writing task - A corpus-based analysis with text mining techniques. Paragon Testing Enterprises Inc. Vancouver, Canada.

Li, Z. (2017). Exploring composing processes in an integrated long writing task with a focus on state sequence in computer-based writing.  Paragon Testing Enterprises Inc. Vancouver, Canada.

Li, Z., Volkov, A., & Banerjee, J. (2017). Speaking proficiency lies in the eye of beholder? A comparison of rating and justifications from university instructors and experienced raters.  Paragon Testing Enterprises Inc. Vancouver, Canada.

Li, Z. (2016). Three options or four options in multiple choice questions? That’s a question. Paragon Testing Enterprises Inc. Vancouver, Canada.

Li, Z. (2016). Notes on score reporting practices - A literature review. Paragon Testing Enterprises Inc. Vancouver, Canada.

Li, Z., Amos, M., Cameron, C., MacGregor, D., & Kenyon, D. (2014). A bridge study between UALPA and ACCESS for ELLs® for the State of Utah. Center for Applied Linguistics. Washington DC. USA

Book Reviews

Li, Z. (2012). [Review of the book English Language Assessment and the Chinese Learner by L. Cheng & P. Curtis]. System, Vol. 40 (2): 322-324. https://doi.org/10.1016/j.system.2012.04.007 

Edited Volume/Journal Special Issue

Hegelheimer, V., Dursun, A., & Li, Z. (2016) (eds.) Automated writing evaluation in language teaching: Theory, development and application. CALICO Special Issue 33.1. 2016

Voss, E., Tai, S.-J. D., & Li, Z. (2013). Selected Proceedings of the 2011 Second Language Research Forum: Converging Theory and Practice. Somerville, MA, USA: Cascadilla Proceedings Project. 



Teaching & Supervision

Courses at the University of Saskatchewan 

  • LING803.3 Advanced Conversation and Discourse Analysis (Fall 2018)
  • Ling349.3 Computational Linguistics (Winter 2019)
  • ESOL801.3 Curriculum and Assessment in TESOL (Fall 2019)
  • ESOL803.3 Language Teaching and Technology in TESOL (Fall 2019)
  • Ling113.3 Language Use in the Digital Era (Winter 2019)

Courses taught at the University of the Fraser Valley

  • ADED408 Assessing Adult Learning
  • TESL429 Curriculum and Assessment in Second Language Education (co-taught with Dr. Seonaigh MacPherson)

Research

applied linguistics computational linguistics language assessment second language acquisition technologies for language teaching and learning text mining

My primary areas of research are language assessment (testing) and technology-assisted language teaching and learning in the context of English for academic purposes. I enjoy applying techniques and methodologies from related fields such as corpus linguistics, natural language processing (NLP), and systemic functional linguistics to my research projects as they can help me understand research issues from a variety of perspectives and inform my research designs. My recent projects include a corpus-based comparative analysis of lecturing discourse, a multimodal analysis of university lecture slides as a specialized academic genre, response processes in an academic listening test, and measures of fluency in a speaking test for international teaching assistants (ITAs).