Sihan is a DPhil candidate fully funded by the Swire Scholarship at Department of Education, where she investigates self-regulated listening of students in an EMI transnational university in China.
Before her DPhil, Sihan worked as KTP (Knowledge Transfer Partnership) Associate at University of Edinburgh. Sihan was Educational Lead of the ’Tornado English’ project – a digital English platform for Chinese young learners, using bilingual animation and digital games for teaching. Sihan has also been awarded a Distinction by the University of Cambridge on an MPhil in Research in Second Language Education in 2016.
- Zhou, S. & Rose, H. (Forthcoming). 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. Bloomsbury.
- Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
- Rose, H., McKinley, J., Zhou, S. & Xu, X. (2019). English-medium instruction (EMI) policy implementation in universities in China. In S. Bullock. (Ed.). 2019 International Symposium on EMI for Higher Education in the New Era: Selected Proceedings (pp. 54-59). London: British Council.
- Zhou, S. (2014). The effects of dramatisation on English literature comprehension. Journal of Overseas English, 17, 235-236.
- Zhou, S. (2020). Learning to swim: Year one students’ self-regulated listening in an English-medium transnational university in China. Paper accepted at AAAL Annual Conference 2020.
- Zhou, S. & Perrin, S. (2020). To sink or to swim: Self-regulated listening in English-medium-instruction (EMI) universities in China. Paper accepted at AILA World Congress, Groningen.
- Zhou, S., Li., C., Galloway, N., & Rennie, R. (2018). Attitudes towards Digital Game-Based Learning of Chinese Primary School English Teachers. Paper presented at the International Conference of Innovation in Language Learning, Florence.
- Zhou, S., Rennie. R., & Galloway, N. (2017). Digital game-mediated second language education: Viewing from teachers’ perspectives. Paper presented at International Conference on Education and New Learning Technologies, Barcelona.
Prior to her doctoral study, she has obtained a BA in English Language and Literature and BEc in Economics from Tsinghua University, China.
Afterwards, she has studied MPhil in Education on Research in Second Language Education in University of Cambridge. During her undergraduate and master’s study, she has researched various topics in applied linguistics, including motivation of study abroad, medical discourse use, perceptions of EFL courses and language proficiency, children’s early development in recognizing orthographical form of letters in L1, and teacher talk in EMI classes.
Because of the increasing number of EMI courses in universities in China and her learning experiences of taking EMI courses on several different subjects, Minhui has developed her research interest on this research context since her master’s study. Her master’s project was about the metadiscourse use in teacher talk in EMI classes in China’s universities. She is now trying to explore Chinese EMI students’ vocabulary learning in her doctoral research project. She wants to learn whether EMI classes can lead to vocabulary gain, whether students’ strategy using patterns change over time and whether there are any disciplinary differences in terms of the patterns of strategy use.
- Applied linguistics
- Vocabulary learning
- Language learning strategies
- Academic discourse
Natsuno is a DPhil candidate in Education. She is at the last stage of completing her thesis. She has taught Japanese and English in universities in the U.S. and Japan for four years. In the U.S., she was in charge of teaching oral skills to Japanese language learners at all levels. In Japan, she taught university English courses: intermediate and advanced English and the Test of English for International Communication (TOEIC) preparation.
She studied her MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford, where she conducted her research on teachers’ and students’ beliefs and perceptions about teaching and learning English in Japanese higher education. Her findings were published in The Journal of Asia TEFL. Prior to coming to Oxford, she earned a master’s degree in Teachers of English to Speakers of Other Languages (TESOL) in the U.S. and completed several Japanese language pedagogy courses in the U.S. and Japan to become a qualified English and Japanese teacher. She also conducted research on writing strategies of Japanese as a foreign language.
Her doctoral research focuses on Japanese students’ attitudes towards English as an international language. She is also interested in teachers’ and teacher educators’ attitudes towards English as an international language and Japanese as a second/foreign language. She was a research assistant for a project that investigated attainment gaps amongst Oxford undergraduates in highly mathematical subjects. For this she conducted a quantitative analysis on the collected data. She is currently a teaching assistant for ALSLA SPSS Statistics Lab.
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (in press). Global TESOL for the 21st century teaching English in a changing world. Clevedon, UK: Multilingual Matters.
Funada, N. (in press). Revisiting grammar translation: students’ beliefs about current classroom practices at Japanese universities. The Journal of AsiaTEFL, 17(1).
Anuchaya (Anya) is a lecturer in an English Language Program at the Faculty of Liberal Arts, Mahidol University, Thailand.
She is currently reading a DPhil in Education at the Department of Education, University of Oxford and is working on a doctoral thesis entitled “Investigating EFL Teachers’ Cognition and Incorporation of Global Englishes into their Pedagogical Practices.”
Rose, H., & Montakantiwong, A. (2018). A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as An International Language. RELC Journal, 49(1), 88-101.