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 completed her DPhil in Education at the University of Oxford and an MPhil at the University of Cambridge. She formerly served as Tutor of 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 language teachers in primary, secondary, and tertiary level of education, and delivered training workshops both in China and the UK.
Research areas
  • Self-regulated language learning
  • English medium instruction (EMI)
  • Technology-assisted language learning

For an up-to-date research profile, see Google Scholar: https://scholar.google.com/citations?hl=en&user=duCsCeUAAAAJ or ResearchGate: https://www.researchgate.net/profile/Sihan-Zhou-2

*Interested doctoral applicants are advised to email both their CV and proposal related to Sihan’s research areas and focuses.
Other positions
  • Deputy Coordinator, BA (English Studies)–BEd (English Language Education) Program, CUHK
  • Honorary Research Fellow, University of Oxford
  • Co-Director, EMI-Language Policy Committee, Global English Education China Assembly
  • Swire Scholar, Swire Charitable Trust
  • English Subject Expert, Hong Kong Jockey Club ‘AI for the Future’ Project
  • Editorial Board Member, System
  • Guest Editor for Special Issue of AILA Review: Qualitative Research on Language Learning Strategies and Sources of Regulation, together with Nathan Thomas (University College London, IOE) and Jason Schneider (DePaul University)
  • Researcher, EMI Oxford Research Group
Courses taught
  • TESL 6503 Second Language Assessment
  • PEDU 6111 The English Language Curriculum
  • ENLT 6801 Language Testing and Assessment
  • ELED 4840 Language Assessment and Evaluation
  • ELTU 2013 English for Education Students
  • ELTU 1002 English Communication for University Studies
Publications
  1. Zhou, S., Xu, J., Rose, H., & McKinley, J*. (2025). Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study. Learning and Individual Differences, 119, 102628. https://doi.org/10.1016/j.lindif.2025.102628 [SSCI, Q1]
  2. Zhou, S.*, Tso, W. S., & Aubrey, S. (2025). Enhancing L2 learners’ self-regulated speaking through digital oral dialogue journaling: An EFL classroom-based study. RELC Journal. https://doi.org/10.1177/00336882251313704 [SSCI, Q1]
  3. Zhou, S.*, & Rose, H. (2025). A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education. Applied Linguistics Review, 16(1), 509–535. https://doi.org/10.1515/applirev-2023-0113 [SSCI, Q1]
  4. Zhou, S.*, & Thomas, N. (2025). To survive or to thrive? Synthesising the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context. Language and Education, 39(1), 270–289. https://doi.org/10.1080/09500782.2023.2260358 [SSCI, Q1]
  5. Zhou, S.*, Bai, B., & Hao, Y. (2025). Orchestrating listening in EMI university lectures: how English proficiency and motivation shape students’ use of metacognitive listening strategies. International Review of Applied Linguistics in Language Teaching, 63(1), 783–806. https://doi.org/10.1515/iral-2023-0106 [SSCI, Q2]
  6. Gan, H., Zhou, S.*, Thomas, N., & Zhang, D. (2025). Vocabulary learning through online learning communities: University students’ acceptance of technology and their self-regulated strategy use. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2501611 [SSCI, Q1]
  7. Malmström, H.*, & Zhou, S. (2025). Language–subject teacher collaboration in English-medium higher education: Current practices and future possibilities. RELC Journal. https://doi.org/10.1177/00336882241313234 [SSCI, Q1]
  8. Shi, H., Chai, C., Zhou, S., & Aubrey, S. (2025). Comparing the effects of ChatGPT and Automated Writing Evaluation on students’ writing and ideal L2 writing self. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2454541 [SSCI, Q1]
  9. Zhou, S., Zheng, Y.*, Zhou, S., & Gan, H. (2025). Understanding multilingual student motivation through ideal self and international posture: A study of simultaneous language learning university programs in China. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2493359 [SSCI, Q1]
  10. 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]
  11. 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]
  12. 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. https://doi.org/10.1017/9781009425407.018
  13. Xu, J., & Zhou, S.* (2024). Unravelling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs. Language Teaching Research. https://doi.org/10.1177/13621688241304875 [SSCI, Q1]
  14. 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, Q1]
  15. 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-centred perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2317370 [SSCI, Q1]
  16. Thomas, N.*, Schneider, J., & Zhou, S. (2024). Qualitative research on language learning strategies and self-regulation. AILA Review. https://doi.org/10.1075/aila.00059.tho [SCOPUS]
  17. 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 (pp. 97-118). Multilingual Matters. https://doi.org/10.21832/9781800417663-007
  18. 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]
  19. 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]
  20. 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 Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2248078 [SSCI, Q1]
  21. McKinley, J.*, Sahan, K., Zhou, S., & Rose, H. (2023). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, 38(1), 1–18. https://doi.org/10.1080/09500782.2023.2246954 [SSCI, Q1]
  22. 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]
  23. 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]
  24. 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, M.Y.A. (2023). Researching multilingually to rethink EMI policy and practices. Language and Education, 38(1), 1–4. https://doi.org/10.1080/09500782.2023.2283639 [SSCI, Q1]
  25. Zhou, S., McKinley, J.*, Rose, H., & Xu, X. (2022). English medium higher education in China: Challenges and ELT support. ELT Journal, 76(2), 261–271. https://doi.org/10.1093/elt/ccab082 [SSCI, Q1]
  26. 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. https://doi.org/10.5040/9781350167889.ch-003
  27. 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]
  28. 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]
  29. 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]
  30. 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
*means corresponding author, underlined means supervisee or research assistant
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), 2023–2025.
  • 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), 2023–2025.
  • Listening difficulties and self-regulated listening strategies of students at an English-medium transnational university in China, Swire Doctoral Scholarship, 2018–2021.
  • Investigating policy and implementation of English medium instruction in higher education institutions in China, British Council, GBP £25,000 (Researcher), 2019.
  • Digital and game-based learning for a story-based English learning curriculum, Innovate UK Knowledge Transfer Partnership, GBP £133,000 (Researcher), 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
  • Students’ emotional landscape in English-medium higher education: Evidence from a longitudinal mixed-methods project in China. Invited talk at University of Oxford, Oxford, the UK, 30/05/2025.
  • Building an academic career with a consulting mindset: Pitfalls and strategies. Invited talk at University of Cambridge, Cambridge, the UK, 28/05/2025.
  • Exploring the emotion-motivation nexus in English-medium instruction (EMI) higher education. Invited presentation at Hong Kong Second Language Acquisition Forum (HK-SLARF), Hong Kong, 11/05/2025.
  • English-medium instruction (EMI) in Chinese higher education: Students’ emotional landscape and self-regulated learning. Invited talk at Beijing Normal University, Zhuhai, China, 11/04/2025.
  • EMI and language policy in the Greater Bay Area. Invited presentation at Global English Education China Assembly, Zhuhai, 27/07/2024.
  • English-medium higher education in China: Students’ academic challenges and ELT support. Invited presentation at English Medium Education Symposium, City University of Hong Kong, 26/04/2024.
  • Understanding students’ lecture listening difficulties and strategies in EMI higher education. Invited guest lecture at Hong Kong University of Science and Technology, Hong Kong, 16/04/2024.
  • Towards deeper learning in EMI lectures. Invited presentation at CLE-TCA Language Education Conference, Hong Kong, 13/04/2024.
  • Listening in a digital era: Developing and validating a questionnaire for mobile-assisted self-regulated listening strategies. Invited presentation at Hong Kong Second Language Acquisition Research Forum (HK-SLARF), Hong Kong, 09/03/2024.
  • Listen hard and listen smart: Understanding students’ lecture listening difficulties and strategies in EMI higher education. Invited talk at Hong Kong Association for Applied Linguistics (HAAL), Hong Kong, 13/12/2023.
  • Scaffolding comprehension in EMI university lectures: Students’ listening difficulties and strategies. Invited presentation at Oxford-Hong Kong EMI Symposium, Hong Kong, 06/12/2023.
  • Bilingualism in EMI university programs: Classroom practices and language support. Invited presentation at Global English Education China Assembly, Macao, 28/07/2023.
  • Up for discussion: Lecture listening challenges and self-regulated strategies across different proficiency levels in EMI higher education contexts. Invited talk at London TESOL Research Forum (LTRF), University College London, London, 17/05/2023.
  • Cracking the code: Lecture listening challenges and self-regulated strategies across different proficiency levels in EMI higher education. Invited talk at Oxford Applied Linguistics Seminar, Oxford, 16/05/2023.
  • Self-regulation and listening in the context of EMI higher education. Invited talk at Oxford EMI Symposium, Oxford, 09/12/2021.

Selected conference presentations
  • Exploring the emotion-motivation nexus in English-medium higher education. Paper presented at 59th RELC International Conference, Singapore, March 2025.
  • 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, August 2024.
  • Listening in a digital era: Developing and validating a questionnaire for mobile-assisted self-regulated listening strategies. Paper presented at AAAL Annual Conference, Houston, USA, March 2024.
  • 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, July 2023.
  • Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper presented at AAAL Annual Conference (online), USA, March 2020.
  • 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, November 2018.
  • Teachers’ perspectives on digital game-mediated language education. Paper presented at the 9th International Conference on Education and New Learning Technologies, Barcelona, Spain, July 2017.
Professional Community Services
Reviewer for grants and international journals
Sihan has acted as a reviewer for RGC grant submissions, and for a number of SSCI-indexed international journals such as System, Applied Linguistics, TESOL Quarterly, The Modern Language Journal, Studies in Second Language Learning and Teaching, Journal of English for Academic Purposes, 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, Higher Education, etc.

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.