Dr Grace Yue Qi staff profile picture

Contact details +6492136376

Dr Grace Yue Qi Bachelor, Master, pHd, FHEA

Senior Lecturer

Doctoral Supervisor
School of Humanities Media and Creative Comm

Grace Y Qi's research focuses on the epistemological and ontological intersections of language, culture and technology. It aims to contribute to language teacher agency, professional development as well as learners' intercultural communicative competence through innovation and tailored curriculum design and pedagogy. Her research emphasises a humanistic orientation of languages/languaging and language education, and advocates for diversity, multilingualism/multiculturalism, equity and social justice.

Her recent projects and publications include diversity, multilingual education, decentring languages/languaging, technology affordances, and early language policy and planning in Australasia. 

Grace Y. Qi is an applied linguist in the areas of plurilingual education and technology-enhanced language learning (TELL) at Massey University. Prior to joining Massey, she was a Senior Curriculum Officer developing K-10 Languages curriculum in the Department of Education and Training, Queensland, Australia. She is recently appointed as an expert for the Review of Achievement Standards (Asian Languages) at the Ministry of Education, New Zealand.

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Contact details

  • Ph: +64 9 213 6376 Ext. 43376
    Location: AT2.64A, Atrium Building
    Campus: Albany


  • Bachelor of Business - Griffith University (2010)
  • Master of Education - Griffith University (2011)
  • Doctor of Philosophy - Griffith University (2017)

Fellowships and Memberships

  • Member, Higher Education Academy (Fellow) (2021)

Certifications and Registrations

  • Licence, Supervisor, Massey University

Prizes and Awards

  • Best Paper Award of PPTELL conference 2022 - Pedagogy and Practice in Technology-Enhanced Language Learning Association (2022)
  • ASCILITE 2020 Innovation Award Scavenger Hunt Game: Chinese Language Camp – student interventions to increase student engagement - Australasian Society of Computers in Learning in Tertiary Education (2020)
  • Early Career Award - Strategic Research Excellence Fund - Massey University (2020)

Research Expertise

Research Interests

Grace Yue Qi's research interests draw on:

  • Plurilingual Education
  • Design and Innovation
  • Technology-Mediated/Enhanced Language Teaching and Learning
  • Intercultural Communicative Competence
  • Language-in-education policy and planning
  • English as an International Language

Her currently funded research:

  • Australia-China Relations and Higher Education [MURF 2022, Massey University]
  • Language provision and uptakes in New Zealand schools [MURF 2021, Massey University]
  • TELL and Robot-Assisted Language Learning [MOST 2020, Taiwan collaborative research fund for three years]
  • Accommodating diversity of New Zealand language learners [SREF 2019, Massey University]


21st Century Citizenship

Area of Expertise

Field of research codes
Applied Linguistics and Educational Linguistics (200401):
Curriculum and Pedagogy (130200): Curriculum and Pedagogy Theory and Development (130202): Education (130000): Educational Technology and Computing (130306):
Language in Culture and Society (Sociolinguistics) (200405): Languages, Communication And Culture (200000): Linguistics (200400):
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207): Specialist Studies in Education (130300): Teacher Education and Professional Development of Educators (130313)


  • Languages
  • Plurilingualism
  • Innovation and design for learning
  • Intercultural communicative competence
  • Language teacher education
  • Teacher professional development
  • Epistemology
  • Ontology 

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 0 4

Research Outputs


Qi, GY., & Dai, C. (2023). Language Teacher Pedagogic and Digital Literacy Development Through Virtual Peer Mentoring: A Collaborative Action Research. International Journal of Chinese Language Teaching. 4(3), 109-127
[Journal article]Authored by: Qi, Y.
Qi, GY., Scrimgeour, A., & Gil, J. (2023). Perceptions of bilateral tensions between China and Australia/Aotearoa New Zealand in educational settings. Melbourne Asia Review. , 1-1 Retrieved from https://melbourneasiareview.edu.au/perceptions-of-bilateral-tensions-between-china-and-australia-aotearoa-new-zealand-in-educational-settings/
[Journal article]Authored by: Qi, Y.
Grant, S., Qi, GY., Lan, Y-J., & Cheng, P-Y. (2023). Fostering academic citizenship through ubiquitous technologies in an online academic conference: A framework and its implications. Educational Technology and Society. 27(1), 18-34 Retrieved from https://www.j-ets.net/collection/forthcoming-articles/27_1
[Journal article]Authored by: Qi, Y.
Qi, GY., Skyrme, G., & White, CJ. (2023). Developing a distance-based doctoral supervisory model: Inquiry over disrupted trajectories. Distance Education.
[Journal article]Authored by: Qi, Y., White, C.
Qi, GY., Sun, SYH., & Carvalho, L. (2023). Designing for diversity in Aotearoa / New Zealand Chinese language classrooms. Language Teaching Research.
[Journal article]Authored by: De Carvalho, L., Qi, Y.
Tsai, P-S., Qi, GY., Eisenchlas, SA., & Schalley, AC. (2022). Language Maintenance and Identity of Families with Taiwanese Background in Australia. International Journal of Chinese Language Education. (12), 31-56 Retrieved from http://ijcle.eduhk.hk/en/catalog/No.12/03/
[Journal article]Authored by: Qi, Y.
Qi, GY., & Wang, Y. (2022). Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom. JALT CALL Journal. 18(1), 54-82
[Journal article]Authored by: Qi, Y.
Qi, GY. (2021). Review of book Pop Culture In Language Education: Theory, Research, Practice, by Valentin Werner and Friederike Tegge (Ed.). New Zealand Studies in Applied Linguistics. 27(1), 52-55Retreived from https://www.alanz.org.nz/journal/valentin-werner-friederike-tegge-ed-2021-pop-culture-in-language-education-theory-research-practice-routledge/
[Book Review]Authored by: Qi, Y.
Qi, GY. (2021). COVID-19 underlines the importance of learning languages via emerging technologies. Melbourne Asia Review. 7, Retrieved from https://melbourneasiareview.edu.au/covid-19-underlines-the-importance-of-learning-languages-via-emerging-technologies/
[Journal article]Authored by: Qi, Y.
Qi, GY., Wang, S., & Dai, C. (2020). Chinese Students Abroad during the COVID Crisis: Challenges and Opportunities. Global-E Journal. 13(65), Retrieved from https://www.21global.ucsb.edu/global-e/september-2020/chinese-students-abroad-during-covid-crisis-challenges-and-opportunities
[Journal article]Authored by: Qi, Y.
Qi, GY. (2020). Review of book Teaching young second language learners: Practice in different classroom contexts, by Rhonda Oliver & Bich Nguyen. Language Teaching for Young Learners. 2(2), 302-306Retreived from https://www.jbe-platform.com/content/journals/10.1075/ltyl.00017.qi
[Book Review]Authored by: Qi, Y.
Chen, S., Zhang, S., Qi, GY., & Yang, J. (2020). Games literacy for teacher education: Towards the implementation of game-based learning. Educational Technology and Society. 23(2), 77-92
[Journal article]Authored by: Qi, Y.
Mneumann, M., Wang, Y., Qi, GY., & Neumann, DL. (2019). An evaluation of Mandarin learning apps designed for english speaking pre-schoolers. Journal of Interactive Learning Research. 30(2), 167-193
[Journal article]Authored by: Qi, Y.
Eisenchlas, SA., Schalley, AC., Qi, GY., & Tsai, PS. (2021). Home and away – Implications of short-term sojourning of young Australian bilinguals. Lingua. 263
[Journal article]Authored by: Qi, Y.
Qi, GY., & Wang, Y. (2018). Investigating the building of a WeChat-based community of practice for language teachers’ professional development. Innovation in Language Learning and Teaching. 12(1), 72-88
[Journal article]Authored by: Qi, Y.
Wang, Y., & Qi, GY. (2018). Mastery-based language learning outside class: Learning support in flipped classrooms. Language Learning and Technology. 22(2), 50-74
[Journal article]Authored by: Qi, Y.
Qi, G., Naug, H., Colson, N., Pearson, A., & DuToit, E. (2017). A peer observation program for the professional development of laboratory tutors. The Asia-Pacific Scholar.
[Journal article]Authored by: Qi, Y.
Qi, GY. (2016). The importance of English in primary school education in China: perceptions of students. Multilingual Education. 6(1)
[Journal article]Authored by: Qi, Y.


Qi, GY. (2023). Virtual Peer Mentoring for Language Teacher Professional Development: A Framework Towards the Aotearoa/New Zealand Context. In Multilingual Education. (pp. 293 - 309).
[Chapter]Authored by: Qi, Y.
Walkinshaw, I., Qi, GY., & Milford, T. (2022). ‘You’re very rich, right?’: Personal finance as an (in)appropriate or (im)polite conversational topic among Asian ELF users. In I. Walkinshaw (Ed.) Pragmatics in English as a Lingua Franca: Findings and Developments. Berlin, Boston: De Gruyter Mouton
[Chapter]Authored by: Qi, Y.
Qi, GY. (2021). Early Mandarin Chinese Learning and Language-in-Education Policy and Planning in Oceania. In Language Policy(Netherlands). (pp. 85 - 107).
[Chapter]Authored by: Qi, Y.
Wen, Y., Wu, YJ., Qi, G., Guo, SC., Spector, JM., Chelliah, S., . . . Lan, YJ.(2021). Preface.
[Authored Book]Authored by: Qi, Y.
Wen, Y., Qi, GY., Guo, S-CM., Spector, JM., Chelliah, SL., Kinshuk, ., . . . Lan, Y-J. (Eds.) (2021). Expanding Global Horizons Through Technology Enhanced Language Learning. : Springer Singapore
[Edited Book]Contributed to by: Qi, Y.Edited by: Qi, Y.


Qi, GY. (2023, November). Adult language learner agency in a mobile-assisted scavenger hunt game. Presented at ALANZ Symposium 2023. The University of Auckland.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2023, June). Language transmission among multilingual families in Aotearoa New Zealand. Presented at The International Symposium on Bilingualism 14. Online or in person at Macquarie University, Sydney, Australia.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2023, June). Using ubiquitous technologies to mediate language learning in a dual mode Chinese programme at Massey University. Presented at COOL Chinese: Workshop on Technology and CFL Teaching. The National Taiwan Normal University.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2023, June). Humanising language learning in the emerging metaverse: A case study of telecollaboration. Presented at Symposium on AI-mediated Language Learning in the Metaverse Era. National Taiwan Normal University, Taipei, Taiwan.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2023, April). Towards a distance-based doctoral supervisory model: Exploring disrupted trajectories. Presented at The 5th International Conference on Computer Science and Technologies in Education. Xi'an, China (hybrid).
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY., Scrimgeour, A., & Gil, J. (2022, November). Australia, New Zealand and China relations and their impact in education settings: Findings of an online survey. Presented at Languages and Cultures Network for Australian Universities (LCNAU) Seventh Biennial Colloquium. The University of Melbourne.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2022, November). Language teacher professional development in technology-mediated multimodal environments. Presented at ALANZ/ALAA/ALTAANZ 2022. Victoria Wellington University.
[Conference Oral Presentation]Authored by: Qi, Y.
Press, N., & Qi, GY. (2021, November). Mentorship and distributed leadership as digital citizens. Presented at ASCILITE 2021. Hybrid (Armidale, NSW, Australia).
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2021, November). Teachers-as-designers for adult language learning with the support of a robot. Presented at Languages & Cultures Network for Australian Universities (LCNAU). online.
[Conference Oral Presentation]Authored by: Qi, Y.
Schalley, AC., Eisenchlas, SA., Tsai, P-S., & Qi, GY. (2021, August). Back and Forth: Sojourning as an organised family language management strategy. Presented at AILA 2021. Online.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2021, June). Exploring language learner (dis)engagement in tasks on WeChat for out-of-class informal learning. Presented at Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL). Online.
[Conference Oral Presentation]Authored by: Qi, Y.
Ashton, K., & Qi, GY. (2021, July). Understanding diversity in New Zealand secondary school language classrooms. Presented at NZALT 2021: Celebrating excellence in language teaching and learning. Wellington.
[Conference Oral Presentation]Authored by: Ashton, K., Qi, Y.
Ashton, K., & Qi, GY. (2021, July). Understanding diversity in secondary school language classrooms. Presented at 23rd The Australian Federation of Modern Language Teachers Associations (AFMLTA) International Languages Conference
[Conference Oral Presentation]Authored by: Ashton, K., Qi, Y.
Ashton, K., & Qi, GY. (2020, November). Understanding diversity in New Zealand secondary school language classrooms. Presented at Applied Linguistics Association of New Zealand (ALANZ) Symposium 2020. Dunedin.
[Conference Oral Presentation]Authored by: Ashton, K., Qi, Y.
Qi, GY. (2019, July). Interculturality and technology. Presented at the 2nd Pan-Pacific Technology Enhance Language Learning (PPTELL)
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2019, November). Engaging students with intercultural language learning in online spaces. Presented at the Fifth Biennial Colloquium of the Languages & Cultures Network of Australian Universities (LCNAU). The University of Western Australia, Perth.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2019, July). Qi, G. Y. (2019). Paper presentation, 10-12 July 2019, “flipped classrooms and scaffolding in the digital space” in the XXth Social CALL - Computer-Assisted Language Learning conference (CALL conference) held in Hong Kong.. Presented at the XXth Social CALL - Computer-Assisted Language Learning conference (CALL conference)
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2018, September). Adopting WeChat for out-of-class intercultural understanding: developing a handbook of intercultural learning and teaching activities. Presented at the Intercultural Language Teaching and Communication Cluster (ILTAC Cluster) Mini-conference. Melbourne.
[Conference Oral Presentation]Authored by: Qi, Y.
Qi, GY. (2018, December). Employing digital technologies to scaffold language learning in flipped classrooms. Presented at the 7th International Conference of Educational Innovation through Technology (EITT2018)
[Conference Oral Presentation]Authored by: Qi, Y.

Consultancy and Languages


  • January 2020 - present - Ministry of Education
    NCEA Subject Expert
  • Nov 2018 - present - Griffith University
    Adjunct Lecturer and Research Fellow
  • August 2017 - September 2018 - Department of Education and Training, Queensland
    As a Senior Curriculum Officer
  • Dec 2014 to Dec 2018 - Griffith University
    Research fellow, Teaching fellow

Teaching and Supervision

Teaching Statement

My student-centred teaching philosophy and belief in ako and whanaugatanga have thrived me to become an innovative, reflective, conscientious, and (inter)culturally responsive teacher, facilitator, designer and researcher. My teaching stems from my passion for improving interpersonal and intercultural communication through a holistic, humanistic oriented approach in a multilingual and multicultural society. I am a teacher-as-designer, facilitating and scaffolding students’ awareness and development of world views addressing interculturality, inclusivity, diversity, and equity through my research-informed professional practice. This process requires me to create an extremely safe environment in which students can openly disclose personal views without the fear of being judged. I see students as co-creators and co-designers of the curriculum, instruction and assessment, ultimately for them to take ownership of learning and develop their identity, and be what they want to be. I believe that teaching is an art needed ‘lifelong’ and ‘lifewide’ learning and constant reflection in, on and for action. I subscribe to this continuing and developmental process that reflect and (re)shape my personal and professional identity and agency formation and negotiation as a teacher, researcher and teacher educator.

Graduate Supervision Statement

My approach to supervision focuses on identifying, recruiting and collaborating with high-performing, motivated students who have shared topical interests and passion. As part of supervision, I aim to expose students to avenues for research, research-related and teaching activities they had not previously considered. I particularly value the doctoral programme in a collaborative and mentoring approach, which enables a self and professional development trajectory seeding independent and collaborative research for emerging scholars. I work closely with students to develop their research interests, skills and dispositions through the conduct of their own study and other research and academic training opportunities.

Applicants interested in the intersections of language, culture and technology in multilingual education are welcome to contact me, alongside research proposals, for master's and doctoral research supervision.

Dr Grace Yue Qi is available for Masters and Doctorial supervision.

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 1 0
Co-supervisor 5 2

Current Doctoral Supervision

Main Supervisor of:

  • Fangshu Wang - Doctor of Philosophy
    Miao Language, Culture and Identity Maintenance in Rural Families: Case Studies in Guizhou Province, China

Co-supervisor of:

  • Nailul Pamungkas - Doctor of Philosophy
    Exploring EFL Teacher Agency in the Implementation of Classroom-based Assessment in Junior Secondary Schools - A Study of Professional Development Opportunities in Indonesia
  • Tingyu Liu - Doctor of Philosophy
    How to effectively re-enact performance archives in the museum
  • ~ Yuliandri - Doctor of Philosophy
    Secondary school English Language teacher agency in the aftermath of COVID 19 Crises: a study from a West Sumatran region, Indonesia
  • Jingwen Gu - Doctor of Philosophy
    Exploring Primary School Teacher Perceptions and Practices Integrating Technology in a Chinese EFL Context
  • Liping Chen - Doctor of Philosophy
    How New Chinese Immigrant Families Adapt to New Zealand's Education System for Their Children

Completed Doctoral Supervision

Co-supervisor of:

  • 2023 - Huan Huang - Doctor of Philosophy
    The Dynamics of Willingness to Communicate in Synchronous Chinese Online Language Teaching and Learning
  • 2022 - Chujie Dai - Doctor of Philosophy
    Teacher Agency in Synchronous One-to-One Chinese Online Language Teaching

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