基本介绍
Bios
Chengchen Li is a Full Professor of Applied Linguistics at the School of Foreign Languages, Shanghai Jiao Tong University, China. Her research interests include positive psychology, second-language (L2) writing, task-based language teaching, and bilingualism. She has published over 60 articles in internationally refereed journals, such as Bilingualism: Language and Cognition, The Modern Language Journal, and Studies in Second Language Acquisition.
She is the author of the monograph A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (Wuhan University Press, 2020) and the monograph The Underlying Factors and Mechanisms of Foreign Language Learning Engagement Among Rural Left-Behind Children: A Positive Psychology Perspective (Shanghai Jiao Tong University Press, 2026).
Professor Li serves as Co-Editor of the Journal of Multilingualism and Multicultural Development, Associate Editor of Studies in Second Language Learning and Teaching and Contemporary Foreign Language Studies, and Book Series Editor for Routledge Studies in the Psychology of Language Education. She also sits on the editorial boards of several prestigious journals, including Annual Review of Applied Linguistics, The Journal for the Psychology of Language Learning, and Research Methods in Applied Linguistics.
Additionally, she holds the position of Vice President of the International Association for the Psychology of Language Learning. Dr. Li’s research contributions have been recognized by her inclusion in Clarivate’s Highly Cited Researchers list (2024-2025) and Stanford’s World’s Top 2% Scientists list (2022-2025).
Correspondence
Address: School of Foreign Languages, Shanghai Jiao Tong University, 800 Dongchuan Road, Minhang District, Shanghai, 200240, P. R. China
Email: chengchenli@sjtu.edu.cn
ORCiD: 0000-0002-7262-3309
Scopus Author ID: 57201585778
Google Scholar: https://scholar.google.com/citations?user=mujjR7QAAAAJ&hl=en
ResearchGate: https://www.researchgate.net/profile/Chengchen-Li-2?ev=hdr_xprf
Chengchen Li is a Full Professor of Applied Linguistics at the School of Foreign Languages, Shanghai Jiao Tong University, China. Her research interests include positive psychology, second-language (L2) writing, task-based language teaching, and bilingualism. She has published over 60 articles in internationally refereed journals, such as Bilingualism: Language and Cognition, The Modern Language Journal, and Studies in Second Language Acquisition.
She is the author of the monograph A Positive Psychology Perspective on Chinese EFL Students’ Emotional Intelligence and Classroom Emotions (Wuhan University Press, 2020) and the monograph The Underlying Factors and Mechanisms of Foreign Language Learning Engagement Among Rural Left-Behind Children: A Positive Psychology Perspective (Shanghai Jiao Tong University Press, 2026).
Professor Li serves as Co-Editor of the Journal of Multilingualism and Multicultural Development, Associate Editor of Studies in Second Language Learning and Teaching and Contemporary Foreign Language Studies, and Book Series Editor for Routledge Studies in the Psychology of Language Education. She also sits on the editorial boards of several prestigious journals, including Annual Review of Applied Linguistics, The Journal for the Psychology of Language Learning, and Research Methods in Applied Linguistics.
Additionally, she holds the position of Vice President of the International Association for the Psychology of Language Learning. Dr. Li’s research contributions have been recognized by her inclusion in Clarivate’s Highly Cited Researchers list (2024-2025) and Stanford’s World’s Top 2% Scientists list (2022-2025).
Correspondence
Address: School of Foreign Languages, Shanghai Jiao Tong University, 800 Dongchuan Road, Minhang District, Shanghai, 200240, P. R. China
Email: chengchenli@sjtu.edu.cn
ORCiD: 0000-0002-7262-3309
Scopus Author ID: 57201585778
Google Scholar: https://scholar.google.com/citations?user=mujjR7QAAAAJ&hl=en
ResearchGate: https://www.researchgate.net/profile/Chengchen-Li-2?ev=hdr_xprf
学术论文
- Li, C.*, & Lu, X. (2025).Tangible and intangible rewards: How do they relate to task-specific motivation and task performance in second language writing? System. https://doi.org/10.1016/j.system.2025.103801 (Q1)
- Li, C.*, Feng, E., & Li, S. (2025). Boredom and achievement in L2 learning: a meta-analysis. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0266 (Q1)
- Li, C., & Li, W. (2025). The Enhancement of Creativity Through Foreign Language Learning: Do Personality Traits Matter? Bilingualism: Language and Cognition. 28(2), 510-521. https://doi.org/10.1017/S1366728924000476 (Q1)
- Feng, E., Li, C.*, Dewaele, J.-M., & MacIntyre, P. D. (2025). Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2025.102639 (第一作者为本人指导的博士研究生) (Q1)
- Li, C. (2025). Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective. Studies in Second Language Learning and Teaching. 15(1), 73–103. https://doi.org/10.14746/ssllt.43371 (Q1)
- Li, C., Li, W., & Lu, X. (2024). Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors. The Modern Language Journal. 108 (3), 741–770. https://doi.org/10.1111/modl.12954 (Q1)
- Feng, E., & Li, C*. (2024). Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study. System, 125, 103438. https://doi.org/10.1016/j.system.2024.103438 (第一作者为本人指导的博士研究生) (Q1)
- Li, C., Feng, E., Zhao, X., & Dewaele, J. M. (2024). Foreign language learning boredom: Refining its measurement and determining its role in language learning. Studies in Second Language Acquisition, 1-28. https://doi.org/10.1017/S0272263124000366 (Q1)
- Li, C., Wei, L., & Cai, J. (2024). Life satisfaction and L2 engagement in adolescents. ELT Journal, 78(2), 149-159. https://doi.org/10.1093/elt/ccad054 (Q1)
- Li, B., & Li, C*. (2024). Achievement goals and emotions of Chinese EFL students: A control-value theory approach. System, 123, 103335. https://doi.org/10.1016/j.system.2024.103335 (Q1)
- Li, C., & Han, Y. (2024). Learner-internal and learner-external factors for boredom amongst Chinese university EFL students. Applied Linguistics Review, 15(3), 901-926. https://doi.org/10.1515/applirev-2021-0159 (Q1)
- 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 (Q1)
- 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. https://doi.org/10.1017/S0272263122000031 (Q1)
- Li, C., Dewaele, J.-M., & Hu, Y. (2023). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review. 14(2), 223-249. https://doi.org/10.1515/applirev-2020-0124 (Q1)
- 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/10.1080/01434632.2023.218396 (Q1)
- 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, 10.1515/iral-2022-0196 (Q1)
- 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. (Q1)
- 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 (Q1)
- 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 (Q1)
- 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. https://doi.org/10.1111/modl.12693 (Q1)
- 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. https://doi.org/10.1177/13621688211014538 (Q1)
- 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 (Q1)
- 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. https://doi.org/10.1016/j.system.2020.102393 (Q1)
- 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. https://doi.org/10.1080/01434632.2019.1614187 (Q1)
- Li, C., Fan, L., & Wang, B. (2020). The impairing effect of post-encoding positive emotion on associative memory for English vocabulary. PloS One.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. https://doi.org/10.1515/applirev-2018-0043 (Q1)
- 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. 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. https://doi.org/10.1016/j.system.2018.06.004 (Q1)
- Dewaele, J. M., & Li, C. (2018). “Editorial: Special Issue Emotions in SLA.” Studies in Second Language Learning and Teaching, 8(1), 15–20. https://doi.org/10.14746/ssllt.2018.8.1.1 (Q1)
- 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
- 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
- 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
- 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
- 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
- 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
- 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
- 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
- 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
- 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
- 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
- Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
- 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
- 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
- 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.
- 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
- 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
- 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
- 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
- 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
- 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
- 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
- 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
- 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
- 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
- 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
- Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
- 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
- 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
- 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.
- 李成陈，冯恩昊. 二语成就目标与学习投入的历时发展和交互研究[J]. 外语与外语教学, 2025(3): 1-13.
- 李成陈. 积极心理学视角下二语习得追踪研究：话题与方法 [J].外语界，2025 (2): 25-34.
- 李成陈, 李嵬. 认知能力与情绪对二语写作水平的协同预测作用[J]. 现代外语, 2024(4): 465-477.
- 李成陈,李嵬.语言态度、情绪与外语成绩的关系：基于结构方程模型的城乡对比研究[J].外语与外语教学,2024,1(1):57-69.
- 李成陈, 李嵬, & 江桂英. 二语学习中的情绪研究：回顾与展望 [J]. 现代外语. 2024, (1), 63-75.
- 李成陈，陆筱俊．外语学习中的无聊情绪研究：范围综述[J]．外语教学，2022, 43(06):70-76.
- 李成陈,韩晔,李斑斑.小学外语课堂无聊与外语成绩之间的关系及城乡差异研究[J].外语教学,2022，3, 50-55．
- 李成陈, 韩晔. 外语愉悦、焦虑及无聊情绪对网课学习成效的预测作用[J]. 现代外语, 2022,45(2), 207-219.
- 李成陈.积极心理学视角下的二语习得研究：回顾与展望（2012-2021）[J]. 外语教学.2021,4, 57-63.
- 李成陈.情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用[J].外语界, 2020, 1, 69–78.
- 李成陈，Dewaele, J.-M.特质情绪智力及线上学习收获感对外语课堂无聊的预测作用[J].外语与外语教学，2020, 5, 33-44.
- Dewaele, J.-M., 李成陈*. (2020). Emotions in second language acquisition: A critical review and research agenda [J].外语界, 2020, 196(1), 34–49.
- 江桂英,李成陈*.积极心理学视角下的二语习得研究述评与展望[J].外语界,2017(05): 32-39.
- 李成陈,江桂英.评价理论态度系统视角下中英学术专著他序对比研究[J].外语教学,2017,38(05): 43-48.
- 李成陈, 江桂英.力动态意象图式视阈中“笑哭”表情符号语用意义的认知阐释[J].外语学刊,2017(05): 63-68.