李主聖博士

Join Our Research Community 

The IDLE Lab is a global network of researchers and practitioners dedicated to empowering lifelong, autonomous language users in a post-AI world. Since our founding in 2018, we have explored how informal digital practices—from social media to generative AI—can transform language education, spark creativity, and foster sustainable growth. 

Who We're Looking For

We seek collaborators who are driven to make learning more human, equitable, and meaningful. Ideal members are:

• Driven by Purpose: Committed to co-creating inclusive and transformative learning ecosystems.

• Creative Builders: Equipped with real-world expertise and a passion for designing impactful learning experiences. 

• Critical Inquirers: Value deep thinking, rigorous research, and collaborative discovery.

• Impact-Oriented Innovators: Focused on turning theory into tools and practices that uplift communities and close opportunity gaps.

A Supportive Environment for Growth

Our lab is built on authentic mentorship and inclusive collaboration. Guided by our Pathway to Impact model, we don’t just work alongside one another—we co-create. This collaborative spirit leads to co-authored publications, community-driven projects, and professional growth that extends beyond academia to directly benefit the under-resourced and marginalized communities we serve.

Current Opportunities 

We invite passionate individuals at all levels to advance this mission with us. Applications are open 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?

Joining the IDLE Lab means more than a research position—it means joining a purpose-driven professional family. You will cultivate a versatile skillset and a strategic mindset, preparing you for diverse futures such as: 

• 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’d love to hear your story. To begin the conversation, please complete our Supervision & Collaboration RequestForm. For inquiries about (virtual) internships, email your CV and a brief statement of research interests directly to our team.

[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)

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

• Shanshan Guo (2022–2025): Enhancing Chinese undergraduate students’ speaking: Effects of teacher support in AI-IDLE (PS: Ruth Wong)

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)