Overview
Dr. Jia Li’s research work is focused on developing and evaluating innovative instructional and learning programs using new technologies for academic language development, specifically academic vocabulary, reading and writing skills in the first and second language learning contexts. These include:
1) Survey studies on adolescents and young adults’ technology use patterns, skills and beliefs,
2) Design-based research using digital technologies (e.g., using adaptive mobile technologies) with a random control trial design: Factorial analysis of interactions between design features and content, and learner behaviors, academic achievements and target learning outcomes (i.e. vocabulary, reading and writing skills), individual characteristics and contextual factors,
3) Case studies on students’ and pre-service teachers’ experience and perspectives of the applications of educational technology and technology-based interventions (e.g., using augmented reality) in formal and informal teaching and learning contexts,
4) Intervention studies investigating the technology integration initiatives in schools and digital technologies for teacher education.
5) Systematic reviews and meta-analysis to examine research evidence in the use and impact of digital technologies in education, specifically students’ competence in new media literacies and multiliteracies, and their interactions with the development of students’ language and literacy skills.
Her technology-based intervention research is focused on content-based language and literacy development for under-served youth and university students. These include culturally, linguistically diverse urban adolescents and Indigenous youth—high school (upper secondary school) students—from socioeconomically disadvantaged backgrounds, as well as undergraduate students. Dr. Li’s research has received multiple competitive external grants from the Social Sciences and Humanities Research Council of Canada, Fulbright Canada and John A. Sproul Research Fellowship, University of California, Berkeley, CA. She has collabaorted broderly and internationally, inlcuding researchers from Harvard Graduate school of Education, Ontario Insitute for Studies in Education at the University of Toronto, University of California, Berkeley. The results have been published by high impact journals including Computers & Education, Computers in Human Behavior, Language learning & Technology, Computer assisted Language Learning, System, Canadian Modern Language Review, and Teaching and Teacher Education.
1) Survey studies on adolescents and young adults’ technology use patterns, skills and beliefs,
2) Design-based research using digital technologies (e.g., using adaptive mobile technologies) with a random control trial design: Factorial analysis of interactions between design features and content, and learner behaviors, academic achievements and target learning outcomes (i.e. vocabulary, reading and writing skills), individual characteristics and contextual factors,
3) Case studies on students’ and pre-service teachers’ experience and perspectives of the applications of educational technology and technology-based interventions (e.g., using augmented reality) in formal and informal teaching and learning contexts,
4) Intervention studies investigating the technology integration initiatives in schools and digital technologies for teacher education.
5) Systematic reviews and meta-analysis to examine research evidence in the use and impact of digital technologies in education, specifically students’ competence in new media literacies and multiliteracies, and their interactions with the development of students’ language and literacy skills.
Her technology-based intervention research is focused on content-based language and literacy development for under-served youth and university students. These include culturally, linguistically diverse urban adolescents and Indigenous youth—high school (upper secondary school) students—from socioeconomically disadvantaged backgrounds, as well as undergraduate students. Dr. Li’s research has received multiple competitive external grants from the Social Sciences and Humanities Research Council of Canada, Fulbright Canada and John A. Sproul Research Fellowship, University of California, Berkeley, CA. She has collabaorted broderly and internationally, inlcuding researchers from Harvard Graduate school of Education, Ontario Insitute for Studies in Education at the University of Toronto, University of California, Berkeley. The results have been published by high impact journals including Computers & Education, Computers in Human Behavior, Language learning & Technology, Computer assisted Language Learning, System, Canadian Modern Language Review, and Teaching and Teacher Education.