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Runqing Qi received her B.A. in Teaching Chinese as a Foreign Language at Nankai University (Tianjin, China) and M.Ed. in Teaching Chinese as a Second Language at the University of Hong Kong. In 2021, she received her Ph.D. in Second Language Acquisition from the University of Iowa. In her doctoral dissertation, she proposes a theory-guided and research-based instructional model for using authentic texts in intermediate-level L2 Chinese reading classrooms. Before joining CU ¶¶Òõ´«Ã½ÔÚÏß, she has taught Chinese language courses from beginning through advanced levels at the University of Iowa, University of Rhode Island, University of Hong Kong, and Nankai University.Ìý

Publication:Ìý

• Qi, R., Li, Y., & Zhang, Y. (2024). EverFlow Mandarin: An intermediate–advanced level OER Chinese textbook. Supported by the 2023–2024 Open CU ¶¶Òõ´«Ã½ÔÚÏß grant.Ìý/project/everflowmandarin/. Ìý
• Qi, R. (2021).ÌýAn Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms.Ìý[Doctoral dissertation, University of Iowa]. ProQuest Dissertations and Theses Global.
• Qi, R. (2019). An Exploration of L2 Chinese Learners’ Perceptions of Interacting with Recap.ÌýIn A. A. P. Belda, H. Galbraith, K. Josephs, A. P. Pinto, E. Pulkowski, K. Walker-Cecil, & C. Wuxiha (Eds.),ÌýResearch Approaches to Second Language Acquisition: Proceedings of the 2018 Second Language Acquisition Graduate Student Symposium (CARLA Working Paper Series)Ìý(pp. 65–83). Minneapolis, MN: University of Minnesota, The Center for Advanced Research on Language Acquisition.Ìý
• Qi, R. (2019). A Comparative Study of Two Methods of Practicing Chinese Characters: Pinyin Typing and Handwriting. Journal of Research on Chinese Language Teaching. 6, 1-15.ÌýÌýÌý

Research Interests:Ìý

Systematically using authentic texts in Chinese L2 classroom teaching, Chinese L2 reading instruction, Chinese L2 pedagogical grammar, technology-enhanced Chinese L2 instruction.