Dr Shaofeng Li

PhD (Michigan State University)


Shaofeng Li is a Senior Lecturer of Applied Language Studies at the University of Auckland, where he teaches postgraduate and undergraduate courses in second language acquisition and language pedagogy. He received his PhD from Michigan State University. His recent and forthcoming publications appear in Studies in Second Language Acquisition, Language Learning, Modern Language Journal, Applied Linguistics, Language Teaching Research, ELT Journal, RELC Journal, and so on.

Research | Current

  • Second language acquisition
  • Language aptitude
  • Working memory
  • Corrective feedback
  • Task-based language teaching and learning
  • Meta-analysis and other quantitative research methods

My primary interest is in investigating the interactions between learning conditions (e.g., implicit vs. explicit; task type) and individual difference variables such as language aptitude and working memory. My other research interests include form-focused instruction, quantitative research methods, and language testing. I take an integrated, dynamic approach to SLA, and I also consider my research as evolving rather than static. Therefore I'm always open to new avenues of research. I'm currently working on a few projects on corrective feedback, language aptitude, and task-based language learning and teaching.

Teaching | Current

LANGTCHG 207 Instructed Language Learning

LANGTCHG 306 Using Tasks in Language Classes

LANGTCHG 402 Linking Theory and Practice in the Language Classroom

LANGTCHG 710 Task-based Language Teaching

LANGTCHG 723 Theories of Language Learning

Postgraduate supervision

task-based learning and teaching, corrective feedback, cognitive aptitudes (working memory), meta-analysis


■ PhD and MA Supervisor

■ Postgraduate Adviser

■ Executive Committee of the Applied Linguistics Association of New Zealand

■ Editorial Board

   Language Teaching Research  

   The RELC Journal

   Asian EFL Journal


   World Journal of Meta-Analysis

   Advances in Language and Literary Studies

   International Journal of Applied Linguistics and English Literature

Areas of expertise

second language acquisition, language aptitude, working memory, corrective feedback, task-based language teaching and learning, meta-analysis and other quantitative research methods

Selected publications and creative works (Research Outputs)

  • Fu, M., & Li, S. (2017). The cognitive processes of task performance and their associations with working memory. Modern Foreign Languages, 40 (1), 114-124. Related URL.
    Other University of Auckland co-authors: Mengxia Fu
  • Li, S., & Fu, M. (2017). Strategic and unpressured within-task planning and their associations with working memory. Language Teaching Research, 136216881668436-136216881668436. 10.1177/1362168816684367
    Other University of Auckland co-authors: Mengxia Fu
  • Li, S. (2017). Teacher and learner beliefs about corrective feedback. In H. Nassaji, E. Kartchava (Eds.) Corrective feedback in second language teaching and learning : research, theory, applications, implications (pp. 143-157). New York: Routledge.
  • Li, S. (2017). Cognitive differences and ISLA. In S. Loewen, M. Sato (Eds.) The Routledge handbook of instructed second language acquisition (pp. 396-417). New York: Routledge.
  • Li, S. (2016). The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition, 38 (4), 801-842. 10.1017/S027226311500042X
    URL: http://hdl.handle.net/2292/31683
  • 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. 10.1017/S0267190515000069
    URL: http://hdl.handle.net/2292/28510
  • LI, S. H. A. O. F. E. N. G., ZHU, Y. A. N., & ELLIS, R. O. D. (2016). The Effects of the Timing of Corrective Feedback on the Acquisition of a New Linguistic Structure. The Modern Language Journal, 100 (1), 276-295. 10.1111/modl.12315
    URL: http://hdl.handle.net/2292/28514
  • 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. 10.13458/j.cnki.flatt.004214
    URL: http://hdl.handle.net/2292/28987


Contact details

Primary location

CLL - Bldg 207
New Zealand

Web links