Current Projects and Interests:

My current research interests lie in L2 reading, language assessment, and meta-research. I extend a warm invitation to fellow researchers and students who share an interest in either domain. Whether you wish to discuss, initiate a project, or explore possible collaborations, please feel free to reach out to me.

Research Interests:

• Second language reading

• Language assessment

• Quantitative research methodology

Publications:

• Li, X. M. & Chen, T. X.* (2024). The role of L2 reading proficiency in moderating L2 word recognition. Education Sciences, 14(2). https://doi.org/10.3390/educsci14020193

• Li, X. M., Miller, R., Zhang, J., & Ke, S. H*. (2023). Profiling adult L2 learners in English bridge program: A not-so-simple view of L2 effect. Journal of Psycholinguistic Research. https://doi.org/10.1007/s10936-023-09955-2

• Li, X. M. & Koda, K*. (2022). Linguistic constraints on the cross-linguistic variations in L2 word recognition. Reading and Writing, 35. https://doi.org/10.1007/s11145-022-10266-6

• Wiener, S.*, Gao, Z., Li, X. M., & Wu, Z. Y. (2022). Acquisition of non-sibilant anterior English fricatives by adult second language learners. Journal of Second Language Pronunciation.  https://doi.org/10.1075/jslp.20067.wie

• Maa, J., Li, X. M., Ballesteros Soria, N., Gao, Z., Burns, K., & Wiener, S*. (2021). Second language acquisition at Carnegie Mellon University, USA. Language Teaching, 54(2), 292-296. https://doi.org/10.1017/S0261444821000045   

• Koda, K & Li, X. M*. (2023). Reading assessment in Chinese as a foreign language. In L. Li & D. Zhang (eds). Reading in Chinese as an Additional Language: Learners’ Development, Instruction, and Assessment (1st ed.). Routledge. 246-264. https://doi.org/10.4324/9781003029038

• Chen, T.X. & Li, X.M*. (2022). 语素意识、语音解码及听力理解对成年英语学习者阅读理解的作用：基于简单阅读观扩展模型的路径分析。外语教学与研究，54(2), 230-241. [Effects of Morphological awareness, decoding, and listening comprehension on L2 reading comprehension: Path analysis based on the Simple View of Reading, Foreign Language Teaching and Research, 54(2), 230-241.]

Note: *Corresponding author