Publications

A systematic review of English medium instruction in higher education: An update of Macaro et al. (2018)

Rose, H., Sahan, K., Wei, M., Aizawa, I., Zhou, S., & Shepard, C. (2026).

System, 136, 103892.

Q1IF 8.0

Empowering academic communication in EMI higher education: Understanding the role of social-emotional need satisfaction in motivation and willingness to communicate

Zhou, S. (2025).

Journal of English for Academic Purposes, 78, 101582.

Q1IF 3.7

Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study

Zhou, S., Xu, J., Rose, H., & McKinley, J. (2025).

Learning and Individual Differences, 119, 102628.

Q1IF 9.7

Can emotion regulation pave the way to academic buoyancy? Evidence from Chinese university students in EMI programs

Peng, Y., & Zhou, S. (2025).

System, 135, 103856.

Q1IF 8.0

Language–subject teacher collaboration in English-medium higher education: Current practices and future possibilities

Malmström, H., & Zhou, S. (2025).

RELC Journal.

Q1IF 7.2

Transitioning from secondary school to an English-medium transnational university in China: A longitudinal study of student self-efficacy and motivational beliefs

Zhou, S., Thompson, G., & Zhou, S. (2024).

International Journal of Bilingual Education and Bilingualism, 27(4), 487-500.

Q1IF 3.6

Exploring the interplay between enjoyment, anxiety, ideal self, and willingness to communicate in EMI higher education

Xu, J., Zhou, S., Chen, C., Perrin, S., & Gan, H. (2024).

International Journal of Applied Linguistics.

Q1IF 3.8

Using a longitudinal quantitative design to investigate student transition from secondary school to EMI higher education

Zhou, S. (2024).

In S. Curle & J. Pun (Eds.). Researching English medium instruction (pp. 227-239). Cambridge University Press.

L2 proficiency and affective factors as predictors of content knowledge attainment: A comparative study of learners from Japan and South Korea

Thompson, G., Kim, V., Zhou, S., & Aizawa, I. (2024).

In D. Lasagabaster, A. Fernández-Costales & F. de Lis González-Mujico (Eds.). The Affective Dimension in English-Medium Instruction in Higher Education (pp. 97-118). Multilingual Matters.

Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China

Zhou, S., & Thompson, G. (2023).

System, 113, 102998.

Q1IF 8.0

Researching EMI policy and practice multilingually: Reflections from China and Turkey

McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2023).

Language and Education, 38(1), 1-18.

Q1IF 3.1

The incentivisation of English medium instruction in Chinese universities: Policy misfires and misalignments

Xu, X., Rose, H., McKinley, J., & Zhou, S. (2023).

Applied Linguistics Review, 14(6), 1539-1561.

Q1IF 4.4

Defining English medium instruction: Striving for comparative equivalence

Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2023).

Language Teaching, 56(4), 539-550.

Q1IF 8.0

Researching multilingually to rethink EMI policy and practices

Zheng, Y., Gao, A., McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H., Nguyen, H., Starfield, S., Hoang, T., Melo-Pfeifer, S., & Lin, A. M. Y. (2023).

Language and Education, 38(1), 1-4.

Q1IF 3.1

English medium higher education in China: Challenges and ELT support

Zhou, S., McKinley, J., Rose, H., & Xu, X. (2022).

ELT Journal, 76(2), 261-271.

Q1IF 4.0

English medium instruction in mainland China: National trends, and institutional developments

Zhou, S., & Rose, H. (2022).

In J. McKinley & N. Galloway (Eds.). English-medium instruction practices in higher education: International perspectives (pp. 35-36). Bloomsbury.

Global English medium instruction: Perspectives at the crossroads of global Englishes and EMI

Rose, H., Sahan, K., & Zhou, S. (2022).

Asian Englishes, 24(2), 160-172.

Q1IF 1.8

Transnational universities and EMI in China: How admissions, language support and language use differ from EMI programs in Chinese universities

McKinley, J., Rose, H., & Zhou, S. (2021).

RELC Journal, 52(2), 236-252.

Q1IF 7.2

Investigating policy and implementation of English medium instruction in higher education institutions in China

Rose, H., McKinley, J., Xu, X., & Zhou, S. (2019).

London: British Council.

Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners

Dan, Q., Forbes, K., Bai, B., & Zhou, S. (2026).

System, 141, 104093.

Q1IF 8.0

A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education

Zhou, S., & Rose, H. (2025).

Applied Linguistics Review, 16(1), 509-535.

Q1IF 4.4

To survive or to thrive? Synthesising the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context

Zhou, S., & Thomas, N. (2025).

Language and Education, 39(1), 270-289.

Q1IF 3.1

Orchestrating listening in EMI university lectures: how English proficiency and motivation shape students’ use of metacognitive listening strategies

Zhou, S., Bai, B., & Hao, Y. (2025).

International Review of Applied Linguistics in Language Teaching, 63(1), 783-806.

Q1IF 2.7

Understanding multilingual student motivation through ideal self and international posture: A study of simultaneous language learning university programs in China

Zhou, S., Zheng, Y., Zhou, S., & Gan, H. (2025).

Journal of Multilingual and Multicultural Development.

Q1IF 3.7

Unravelling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs

Xu, J., & Zhou, S. (2024).

Language Teaching Research.

Q1IF 4.7

Measuring and profiling growth language mindsets, conscientiousness, and social emotional learning among university L2 learners: A variable- and person-centred perspective

Xu, J., Wang, Y., & Zhou, S. (2024).

Journal of Multilingual and Multicultural Development.

Q1IF 3.7

Qualitative research on language learning strategies and self-regulation

Thomas, N., Schneider, J., & Zhou, S. (2024).

AILA Review.

Q1IF 1.2

A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China

Zhou, S., & Thompson, G. (2023).

Studies in Second Language Learning and Teaching, 13(2), 427-450.

Q1IF 5.1

Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge

Zhou, S., Fung, D., & Thomas, N. (2023).

Journal of Multilingual and Multicultural Development.

Q1IF 3.7

Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China

Zhou, S., & Rose, H. (2021).

System, 103, 102644.

Q1IF 8.0

Redefining and measuring student agency in AI-assisted learning: Development and validation of the agentic engagement with AI (AE-AI) scale

Dai, Y., Liu, S., Zhou, S., Lai, S., Liu, A., & Lim, C. P. (2026).

Computers & Education, 105687.

Q1IF 13.2

A systematic scoping review of self-regulated learning with AI in language education

Zhang, Z., Zhou, S., & Bai, B. (2025).

International Journal of Applied Linguistics.

Q1IF 3.8

Enhancing L2 learners’ self-regulated speaking through digital oral dialogue journaling: An EFL classroom-based study

Zhou, S., Tso, W. S., & Aubrey, S. (2025).

RELC Journal.

Q1IF 7.2

Vocabulary learning through online learning communities: University students’ acceptance of technology and their self-regulated strategy use

Gan, H., Zhou, S., Thomas, N., & Zhang, D. (2025).

Innovation in Language Learning and Teaching.

Q1IF 5.5

Comparing the effects of ChatGPT and Automated Writing Evaluation on students’ writing and ideal L2 writing self

Shi, H., Chai, C., Zhou, S., & Aubrey, S. (2025).

Computer Assisted Language Learning.

Q1IF 8.7

L2 listening in a digital era: Developing and validating the mobile-assisted self-regulated listening strategy questionnaire (MSRLS-Q)

Zhou, S., Xu, J., & Thomas, N. (2024).

System, 123, 103310.

Q1IF 8.0