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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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

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.”

Publications

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.

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.

Publications
  • 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.
Conferences
  • 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.

Research interests
  • Applied linguistics
  • Vocabulary learning
  • Language learning strategies
  • Metadiscourse
  • EMI
  • EAP
  • Academic discourse

Anuchaya (Anya) is a lecturer in an English Language Program at the Faculty of Liberal Arts, Mahidol University, Thailand.

She is currentl