李主圣博士

Join Our Research Community 

The IDLE Lab, founded in 2018, is an international collective of researchers and practitioners dedicated to a single, transformative goal: empowering learners to become lifelong, lifewide, and autonomous language users. We explore how informal digital practices—from social media to AI—can reshape language education and fuel personal and professional growth. 

Who We're Looking For

We seek collaborative partners who are:

• Driven by Purpose: Motivated by a genuine desire to create more inclusive and equitable learning ecosystems.

• Expert Practitioners: Bring deep, hands-on experience and a passion for applying knowledge where it matters most. 

• Dedicated Scholars: Embrace the discipline of deep thinking, rigorous research, and the shared pursuit of knowledge.

• Impact-Oriented: Strive to translate theory into tools, frameworks, and practices that have a lasting, positive influence on communities.

A Supportive Environment for Growth

Our lab is built on a foundation of inclusive collaboration and authentic mentorship. Guided by our 'Pathway to Impact' model, we don't just work alongside each other—we work with each other. This commitment to co-creation leads to co-authored publications and meaningful projects, and professional growth that extends far beyond the academy, directly benefiting the classrooms and communities we serve. 

Current Opportunities 

We are actively seeking new members at all levels who are passionate about making a difference. Applications are invited for: 

• Junior Research Fellow Scheme (JRFS) 

• Hong Kong PhD Fellowship Scheme (HKPFS) 

• Research Postgraduate (RPg) & Doctor of Education (EdD)   

• Visiting Researcher positions

Why Join the IDLE Lab?

When you join our lab, you gain more than a research position—you gain a professional family and a launchpad for a meaningful career. You will develop versatile skills that open doors to diverse futures, including roles in: 

• Academia & Research: Professor, Postdoc, Research Scientist

• Education & Design: Learning Experience (LX) Designer, Curriculum Specialist, Teacher, Principal

• Social Impact & Policy: NGO Program Director, Policy Analyst, Monitoring & Evaluation Expert 

• Business & Innovation: EdTech R&D Engineer, Chief Learning Officer, Startup Founder, AI Consultant 

How to Apply

If our mission resonates with you, we would be delighted to connect. To begin the conversation, please fill out our Supervision & Collaboration Request form. For inquiries regarding (virtual) internships, please email your CV and a brief statement of your research interests directly to us. 

[Core Research Team]

Postdoc 

• Artem Zadorozhnyy (PDFS, 2022-2025): Revisiting pedagogies for developing L2 digital literacies

RPg

• Han Xie (HKPFS, 2025–): Exploring EFL learners' emotions in AI-mediated IDLE speaking

• Nguyen Hoang Mai Tram (Belt & Road Scholarship, 2025–): Linking positive psychology, L2 engagement, and L2 outcomes of EFL learners in AI-assisted language learning

• Wan Yee Lai (Winsy)(RPg Studentship, 2023–): AI in the classroom: Enhancing EFL students' speaking through informal digital learning in resource-limited contexts 

EdD

• Shuxin Liu (Beca) (2025–): Effects of the Brain-Targeted Teaching (BTT) model in higher education ESL courses 

• Men Fangyu (Fiona) (2025–): The role of IDLE in developing career competencies among university students in China

• Xian Liu (Chrystal) (2024–): The Impact of IDLE on English speaking proficiency: Insights from less-resourced ethnic region

• Xinwei Pan (Queenie) (2024–): Linking students’ psychological needs to L2 Chinese use: Role of informal digital learning of Chinese and emotions

• Jiana Liu (Nana) (2022–2025): The Impact of positive psychology on intercultural competence of Chinese EFL students: IDLE as a mediator 

• Lu Qiao (Gloria) (2021–2025): IDLE among young EFL learners in Mainland China: Ecological systems theory perspectives

• Linlin Liu (Publication Awards, 2020–2024): Why do EFL learners’ willingness to communicate, enjoyment, and anxiety in an online class fluctuate dynamically? 

MA  

• Yiling Lai (2023): Teacher emotional well-being and student enjoyment

• Ying Lu (2020): Ideal L2 self and willingness to communicate

RA 

• Chuxu Yu (Tricia) (2025–)

[Internal Collaborations]

RPg

• Artem Zadorozhnyy (HKPFS, 2018–2021): IDLE in Kazakhstan (PS: Baohua Yu)

EdD 

• Shiyuan Wen (2024–): Informal digital learning of languages other than English in China (PS: Ellen Zhang)

• Shanshan Guo (2022–): Enhancing Chinese undergraduate students’ speaking: Effects of teacher support in AI-IDLE (PS: Ruth Wong)

• Hetian Yu (2022–): EFL students’ emotion regulation in response to feedback (PS: Lan Yang)

Internal Examiner (Ph.D. Dissertation)

• Zhang Chang (2025): Meaning-making strategies in university students' digital multimodal composing (PS: Lixun Wang)

[Global Research Partnerships]

Co-supervision

• Joshua Lee (U Macau, 2024–): Extramural language learning (PS: Barry Reynolds)

Visiting Researcher

• Seunmin Eun (Seoul National U, 2025): Willingness to communicate with AI (PS: Young Hoan Cho)

External Examiner (Ph.D. Dissertation)

• Nedaa Alshehri (Western Sydney U, 2023): Using digital storytelling to promote authorial agency in learning EFL in Saudi Arabia (PS: Lynde Tan & Criss Jones Díaz)

• Ali Soyoof (Monash U, 2023): Using digital technologies  for English language learning at home (PS: Janet Scull & Katrina Tour)

External Examiner (Ph.D. Proposal Defense)

• Phan Phuong Thao Nguyen (Edith Cowan U, 2024): IDLE: Vietnamese ESL pre-service teachers (PS: Nicola Johnson)