[1]. Xiangming, L.*，Li, X., Zhang, J. (2023). Longitudinal reading outcome and cognitive load inindividual- and collaboration-based environments. Interactive Learning Environments. Online. https://doi.org/10.1080/10494820.2022.2163666. (SSCI, JCR Q1)

[2]. Xiangming, L., Liu, M. *, & Zhang, C. (2020). Technological impact on language anxiety dynamic. Computers & Education, 150, 103839. doi: https://doi.org /10.1016/ j.compedu.（SSCI，JCR Q1）

[3]. Xiangming, L. *, & Song, S. (2018). Mobile technology affordance and its social implications: a case of “rain classroom”. British Journal of Educational Technology. 49 (2), 276-291. doi:https://doi.org/10.1111/bjet.12586（SSCI，JCR Q1）

[4]. Fang, L., & Xiangming, L.* (2023). Promoting Young Adolescents’ Reading Performance: Evidence from Narrative Transportation on Multimodality Readings, Computers in the Schools. Online. DOI: 10.1080/07380569.2023.2173542. (EI)

[5].Xiangming, L.*, Zhang, X., Zeng, X. ., & Zhang, J. (2022). Exploring Online Student Engagement Scaffolded by Teacher Management Communication Style. International Journal of Emerging Technologies in Learning (iJET), 17(15), pp. 4–15. ttps://doi.org/10.3991/ijet.v17i15.31513. (EI)

[6]. Xiangming, L.*，Li, X., Song, M., Zhang, J. (2021). Longitudinal Reading Performance Comparison and its Variation with Print, Mobile and Social Media Tools. International Journal of Emerging Technologies in Learning. 16 (13), 273-279.（EI）

[7]. Huang, M., Xiangming, L.*, Zhang, J. (2021). Examining Individual Demographic and School Support Factors Regarding Teachers’ Intention to Use Technology: A Hierarchical Regression Analysis. International Journal of Emerging Technologies in Learning. 16 (12), 289-297. （EI）

[8]. Liu, M., & Xiangming, L.* (2019). Changes in and Effects of Anxiety on English Test Performance in Chinese Postgraduate EFL Classrooms. Education Research International, 2019，1-11.doi: 10.1155/2019/7213925. （ESCI）

[9]. Xiangming, L.*, & Yang, G. (2019). Factors impacting student choice of satellite campus: A comparison between engineering and non-engineering at postgraduate level. Journal of Educational Research and Reviews, 7(7), 149-154. doi:10.33495/jerr_v7i7.19.132.

[10]. Li, X., & Brand, M*. (2009). Effectiveness of music on vocabulary acquisition, language usage, and meaning for mainland Chinese ESL learners. Contributions to Music Education, 36(1), 73-84.(Cites 117, retrieved from Google Scholar 2020-04-15)

[11].Li, X. *, & Brand, M. (2009). Empirical study of gender performance in peer-to-peer talk in ESL class. Teaching English in China (Chinese Journal of Applied Linguistics), 32(4),115-126.

国际会议

[1]. Xiangming L.*. Precursors of Redesigning Pedagogy: From Technology Affordance Perspectives

27th Annual International Conference Empowering Educational Research to Promote Equity: Generating Data-Driven Conversations to Improve Educational Practice, Toronto, Canada, 2019-4-4至2019-4-5.

[2]. Xiangming L.*, Shuaiguo Wang. Are Students Still Embracing New Technology? A Case of Rain

Classroom. Chang, M. et al. (Eds.). (2017). Proceedings of the 21st Global Chinese Conference

on Computers in Education (GCCCE 2017), Beijing, P.R.China, 2017-6-3至2017-6-6

中文期刊

[1]. 李向明*，孙春柳，董宇涵.研究生教育中外合作办学选择动因研究——推拉理论的拓展与延伸[J].清华大学教育研究,2017, 38(3):108-112.CSSCI

[2]. 李向明*, 张成萍, 袁博.雨课堂应用的实验性研究—联通主义学习理论的精彩诠释[J].现代教育技术[J],2017, 27(5):40-45.（引用38次，来源知网2020-04-15）CSSCI

[3]. 李向明*, 李光玉. 网络环境下研究生英语学习问题及对策研究[J]. 学位与研究生教育,2009, (7):46-48.CSSCI

[4].李向明*.ADDIE 教学设计模型在外语教学中的应用[J]. 现代教育技术, 2008(11):75-78.（引用79次，来源知网2020-04-15）CSSCI

[5].李向明*.论教学过程中师生角色的重新定位―从交际语言教学与建构主义理论的视角[J]，清华大学教育研究，2009S，54-57. CSSCI

[6]. 李光玉*, 李向明,林功实.发挥品牌优势突出育人特色——清华大学深圳研究生院育人特色探索与实践[J]. 学位与研究生教育, 2010, 000(003):46-49.CSSCI

 [7]. 袁博*，赵海媚， 张成萍, 李向明. 基于雨课堂的研究生英语学习行为可视化分析[J]. 现代教育技术, 2018, 28(5):68-74.（引用23次，来源知网2020-04-15）CSSCI