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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

A photograph of Professor Jia Li

Jia Li
PhD

Associate Professor

Faculty of Education

LinkedIn Website

Contact information

Charles Hall - Room 343
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8

jia.li@ontariotechu.ca
TALLL Lab

Bio

Dr. Jia Li is an Associate Professor at the Mitch and Leslie Frazer Faculty of Education, and currently also a John A. Sproul Research Fellow at UC Berkeley. She was a Canada-U.S. Fulbright Scholar at the Harvard Graduate School of Education. She received her doctoral degree from the Ontario Institute for Studies in Education, University of Toronto, and conducted her postdoctoral research at Queen’s University. Dr. Li is the director and primary investigator of the Technology Advances for Language, Literacy, and Learning (TALLL) Lab, where her research focuses on data-driven innovative instruction using new technologies for language and literacy development. This includes interventions that enhance K-12 and undergraduate students’ reading and writing skills and vocabulary knowledge in an academic context. 

For more information:

Courses taught

Master of Education

  • EDUC 5002G - Research Methods
  • EDUC 5102G - Educational Technology & Communication
  • EDUC 5105G - Technology Diffusion in Education

Research and expertise

  • Culturally responsive pedagogy and literacy instruction for Indigenous youth
  • Language and cultural awareness among diverse youth across Canada and the US
  • Language and literacy development and assessment for linguistically diverse learners
  • Mobile technologies, social networking media and instructional design
  • Quantitative studies and mixed methods
  • Technology-assisted language and literacy acquisition
  • Teaching English as a second language across curriculum and bilingual education

Li, J. & Brar, A. (2022). The use and impact of digital technologies for and on the mental health and wellbeing of Indigenous people: A systematic review of empirical studies. Computers in Human Behavior, 126(2022), 106988. https://doi.org/10.1016/j.chb.2021.106988n
Impact factor: 9.9 | CiteScore: 17.8 (Year 2022)

Li, J., Mak, L., Hunter, B., & Cunningham, T. (2022). Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool. Language Teaching Research. https://doi.org/10.1177/13621688221142297 
Impact factor: 4.2 (Year 2022) | 5-year impact factor: 4.8

Li, J., Brar, A., & Roihan, N. (2021). Enhancing Indigenous people’s language and literacy skills with digital technology: A systematic literature review. Computers & Education Open, 2(2021), 100035. https://10.1016/j.caeo.2021.100035
Impact factor: 3.6 (Year 2022) 

Li, J., & Mak, L. (2022). The effect of using an online collaboration tool on post-secondary students’ learning of expository writing skills. System, 105(2022), 102712. https://doi.org/10.1016/j.system.2021.102712
Impact factor: 6.0 | CiteScore: 7.6 (Year 2022)

Li, J., Ji, L. Y., & Deng, Q. Z. (2021). The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge. Computer Assisted Language Learning, 36(1-2), 52-80. https://doi.org/10.1080/09588221.2021.1900264
Impact factor: 7.0 (Year 2022) | 5-year Impact factor: 7.4 | CiteScore: 12.6

Li, J., & Cummins, J. (2019). The effect of using text messages for English language learners’ vocabulary instruction. Language Learning & Technology, 23(2), 43–64. https://doi.org/10125/44682
Impact factor: 4.695 (Year 2021) | 5-year Impact factor: 5.239

Li, J., & Deng, Q. Z. (2018). What matters to the effect of texting-based instruction on vocabulary acquisition? Learners’ behavior and perception. Computers & Education, 125, 284–307. https://doi.org/10.1016/j.compedu.2018.06.017
Impact factor: 12.0 | CiteScore: 23.8 (Year 2022)

Li, J., Cummins, J., & Deng, Q. Z. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners' perspective. Computer Assisted Language Learning, 30(8), 816-843. https://doi.org/10.1080/09588221.2017.1366923
Impact factor: 7.0 (Year 2022) | 5-year Impact factor: 7.4 | CiteScore: 12.6

Kay, R. H., Benzimra, D., & Li, J. (2017). Exploring factors that influence technology-based distractions in BYOD classrooms. Journal of Educational Computing Research, 55(2), 1-22. https://doi.org/10.1177/0735633117690004
Impact factor: 4.8 (Year 2022) | 5-year Impact factor: 4.7

Zhang, Z, Li, J., Liu, F. F., & Zhuang, M. (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by the new media literacies. Teaching and Teacher Education, 59(2016) 146-158. https://doi.org/10.1016/j.tate.2016.05.017
Impact factor: 3.9 (Year 2022) | CiteScore: 6.5

Li, J., Snow, C., Jiang, J. J., & Edwards, N. (2015). Technology use and self-perceptions of English language skills among urban adolescents. Computer Assisted Language Learning, 28(5), 1-29. https://doi.org/10.1080/09588221.2014.881387
Impact factor: 7 (Year 2022) | 5-year Impact factor: 7.4 | CiteScore: 12.6

Li, J., Snow, C., & White, C. (2015b). Urban students and technology: Access, use and interest in learning literacy. Innovation in Language Learning and Teaching, 9(2), 143–162. https://doi.org/10.1080/17501229.2014.882929
Impact Factor: 3.0 (Year 2022) | CiteScore: 5.8

Li, J., Gromik, N., & Edwards, N. (Eds.) (2013). ESL and digital video integration: Case studies. Alexandria, VA: TESOL Publications.

Li, J. (2010). Learning vocabulary via computer-assisted scaffolding for text processing. Computer Assisted Language Learning, 23(3), 253-275. 
Impact factor: 7.0 (Year 2022) | 5-year Impact factor: 7.4 | CiteScore: 12.6