R.Qi
Teaching Assistant Professor of Chinese

Tuesdays and Wednesdays 4:00–5:00 pm remotely at https://cuboulder.zoom.us/j/93215675260 and by appointment

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 Boulder, 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. 65–83). 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). 远 (Lejanía). Boundless (a publication of the Translate Iowa Project), 5, 15-16.  
  • Qi, R. (2020). 思念 (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