Li-Ching has over 20 years of experience teaching Chinese and English as a second or additional language across various educational settings in Taiwan and Australia. In addition to her teaching expertise, she conducted small-scale research on second language acquisition and the role of translation in language teaching while serving as a Chinese language lecturer in the International Chinese Language Program at National Taiwan University from 2009 to 2018.
With advances in human language technology (HLT), Li-Ching has been concerned about its role in language learning, particularly in relation to machine translation - one of the applications of HLT. How learners use machine translation may have significant implications for language acquisition and academic integrity. Motivated by these considerations, she began her PhD at the University of South Australia (UniSA) in 2019. Her doctoral research explored the potential of machine translation and post-editing of machine-generated texts to advance students’ learning of Chinese and English languages in higher education.
Li-Ching was nominated for the 2025 UniSA Ian Davey Thesis Prize: one of 7 nominees from across UniSA academic units. Her thesis has been recognised for its outstanding research and scholarly contribution, and recorded as an exemplar PhD on the university's Research Outputs Repository. She was also nominated for the 2025 AARE Ray Debus Award for Doctoral Reseach in Eudcation.  
She is now a lecturer in Languages Education with UniSA Education Futures, teaching courses in relation to multilingual education, language curriculum, and pedagogy. Li-Ching is also a member of Centre for Research in Educational and Social Inclusion (CRESI). Her research interests include translation technology in language education, AI-assisted language learning, second language acquisition, multilingualism, and English medium instruction (EMI). She is particularly interested in exploring human and machine interaction/collaboration in language learning, examining how AI tools can be effectively and ethically leveraged to support both monolingual and multilingual learners.