Li Xiangming

Xiangming Li is an Associate Professor at Tsinghua Shenzhen International Graduate School, Tsinghua University. Her research focuses on the intersection of educational technology, instructional design, higher education internationalization, and postgraduate teaching and learning. She has led funded projects at the provincial, ministerial, and institutional levels, and her research has appeared in journals including Computers & Education, the British Journal of Educational Technology, Studies in Higher Education. Her current teaching includes English for Doctoral Students for Chinese doctoral students. She also designed and launched from the ground up Scientific Storytelling in English Communication for Chinese and international students and Contemporary Chinese Cultural Landscape for international students.

2001–2003  M.A. in Educational Technology, University of Central Florida, USA

2000–2001  Doctoral Candidate in Higher Education Leadership, University of Tennessee, USA

1997–2000  M.A. in Foreign Language Linguistics and Applied Linguistics, Central South University, China

2019–present  Associate Professor, Tsinghua Shenzhen International Graduate School, Tsinghua University

2011–2019     Associate Professor, Graduate School at Shenzhen, Tsinghua University

2004–2011     Lecturer, Graduate School at Shenzhen, Tsinghua University

Invited reviewer panel by CSSCI journal of  Modern Education Technology

[1] Contemporary Chinese Cultural Landscape (international students) — designed and launched from the ground up for SIGS

[2] Scientific Storytelling in English Communication (Chinese and international students) — designed and launched from the ground up for TBSI and SIGS

[3] English for Doctoral Students (Chinese doctoral students) for SIGS

[4] Professional Development and Expression for TBSI

The research focuses on the intersection of educational technology, instructional design, higher education internationalization, and postgraduate teaching and learning. She has led funded projects at the provincial, ministerial, and institutional levels, and her research has appeared in journals including Computers & Education, the British Journal of Educational Technology, Studies in Higher Education. Her current teaching includes English for Doctoral Students for Chinese doctoral students.

2025–2028  Principal Investigator. “AI-Socialized Feedback and the Mechanisms of Value Creation.” Ministry of Education of China, Humanities and Social Sciences Research Program, General Project (No. 25YJA880032). RMB 100,000. Nov. 2025–Nov. 2028.

2025–2027  Principal Investigator. “Interaction Mechanisms between AI-Generated Social Feedback and Learners’ Prosocial Emotions.” Guangdong Basic and Applied Basic Research Foundation, General Program of the Natural Science Foundation of Guangdong Province (No. 2025A1515011744). Jan. 2025–Dec. 2027.

2021–2023 Principal Investigator. Dynamic inverse mechanism of individual subjective consciousness on technology-supported learning platforms. Guangdong Natural Science Foundation (No. 2021A1515012563). ¥100,000.

2020–2023 Principal Investigator. Multidimensional study of emotion and cognitive load in technology-enhanced learning. Tsinghua SIGS Overseas Research Fund (No. HW2020003). ¥200,000.

2017      Principal Investigator. Data mining and empirical research on hybrid English teaching based on Rain Classroom. Ministry of Education Online Education Center (No. 2017YB143). ¥60,000.

Journal Articles

[1].  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）

[2].  Xiangming, L.*, Zhang Chengping, Yuan Bo. An Experimental Study of the Application of Rain Classroom – Elucidating the Fundamental Rules of the Connectivism Learning Theory. Modern Educational Technology, 2017, 27(5):40-45.（Cites 38，retrieved from CNKI 2020-04-15）CSSCI

New Course

Opened a new course entitled “Language and Humor”

[1] Yang, G., & Xiangming, L. (2025). Graduate socialization and anxiety: insights via hierarchical regression analysis and beyond. Studies in Higher Education, 50(7), 1365–1381. https://doi.org/10.1080/03075079.2024.2375563. (SSCI, JCR Q1, ESI Highly Cited Paper)

[2] 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)

[3] 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）

[4] 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）

[5] 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)

[6] 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)

[7] 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）

[8] 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）

[9]  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）

[10] 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.

[11] 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)

[12] 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.

Li, Xuening, Li, Xiangming, & Song, Menghong. Knowledge Representation in Natural Language Processing from a Systemic Functional Linguistics Perspective (in Chinese). Shanghai: Shanghai Jiao Tong University Press, 2018.

[1] Tsinghua University Annual Teaching Excellence Award, 2025.

[2] Outstanding Teacher of Shenzhen, recognized under the 2020 Shenzhen Awards for Advanced Educational Units and Outstanding Individuals, September 2020.

[3] Graduate English selected as a Tsinghua University Graduate-Level Quality Course, 2020.

[4] Mobile Technology Affordance and Its Social Implications: A Case of Rain Classroom ranked among the Top 20 Most Accessed Articles (2017–2018) in the British Journal of Educational Technology, Wiley.

[5] Mobile Technology Affordance and Its Social Implications: A Case of Rain Classroom, Third Prize for Outstanding Academic Paper, 9th Shenzhen Outstanding Achievement Award in Philosophy and Social Sciences, 2019.

[6] Blended Closed-Loop English Teaching for Postgraduates Based on Rain Classroom, Second Prize, Tsinghua University Teaching Achievement Award, 2019.