Dr LI, Danling
Assistant Professor, PhD (HKU)
Research Interests: Technology-enhanced language learning, Digital multimodal composing, Academic writing, Higher education
Email：danling0125@gmail.com
ORCID: 0000-0003-0974-1182
ResearchGate: https://www.researchgate.net/profile/Danling-Li?ev=hdr_xprf
Bio:
Dr Danling Li is an Assistant Professor at the College of International Studies, Shenzhen University. Her research interests include technology-enhanced language learning, digital multimodal composing, academic literacy, and higher education research evaluation. She has published over 10 articles in SSCI Q1 journals such as Computers & Education, British Journal of Educational Technology, Computer Assisted Language Learning, Interactive Learning Environments, System, and Studies in Higher Education. She currently serves on the Early Career Researcher Board of Higher Education Quarterly and acts as a journal reviewer for many SSCI journals.
Selected publications：
Technology-enhanced language learning
·Li, D., Xia, S., Guo, K.* (2025) Investigating L2 learners’ text-to-video resemiotisation in AI-enhanced digital multimodal composing. Computer Assisted Language Learning. (SSCI, Q1, IF 6)
·Guo, K., Zhang, D., Li, D.* (通讯作者）, & Yu, S. (2024). Investigating students’ revision of feedback on peers’ essays in an AI-supported peer review system. British Journal of Educational Technology. (SSCI, Q1, IF 6.6)
·Guo, K., & Li, D*. (通讯作者）(2024). Understanding EFL students’ use of self-made AI chatbots as writing assistance tools: A mixed methods study. System. 124, Article 103362. (SSCI, Q1, IF 6)
·Yin, S., Guo, K.*, & Li, D. (2024). To assign a topic or not: Examining critical thinking in EFL speaking. RELC. (SSCI, Q1, IF 3)
·Guo, K., Zhong, Y., Li, D.* (通讯作者）, & Chu, S. K. W. (2023). Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation. Computers & Education. 203, Article 104862 (SSCI, Q1, IF 12）
·Guo, K., Zhong, Y., Li, D.*, (通讯作者）& Chu, S. K. W. (2023). Investigating students’ engagement in chatbot-supported classroom debates. Interactive Learning Environments. 32(9):4917-4933 (SSCI, Q1, IF 5.4)
Higher education
·Li, D., Lo, W. Y. W. *, Yang, R. (2024). Unpacking the discourse surrounding the impact agenda in the Hong Kong Research Assessment Exercise 2020. Research Evaluation. 33, rvae034. (SSCI, Q2, IF 3.3)
·Xie, X., Li, D. Jung, J. (2024).Cross-border university choice in China's Greater Bay Area. Higher Education Quarterly. e1253. (ESCI)
·Liu, Y. & Li, D.* (通讯作者) (2023). Unsettling academia: Academic career choice and pathway of PhD graduates in the Greater Bay Area in China. Higher Education Quarterly. 78(2), 388-403. (ESCI)
·Lo, W. Y. W*. & Li, D. (2023) Reimagining the notion of Hong Kong as an education Hub: National imperative for higher education policy. International Journal of Educational Development. 103. Article 102938. (SSCI, Q2, IF 2.5)
·Li, D.* (通讯作者) & Li, Y. (2022). ‘Trust the people, not the institution’: University governance in coping with Research Assessment Exercise (RAE) 2020 in Hong Kong. Higher Education Research & Development. 42(3), 633-648. (SSCI, Q2, IF 3.851)
·Li, D. & Li, Y.* (2021). Preparing for RAE 2020 in Hong Kong: Academics’ research, writing and publishing trajectories in a neoliberal governance landscape. Studies in Higher Education. 47(7), 1410-1422. (SSCI, Q1, IF 4.379)
·Li, D.* (通讯作者) & Li, Y. (2021). Masked resistance in neoliberal academia: Academics’ responses to Research Assessment Exercise 2020 in Hong Kong. Higher Education Policy. 36, 270-288. (SSCI, Q4, IF 1.64)
·Li, D.* (通讯作者) (2021). There is more than what meets the eye: University preparation for the ‘socio-economic impact’ requirement in Research Assessment Exercise 2020 in Hong Kong. Asian Education and Development Studies. 11(4), 702-713. (ESCI)
·Li, Y.*, Li, D., Yang, W., & Li, H. (2019). Negotiating the teaching-research nexus: A case of classroom teaching in an MEd program. New Zealand Journal of Education Studies, 55, 181-196. (SSCI, Q4, IF 0.9)
Project：
2023-Present Shenzhen Education Science in the “Fourteenth Five-Year Plan” for 2022 (Municipal level, Principal Investigator)
