Prof. ZHOU Sihan

Assistant Professor
Prof. ZHOU Sihan

Prof. ZHOU Sihan

Assistant Professor

HTB Rm. 310
3943 3748


Introduction
Sihan Zhou is an Assistant Professor of Curriculum and Instruction at the Chinese University of Hong Kong (CUHK). She is currently the Deputy Program Coordinator for the Bachelor of Arts (English Studies) and Bachelor of Education (English Language Education) Double Degree Program. She completed her DPhil in Education at the University of Oxford (fully funded Swire Scholar) and an MPhil (with Distinction) at the University of Cambridge. She formerly served as Adjunct Lecturer in Applied Linguistics (University of Oxford), Lecturer at English Language Teaching Unit (CUHK), and Associate in TESOL (University of Edinburgh). As a teacher educator, Sihan has taught pre- and in-service teachers from primary, secondary, and tertiary institutions worldwide, and delivered training workshops both in China and the UK. She is a key member of the English Medium Instruction (EMI) Oxford Research Group.

Google Scholar: https://scholar.google.com/citations?hl=en&user=duCsCeUAAAAJ
ResearchGate: https://www.researchgate.net/profile/Sihan-Zhou-2
Research areas
  • English medium instruction (EMI)
  • Self-regulated language learning
  • L2 listening
  • Technology-assisted language learning
Courses taught
  • TESL 6503 Second Language Assessment
  • PEDU 6111 The English Language Curriculum
  • ENLT 6801 Language Testing and Assessment
  • ELED 4850 Studying Second Language Learners and Classrooms
  • ELED 4840 Language Assessment and Evaluation
  • ELTU 2013 English for Education Students
Publications
  1. Zhou, S.*, Xu, J., & Thomas, N. (2024). L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q). System, 123, 103310. https://doi.org/10.1016/j.system.2024.103310 [SSCI; Q1]
  2. Zhou, S.*, & Rose, H. (2024). A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-0113 [SSCI; Q1]
  3. Zhou, S., Thompson, G., & Zhou, S. (2024). Transitioning from secondary school to an English-medium transnational university in China: A longitudinal study of student self-efficacy and motivational beliefs. International Journal of Bilingual Education and Bilingualism, 27(4), 487-500. https://doi.org/10.1080/13670050.2023.2213376 [SSCI; Q1]
  4. Zhou, S.(2024). Using a longitudinal quantitative design to investigate student transition from secondary school to EMI higher education. In S. Curle & J. Pun (Eds). Researching English medium instruction (pp. 227-239). Cambridge University Press.
  5. Xu, J., Zhou, S.*, Chen, Chen., Perrin, S., & Gan, H. (2024). Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12620 [SSCI; Q2]
  6. Xu, J., Wang, Y., & Zhou, S. (2024). Measuring and profiling growth language mindsets, conscientiousness, and social emotional learning among university L2 learners: A variable- and person-centered perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2317370 [SSCI; Q1]
  7. Thompson, G., Kim, V., Zhou, S., & Aizawa, I. (2024). L2 proficiency and affective factors as predictors of content knowledge attainment: A comparative study of learners from Japan and South Korea. In D. Lasagabaster, A. Fernández-Costales & F. de Lis González-Mujico (Eds.). The Affective Dimension in English-Medium Instruction in Higher Education (Chapter 5). Multilingual Matters.
  8. McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2024). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, 38(1), 5-22. https://doi.org/10.1080/09500782.2023.2246954 [SSCI; Q2]
  9. Zhou, S.*, & Thompson, G. (2023). Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China. System, 113, 102998. https://doi.org/10.1016/j.system.2023.102998 [SSCI; Q1]
  10. Zhou, S.*, & Thompson, G. (2023). A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China. Studies in Second Language Learning and Teaching, 13(2), 427-450. https://doi.org/10.14746/ssllt.38281 [SSCI; Q1]
  11. Zhou, S.*, Bai, B. & Hao, Y. (2023). Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0106 [SSCI; Q2]
  12. Zhou, S., & Thomas, N. (2023). To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context. Language and Education. https://doi.org/10.1080/09500782.2023.2260358 [SSCI; Q2]
  13. Zhou, S., Fung, D., & Thomas, N. (2023). Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge. Journal of Multicultural and Multilingual Development. https://doi.org/10.1080/01434632.2023.2248078 [SSCI; Q1]
  14. Xu, X., Rose, H., McKinley, J., & Zhou, S.* (2023). The incentivisation of English medium instruction in Chinese universities: Policy misfires and misalignments. Applied Linguistics Review, 14(6), 1539-1561. https://doi.org/10.1515/applirev-2021-0181 [SSCI; Q1]
  15. Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2023). Defining English medium instruction: Striving for comparative equivalence. Language Teaching, 56(4), 539-550. https://doi.org/10.1017/s0261444821000483 [SSCI; Q1]
  16. Zheng, Y., Gao, A., McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H., Nguyen, H., Starfield, S., Hoang, T., Melo-Pfeifer S., Lin., MY. A. (2023). Researching multilingually to rethink EMI policy and practices. Language Teaching, 57(1), 132-138. https://doi.org/10.1017/s0261444823000381 [SSCI, Q1]
  17. Zhou, S.*, & Rose, H. (2022). English medium instruction in mainland China: National trends, and institutional developments. In J. McKinley & N. Galloway (Eds). English-medium instruction practices in higher education: International perspectives (pp.35-36). Bloomsbury. doi: 10.5040/9781350167889.ch-003.
  18. Rose, H., Sahan, K., & Zhou, S. (2022). Global English medium instruction: Perspectives at the crossroads of global Englishes and EMI. Asian Englishes, 24(2), 160-172. https://doi.org/10.1080/13488678.2022.2056794 [Scopus]
  19. Zhou, S.*, & Rose, H. (2021). Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China. System, 103, 102644. https://doi.org/10.1016/j.system.2021.102644 [SSCI; Q1]
  20. Zhou, S., McKinley, J., Rose, H., & Xu, X. (2021). English medium higher education in China: Challenges and ELT support. ELT Journal, 76(2), 267-271. https://doi.org/10.1093/elt/ccab082 [SSCI; Q1]
  21. McKinley, J., Rose, H., & Zhou, S.* (2021). Transnational universities and EMI in China: How admissions, language support and language use differ from EMI programs in Chinese universities. RELC Journal, 52(2), 236-252. https://doi.org/10.1177/00336882211020032 [SSCI; Q1]
  22. Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. London: British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/Investigating_EMI_in_HEIs_China.pdf
*corresponding author.
Grants and funding
  • Towards strategic listening in EMI university lectures: A longitudinal cross-disciplinary investigation of students' self-regulated listening, Early Career Scheme (ECS), Research Grants Council, HKD $617,680 (PI), 2025-2027.
  • Academic listening across disciplines: Investigating students' strategic lecture comprehension in English-medium higher education, Direct Grant, CUHK, HKD $75,840 (PI), 2024 – 2025.
  • Re-learning to listen and re-learning to learn: A longitudinal study of student motivation and self-regulated listening during transition to an English-medium university in China, Direct Grant, CUHK, HKD $75,000 (PI), 2022 – 2024.
  • Promoting student strategic self-regulated listening in English-medium university classes through innovating PowerPoint design with multimedia learning principles, PDTL Grant, CUHK, HKD $45,500 (PI), 2022 – 2023.
  • Listening difficulties and self-regulated listening strategies of students at an English-medium transnational university in China, Swire Charitable Trust, GBP £120,000 (PI), 2018 – 2021.
  • Investigating policy and implementation of English medium instruction in higher education institutions in China, British Council, GBP £25,000 (Co-I), 2019.
  • Digital and game-based learning for a story-based English learning curriculum, UK Research and Innovation Knowledge Transfer Partnership, GBP £133,000 (Collaborator), 2016 – 2018.
Book & Edited Journal Special Issue
  • Data Collection Research Methods in Applied Linguistics (under contract), with Prof Heath Rose (University of Oxford) & Prof Jim McKinley (UCL). Bloomsbury Academic.
  • Guest Editor (Special Issue), with Nathan Thomas (UCL) & Jason Schneider (DePaul University). Qualitative Research on Language Learning Strategies and Sources of Regulation. AILA Review.
Invited talks and Conference presentations
Invited talks
  • July, 2024. EMI and Language Policy in the Greater Bay Area (Panel Convener). Global English Education China Assembly, Zhuhai.
  • April, 2024. Towards deeper learning in EMI lectures. Hong Kong University of Science and Technology.
  • April, 2024. English-medium higher education in China: Students’ academic challenges and ELT support. City University of Hong Kong.
  • March, 2024. Listening in a digital era: Developing and validating a questionnaire for mobile-assisted self-regulated listening strategies. Hong Kong Second Language Acquisition Research Forum (SLARF), Hong Kong.
  • December, 2023. Scaffolding comprehension in EMI university lectures: students’ listening difficulties and strategies. Oxford-Hong Kong EMI Symposium, Hong Kong.
  • December, 2023. Listen hard and listen smart: Understanding students’ lecture listening difficulties and strategies in EMI higher education. Hong Kong Association for Applied Linguistics (HAAL), Hong Kong.
  • July, 2023. Bilingualism in EMI university programs: Classroom practices and language support. Global English Education China Assembly, Macao.
  • June, 2023. Re-learning to listen and re-learning to learn: Students’ self-regulated listening during transition into an EMI transnational university. Keynote at Xi’an Jiaotong Liverpool University ‘Flying solo: Fostering learner autonomy’ symposium, Suzhou.
  • May, 2023. Up for discussion: Lecture listening challenges and self-regulated strategies across different proficiency levels in EMI higher education contexts. London TESOL Research Forum (LTRF), London.
  • May, 2023. Cracking the code: Lecture listening challenges and self-regulated strategies across different proficiency levels in EMI higher education. Oxford Applied Linguistics Seminar, Oxford.
  • December, 2021. Self-regulation and listening in the context of EMI higher education. Oxford EMI Symposium, Oxford.

Selected conference presentations
  • Zhou, S. (2024, August). Transitioning into English-medium higher education: A longitudinal study on students’ self-regulated strategy use for lecture listening. Paper presented at AILA World Congress, Kuala Lumpur, Malaysia.
  • Zhou, S., Xu, J., & Thomas, N. (2024, March). Listening in a digital era: Developing and validating a questionnaire for mobile-assisted self-regulated listening strategies. Paper presented at American Association for Applied Linguistics Annual Conference (AAAL), Houston, USA.
  • Zhou, S. (2023, July). Learning behind the scenes: A longitudinal qualitative study of students’ self-regulated listening during transition to an English-medium transnational university in China. Paper presented at AILA World Congress, Lyon, France.
  • Zhou, S. (2020, March). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper presented at American Association for Applied Linguistics Annual Conference (AAAL virtual), USA.
  • Zhou, S., Galloway, N., & Rennie, R. (2018, November). Chinese primary school English teachers’ attitudes towards digital game-based learning. Paper presented at the 11th International Conference of Innovation in Language Learning, Florence, Italy.
  • Zhou, S., Rennie. R., & Galloway, N. (2017, July). Teachers’ perspectives on digital game-mediated language education. Paper presented at the 9th International Conference on Education and New Learning Technologies, Barcelona, Spain.
Professional Community Services
Roles of responsibilities
  • Editorial Board Member, System
  • Special Issue Co-Editor, AILA Review
  • Co-Director, English Medium Instruction & Language Policy Committee, Global English Education China Assembly
  • Researcher, EMI Oxford Group

Invited peer reviewer
Sihan has acted as a regular reviewer for submissions to the following SSCI-indexed international journals:
  • System
  • Higher Education
  • Studies in Second Language Learning and Teaching
  • International Journal of Bilingual Education and Bilingualism
  • Journal of Multicultural and Multilingual Development
  • RELC Journal
  • Language, Culture and Curriculum
  • Language & Education
  • Current Issues in Language Planning
  • International Review of Applied Linguistics in Language Teaching
  • The Asia-Pacific Education Researcher
  • European Journal of Education

Knowledge Transfer Activities
In the past five years, Sihan has engaged in Knowledge Transfer activities to train school language teachers, develop language-related e-learning products, and coordinate symposiums and events to promote effective practices in language education. These activities include:
  • July, 2023, 2024. Professional Development Workshop for 40 school teachers from Guangdong Province on the topic of ‘Task-based assessment in language learning’, Centre for Language Education and Multiliteracies Research (CLEMR), CUHK, Hong Kong.
  • July, 2023. Professional Development Workshop for 40 school teachers from Guangdong Province on the topic of ‘ Assessment as learning in English learning classrooms’, Centre for Language Education and Multiliteracies Research (CLEMR), CUHK, Hong Kong.
  • June, 2023. Adjudicator for ‘Good People Good Deeds: English Writing Competition 2022-23’ hosted by Tung Wah Group of Hospitals, Hong Kong.
  • June – December, 2023. Organizing committee member for Hong Kong-Oxford Joint 5th EMI Symposium 2023, University of Oxford & University of Hong Kong, Hong Kong.
  • June – December, 2021. Organizing committee member for Oxford 4th EMI Symposium, University of Oxford, Oxford, UK.
  • June – December, 2019. Organizing committee member for Oxford 3th EMI Symposium, University of Oxford, Oxford, UK.
  • Sept 2016 – May 2018. Knowledge Transfer Partnership (KTP) Associate for developing a digital and game-based English learning curriculum, University of Edinburgh, UK.
  • Sept 2016 – May 2018. Education Lead for WordPlay Media Ltd., Newcastle, UK.
  • May 2017 – May 2018. Teacher trainer for Xubo Education Technology Ltd., Hangzhou, China.