Li, C., Wei, L., & Cai, J. (2023). Life satisfaction and L2 engagement in adolescents. ELT Journal, ccad054. ccad054, https://doi.org/10.1093/elt/ccad054
Li, C., Li, W., & Lu, X. (2023). Contributions of foreign language writing emotions to writing achievement. System. https://doi.org/10.1016/j.system.2023.103074
Li, C., & Wei, L. (2023). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?. Studies in Second Language Acquisition, 45(1), 93-108.
Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249.
Li, C., Pawlak, M., & Kruk, M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2023.2183961
Li, C., & Yang, Y. (2023). Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language. International Review of Applied Linguistics in Language Teaching, DOI: 10.1515/iral-2022-0196
Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research. doi.org/10.1177/13621688221090324.
Li, C., & Wei, L. (2022). Language attitudes: construct, measurement, and associations with language achievements. Journal of Multilingual and Multicultural Development, https://doi.org/10.1080/01434632.2022.2137516
Li, C., & Han, Y. (2022). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0159
Li, C., Dewaele, J.-M., Pawlak, M. & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. https://doi.org/10.1177/13621688221111623 .
Li, C. (2021). A Control-value Theory Approach to Boredom in English Class Among University Students in China. The Modern Language Journal, 105(1), 317-334.
Dewaele, J.-M., & Li, C*. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: the mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922-945.
Li, C., Zhang, J., & Jiang, G. (2021). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2021.1931246
Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 1-11.
Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246-263.
Li, C., Fan, L., & Wang, B. (2020). The impairing effect of post-encoding positive emotion on associative memory for English vocabulary. PloS One. DOI: 10.1371/journal.pone.0228614
Li, C., Dewaele, J.-M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485–510.
Li, C., & Xu, J. (2019). Trait emotional intelligence and classroom emotions: a positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology-Language Sciences. DOI: 10.3389/fpsyg.2019.02453
Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale. System, 76, 183–196.
Dewaele, J. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” Studies in Second Language Learning and Teaching, 8(1), 15–20.
