Prof. ZHOU Sihan

MPhil (University of Cambridge), PhD (University of Oxford)

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 formerly served as Tutor of Applied Linguistics at the University of Oxford, Lecturer at the CUHK English Language Teaching Unit, and TESOL Associate at the University of Edinburgh. She has taught in undergraduate and master's level English language education programs in both China and the United Kingdom, and has led professional development programs for language educators at the primary, secondary, and tertiary levels.
Awards and Recognition
  • Top 1% Highly Cited Paper by Clarivate (2026)
  • Young Researcher Award, CUHK (2024-25)
  • Swire Scholar, The Swire Charitable Trust (2021–Present)
  • Teaching Excellence Award, ELTU CUHK (2022)
  • St Antony’s College STAR Research Award, University of Oxford (2019)
Editorial and Professional Roles
  • Senior Associate Editor, TESOL Quarterly
  • 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)
  • Honorary Research Fellow, University of Oxford
  • Deputy Coordinator, BA (English Studies)–BEd (English Language Education) Program, CUHK
  • English Subject Expert, Hong Kong Jockey Club ‘AI for the Future’ Project
  • Co-Director, EMI-Language Policy Committee, Global English Education China Assembly
Research Areas
  • Self-regulated language learning
  • English medium instruction (EMI)
  • Language education with digital technologies

Google Scholar:https://scholar.google.com/citations?hl=en&user=duCsCeUAAAAJ
ResearchGate: https://www.researchgate.net/profile/Sihan-Zhou-2
Personal Website: https://sihanzhou-sz.github.io/sihan-zhou/index.html

*Interested doctoral applicants are advised to email both their CV and proposal related to Sihan’s research areas and focuses.
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. McKinley, J.*, & Zhou, S. (2026). From relevant to publishable in TESOL research: Contribution, access, and accountability. TESOL Quarterly, 60(3), 1021-1032. https://doi.org/10.1002/tesq.70212 [SSCI, Q1]
  2. Malmström, H.*, & Zhou, S. (2026). Language–subject teacher collaboration in English-medium higher education: Current practices and future possibilities. RELC Journal, 57(2), 491–499. https://doi.org/10.1177/00336882241313234 [SSCI, Q1]
  3. Dai, Y.*, Liu, S., Zhou, S., Lai, S., Liu, A., & Lim, C. P. (2026). Redefining and measuring student agency in AI-assisted learning: Development and validation of the agentic engagement with AI (AE-AI) scale. Computers & Education, 253, 105687. https://doi.org/10.1016/j.compedu.2026.105687 [SSCI, Q1]
  4. Zhou, S., Zheng, Y.*, Zhou, S., & Gan, H. (2026). Understanding multilingual student motivation through ideal self and international posture: A study of simultaneous language learning university programmes in China. Journal of Multilingual and Multicultural Development, 47(5), 2872-2887. https://doi.org/10.1080/01434632.2025.2493359 [SSCI, Q1]
  5. Dan, Q., Forbes, K., Bai, B.*, & Zhou, S. (2026). Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners. System, 141, 104093. https://doi.org/10.1016/j.system.2026.104093 [SSCI, Q1]
  6. Shi, H.*, Chai, C., Zhou, S., & Aubrey, S. (2026). Comparing the effects of ChatGPT and Automated Writing Evaluation on students’ writing and ideal L2 writing self. Computer Assisted Language Learning, 39(4), 1148-1175. https://doi.org/10.1080/09588221.2025.2454541 [SSCI, Q1]
  7. Rose, H.*, Sahan, K., Wei, M., Aizawa, I., Zhou, S., & Shepard, C. (2026). A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018). System, 136, 103892. https://doi.org/10.1016/j.system.2025.103892 [SSCI, Q1]
  8. Zhou, S.* (2025). Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate. Journal of English for Academic Purposes, 78, 101582. https://doi.org/10.1016/j.jeap.2025.101582 [SSCI, Q1]
  9. 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]
  10. 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]
  11. Xu, J., Zhou, S.*, Chen, C., Perrin, S., & Gan, H. (2025). Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education. International Journal of Applied Linguistics, 35(1), 325-343. https://doi.org/10.1111/ijal.12620 [SSCI, Q1]
  12. 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]
  13. 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]
  14. 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, IRAL, 63(1), 783-806. https://doi.org/10.1515/iral-2023-0106 [SSCI, Q2]
  15. Peng, Y., & Zhou, S.* (2025). Can emotion regulation pave the way to academic buoyancy? Evidence from Chinese university students in EMI programs. System, 135, 103856. https://doi.org/10.1016/j.system.2025.103856 [SSCI, Q1]
  16. 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, 1–18. https://doi.org/10.1080/17501229.2025.2501611 [SSCI, Q1]
  17. Zhang, Z., Zhou, S.*, & Bai, B. (2025). A systematic scoping review of self‐regulated learning with AI in language education. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.70030 [SSCI, Q2]
  18. Xu, J., Wang, Y.*, & Zhou, S. (2025). 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, 46(9), 2948-2964. https://doi.org/10.1080/01434632.2024.2317370 [SSCI, Q1]
  19. Zhou, S., Fung, D., & Thomas, N.* (2025). 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, 46(7), 1749-1764. https://doi.org/10.1080/01434632.2023.2248078 [SSCI, Q1]
  20. 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]
  21. 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]
  22. 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, Q1]
  23. 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
  24. 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]
  25. Thomas, N.*, Schneider, J., & Zhou, S. (2024). Qualitative research on language learning strategies and self-regulation. AILA Review, 37(2), 177-187. https://doi.org/10.1075/aila.00059.tho [SCOPUS]
  26. 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
  27. Zheng, Y., Gao, X*. (Andy), McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H. T. M., Nguyen, H. T. T., Starfield, S., Hoang, T., Melo-Pfeifer, S., & Lin, A. M. Y. (2024). Researching multilingually to rethink EMI policy and practices. Language Teaching, 57(1), 132-138. https://doi.org/10.1017/S0261444823000381 [SSCI, Q1]
  28. 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]
  29. 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]
  30. 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]
  31. 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]
  32. 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]
  33. 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 (pp. 35-46). Bloomsbury. https://doi.org/10.5040/9781350167889.ch-003
  34. 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]
  35. 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]
  36. 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]
  37. 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 Obtained as PI
  1. Balancing growth and well-being in EMI higher education: A dual processing investigation of AI-mediated self-regulated learning, General Research Fund (GRF), Research Grants Council, HKD $442,740 (PI), 2027–2028.
  2. Orchestrating listening in EMI university lectures: A multimodal perspective of students' strategic lecture comprehension, General Research Fund (GRF), Research Grants Council, HKD $489,740 (PI), 2026–2027.
  3. 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.
  4. Multidisciplinary English medium instruction (EMI) in Chinese universities: Negotiating tradition and modernity, UCL-CUHK Strategic Partner Funds, HKD $192,000 (Co-PI), 2025–2027.
  5. Academic listening across disciplines: Investigating students' strategic lecture comprehension in English-medium higher education, Direct Grant, CUHK, HKD $75,840 (PI), 2024–2025.
  6. 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.
  7. 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.
Book & Edited Journal Special Issue
  • Data Collection Research Methods in Applied Linguistics (in press), 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. https://www.jbe-platform.com/content/journals/15705595/37/2
Selected Conference Presentations and Invited Talks
Invited talks
  1. Zhou, S. & Zhang, Z. (May, 2026). From self- to co-regulated language learning with GenAI: A paradigm shift. Invited presentation at Hong Kong Second Language Acquisition Forum, Hong Kong.
  2. Zhang, Z. & Zhou, S. (May, 2026). Co-regulated learning with GenAI: English academic writing in EMI higher education. Invited presentation at the International Conference on English-medium Education, Hong Kong.
  3. Zhou, S. (April, 2026). Agentic engagement with GenAI: New perspectives in EMI higher education. Invited presentation at CUHK–UCL international symposium, Hong Kong.
  4. Zhou, S. (May, 2025). Students’ emotional landscape in English-medium higher education: Evidence from a longitudinal mixed-methods project in China. Invited talk at University of Oxford, Oxford, UK.
  5. Zhou, S. (May, 2025). Building an academic career with a consulting mindset: Pitfalls and strategies. Invited talk at University of Cambridge, Cambridge.
  6. Zhou, S. (May, 2025). Exploring the emotion-motivation nexus in English-medium instruction (EMI) higher education. Invited presentation at Hong Kong Second Language Acquisition Forum, Hong Kong.
  7. Zhou, S. (April, 2025). English-medium instruction (EMI) in Chinese higher education: Students’ emotional landscape and self-regulated learning. Invited talk at Beijing Normal University, Zhuhai, China.
  8. Zhou, S. (April, 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, Hong Kong.
  9. Zhou, S. (April, 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.
  10. Zhou, S. (April, 2024). Towards deeper learning in EMI lectures. Invited presentation at CLE-TCA Language Education Conference, Hong Kong.
  11. Zhou, S. (March, 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, Hong Kong.
  12. Zhou, S. (December, 2023). 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, Hong Kong.
  13. Zhou, S. (December, 2023). Scaffolding comprehension in EMI university lectures: Students’ listening difficulties and strategies. Invited presentation at Oxford-Hong Kong EMI Symposium, Hong Kong.
  14. Zhou, S. (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, China.
  15. Zhou, S. (May, 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, UK.
  16. Zhou, S. (May, 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, UK.
  17. Zhou, S. (December, 2021). Self-regulation and listening in the context of EMI higher education. Invited talk at Oxford EMI Symposium, Oxford, UK.

Conference presentations
  1. Gan, H., & Zhou, S. (May, 2026). Fostering self-regulated vocabulary learning via online learning communities: From technology acceptance to strategy use. Paper presented at the 24th AsiaTEFL International Conference. Xi’an, China.
  2. Gan, H., & Zhou, S. (October, 2025). Vocabulary learning through online learning communities: Exploring university students’ technology acceptance and self-regulated strategy use. Paper presented at the 11th International Symposium on Second Language Acquisition in China, Shanghai, China.
  3. Zhou, S. (2025, March). Exploring the emotion-motivation nexus in English-medium higher education. Paper presented at 59th RELC International Conference, Singapore.
  4. 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.
  5. Zhou, S. (2024, July). EMI and language policy in the Greater Bay Area. Paper presented at Global English Education China Assembly, Zhuhai, China.
  6. 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.
  7. 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.
  8. Zhou, S. (2023, July). Bilingualism in EMI university programs: Classroom practices and language support. Paper presented at Global English Education China Assembly, Macao SAR, China.
  9. 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 conference), USA.
  10. 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.
  11. 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.
Selected Services
External services
  • 2026–Present. Senior Associate Editor, TESOL Quarterly, Wiley.
  • 2023–Present. Editorial Board Member, System, Elsevier.
  • 2024–Present. External Grant Reviewer, Research Grants Council.
  • 2024–Present. Committee Member, Hong Kong Examinations and Assessment Authority.
  • 2024. External Reviewer for MA English Language Teaching Program at The Hang Seng University of Hong Kong.
  • 2024. Invited Book Reviewer, Cambridge University Press.
  • 2023. Adjudicator for Tung Wah Group of Hospitals ‘Good People, Good Deeds’ English Writing Competition.
  • 2021–Present. Invited Reviewer for 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.

Internal services
  • 2026–Present. Member, AI Ethics and Digital Literacy Committee, Chung Chi College.
  • 2023–Present. Member, Scholarships Committee, Chung Chi College.
  • 2025. Interview Panelist, Scholarships for Balanced Education, Chung Chi College.
  • 2025–Present. Member, Faculty Board of Education.
  • 2023–Present. Deputy Program Coordinator, BA (English Studies) and BEd (English Language Education).
  • 2023–Present. Member, BA (English Studies) and BEd (English Language Education) Program Committee & Advisory Committee.
  • 2023–Present. Admission Coordinator, BA (English Studies) and BEd (English Language Education).
  • 2023–Present. Admission Interview Panelist, MA (Teaching English to Speakers of Other Languages) Program.
  • 2022–Present. Admission Interview Panelist, PGDE Programme.
  • 2022–Present. Coordinator, Research Cluster Committee of Department of Curriculum and Instruction.
Event Organization & Knowledge Transfer
  • 2026. Chair of Organizing Committee, CUHK–UCL International Symposium: English-Medium Instruction in the era of GenAI—Negotiating tradition and modernity.
  • 2025. Co-Chair of Organizing Committee, Hong Kong Second Language Acquisition Research Forum.
  • 2024. Panel Chair of Special Topic Committee, Global English Education China Assembly (Panel on EMI and Language Policy in the Greater Bay Area).
  • 2023. Member of Organizing Committee, Oxford-Hong Kong EMI Symposium 2023: Fostering collaboration.
  • 2021. Member of Organizing Committee, Oxford EMI Symposium 2021: EMI in emerging contexts.
  • 2019. Member of Organizing Committee Oxford EMI Symposium 2019: Where does EMI take us?
  • 2023–2024. Instructor, Professional Development Workshops for school teachers from Guangdong Province, Centre for Language Education and Multiliteracies Research (CLEMR), CUHK, Hong Kong.


Updated in October 2026