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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 PhD 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 Â鶹¹ÙÍø, she has taught Chinese language courses from beginning through advanced levels at the University of Iowa, University of Hong Kong, and Nankai University.?

Publication:?

Academic papers:?

• Qi, R. (2021).?An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms.?[Doctoral dissertation, University of Iowa]. ProQuest Dissertations and Theses Global.??
• Qi, R. (2019). An Exploration of L2 Chinese Learners¡¯ Perceptions of Interacting with Recap.?In A. A. P. Belda, H. Galbraith, K. Josephs, A. P. Pinto, E. Pulkowski, K. Walker-Cecil, & C. Wuxiha (Eds.),?Research Approaches to Second Language Acquisition: Proceedings of the 2018 Second Language Acquisition Graduate Student Symposium (CARLA Working Paper Series)?(pp. 65¨C83). Minneapolis, MN: University of Minnesota, The Center for Advanced Research on Language Acquisition.???
• 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.???

Literary pieces:?

• Qi, R. (2021).?Ô¶?(Lejan¨ªa). Boundless (a publication of the?), 5, 15-16.??
• Qi, R. (2020).?˼Äî?(Miss). Boundless, 4, 48-49.?

Research Interests:?

Systematically using authentic texts in Chinese L2 classroom teaching, Chinese L2 Reading Instruction, technology-enhanced Chinese L2 Instruction, Chinese L2 Pedagogical Grammar