Rate My Professor Huifang Li

Dr. Huifang Li is a Lecturer in Academic Skills - Digital Education in the Academic Skills Office, Teaching and Learning at the University of New England. She obtained her Bachelor of Arts degree from Henan University in China, followed by a Master of Arts and a Doctor of Philosophy from The University of Queensland. Her research interests include the role of classroom interaction in second language acquisition, task-based language teaching and learning, second language writing, and academic literacy. Li has taught students at all levels in tertiary contexts in both Eastern and Western settings, focusing on Academic Skills, Applied Linguistics, and Teaching English to Speakers of Other Languages (TESOL). As unit coordinator for courses such as Advanced Academic Skills and Professional English, she supports student development in academic writing and professional communication.

Li's scholarly contributions emphasize corrective feedback, interaction patterns, and learner factors in EFL learning, particularly in Chinese contexts. Her publications include 'Scaffolding Summary Writing through the 'Reading to Learn' Pedagogy' (2024, Reading in a Foreign Language), 'The role of self-efficacy and curiosity in student use of artificial intelligence tools for academic writing' (2025, International Journal of Educational Technology in Higher Education, with N.S. Schutte), and 'Recasts and Negotiated Prompts: How do Chinese L2 Learners Perceive Them?' (2021, RELC Journal). Forthcoming works feature 'Recasts and output-only prompts, individual learner factors and short-term EFL learning' in System, and 'The development of English question formation: Recasts and prompts?' in a volume on processability theory (with N. Iwashita). Earlier contributions comprise chapters such as 'The positioning of L2 thesis writers' (2015, with E. Lear), 'Patterns of interaction in a TBLT-based adult oral English class in China' (2013, with N. Iwashita), 'Chapter 7. Patterns of corrective feedback in a task-based adult EFL classroom setting in China' (2012), and 'Chapter 14. Development of English question formation in the EFL context of China: Recasts or prompts?' (2019). She has chaired sessions at the 2024 AALL Symposium on embedded academic support.