Dr Zuocheng Zhang
Senior Lecturer, English, Literacies and Language Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 3362
Zuocheng Zhang is a member of the English, Literacies and Languages Education team (ELLE) within the School of Education and the Languages, Literacies and Literature Research network.
BA(XISU), MA(NPU), PhD(USyD)
EDEE300/500 Literacies and Numeracies in Context
EDLA503 Language, Society and Culture
EDUC303 Teaching for Cultural Diversity
EDLA487/488 & EDLI502/504 TESOL I/II
EDLA523 Second Language Acquisition: Research into Practice
I am interested in English for Specific Purposes (in particular Business English) course design and evaluation, language, discourse and identity, multimodality, and international education. My current research focuses on disciplinary literacies, multimodal construction of diversity and inclusivity, and sustainable engagement of international students at Australian universities.
Current funded projects
Multimodal construction of diversity and inclusivity for international education: A critical study of Australian university websites targeting international students, School of Education Wider Pool Funding, University of New England, 2017
Study-abroad experiences of international students: Towards a research framework, School of Education Internal Research Grant, University of New England, 2015
Team: Zhang, Z. C., Feez, S., Kigotho, M., Benthien, G., Goldie Sun
Use of interactive media in English Language Teaching at a distance: Impact on pedagogy, practice and outcomes, Deputy Vice Chancellor Strategic Funds, University of New England, 2013
Team: Blass, E., Chan, E., Feez, S., Clary, D., Zhang, Z. C., Morgan, A.-M., & Hathaway, T.
Research Supervision Experience
English for Specific Purposes
Language, discourse and identity
Second language acquisition
Current HDR students
Jennifer Kompara, Doctor of Philosophy thesis titled “The attainment of subject literacy in secondary school Legal Studies: Functional linguistic and LCT perspectives”, Supervisors: Zuocheng Zhang, Helen Harper.
Iromi Weerakoon, Doctor of Philosophy thesis titled “A study on language anxiety: Towards creating a customized low anxiety classroom model for English as a Second Language (ESL) classrooms in public universities of Sri Lanka”, Supervisors: Zuocheng Zhang, Vegnes Maniam.
Adam Crosby, Doctor of Education thesis titled “Japanese university students’ unwillingness to speak English in class: Insights through imagined communities, investment, and identity”, Supervisors: Zuocheng Zhang, Keita Takayama.
Ingrid Wijeyewardene, Doctor of Philosophy thesis titled “Rhetorical and represented agency in Thai political science texts on the 2006 coup d'état", Supervisors: Zuocheng Zhang, Mary Macken-Horarik.
Gaby Benthien, Doctor of Education thesis titled “Study abroad, L2 motivation and English language acquisition: A longitudinal study of the experience of Japanese university students studying English abroad and at home”, Supervisors: Susan Feez, Zuocheng Zhang, Ruth Nicholls.
Wai Sa Ip, Doctor of Education thesis titled “University students’ beliefs about English learning and their use of learning strategies: A mixed-method study in Macao”, Supervisors: Susan Feez, Zuocheng Zhang, Thu Ngo.
Zhang, Z., Tan, S., Wignell, P., & O’Halloran, K. L. (2020). Addressing international students on Australian and Chinese university webpages: A comparative study. Discourse, Context & Media, 36, 1-13. DOI: https://doi.org/10.1016/j.dcm.2020.100403.
Zhang, Z. C., & Tu, W. (2019). Representation of international students on Australian university websites: A critical multimodal discourse analysis. Ibérica: Journal of the European Association of Languages for Specific Purposes, 37, 221-244.
Zhang, Z. C., & Sun, Y. (2018). Teaching business vocabulary. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Oxford: Wiley-Blackwell.
Zhang, Z. C. (2018). Programme for Business English majors. In L. Woodrow, Introducing course design in English for Specific Purposes (pp. 244-249). London: Rouledge.
Zhang, Z. C., & Liu, H. (2018). Expanding the horizon of teaching in and of English. Review of Ruth Breeze and Carmen Sancho Guinda (Eds.). Essential competencies for English- medium university teaching (2017), London/New York: Springer. 307 pp., ISBN 978-3-319-40954-2 (HBK). ESP Today, 6(1), 125-129.
Feez, S., & Zhang, Z. C. (2018). Learning genres. In A. Burns, & J. Richards (Eds.), The Cambridge guide to learning English as a second language (pp. 233-241). Cambridge: Cambridge University Press.
Zhang, Z. C. (2017). Learning Business English in China: The construction of professional identity. London: Palgrave Macmillan.
Zhang, Z. C., & Chan, E. (2017). Editorial: Current research and practice in teaching disciplinary literacies. ESP Today, 5(2), 132-147.
Zhang, Z. C., & Chan, E. (2017). Current research and practice in teaching disciplinary literacies (guest-edited special issue of ESP Today journal).
Chan, E., & Zhang, Z. C. (2017). Teaching reading through multimodal texts. In H. P. Widodo, A. Wood, & D. Gupta (Eds.), Asian English language classrooms: Where theory and practice meet (pp. 49-70). London: Routledge.
Zhang, Z. C. (2016). “Somewhere in the middle is the optimal balance”: A subject specialist negotiating business and language in teaching business writing. ESP Today, 4(2), 145-164.
Zhang, Z. C. (2015). The new and the familiar in digital business discourse. Erika Darics (Ed.), Digital business discourse. London: Palgrave Macmillan, 2015. ESP Today, 3(2), 247-251.
Zhang, Z. C., & Guo, Y. Y. (2015). Linguistic choices in the Chinese workplace: A language ecology perspective. In L. Tsung, & W. Wang (Eds.), Contemporary Chinese discourse and social practice in China (pp. 163-184). Amsterdam: John Benjamins.
Zhang, Z. C. (2015). Disagreements in plenary addresses as multimodal action. In B.C. Camiciottoli, & I. Fortanet-Gómez (Eds.), Multimodal analysis in academic settings: From research to teaching (pp. 17-38). London: Routledge.
Zhang, Z. C. (2015). Unpacking professional identities for Business English students. In D. Djenar, A. Mahboob, & K. Cruickshank (Eds.), Language and identity across modes of communication (pp. 291-311). Boston, MA: Walter de Gruyter.
Zhang, Z. C., & Tobias, S. (November 10, 2015). The rise of China: A threat or opportunity for Australian universities? The Conversations (https://theconversation.com/the-rise-of-china-a-threat-or-opportunity-for-australian-universities-49145)
Zhang, Z. C., & Li, Y. X. (2014). Sarah Benesch, Considering emotions in critical English language teaching: Theories and praxis. London: Routledge, 2012. Australian Review of Applied Linguistics, 37 (1), 69-71.
Zhang, Z. C., Xing, J. Y., Wang, Y., Zhu, M. H., Sun, J. Q., & Liu, J. X. (2014). duomotai jixihuayu yanjiu (Multimodal study of situated discourses). Guangzhou: World Publishing Corporation.
Zhang, Z. C., & Li, S. (2014). Negotiating membership in employment interviews at a Chinese media institution. International Journal of Business Communication, 51 (1), 9-30.
Zhang, Z. C. (2013). Identities in needs analysis for Business English students. ESP Today, 1, 26-44.
Zhang, Z. C., & Cruickshank, K. (2013). Andrew McKinlay and Chris McVittie, Identities in context: Individuals and discourse in action. Oxford: Wiley-Blackwell, 2011. Discourse & Communication, 7, 361-363.
Zhang, Z. C. (2013). Teaching Business English. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford: Wiley-Blackwell.
Bargiela-Chiappini, F., & Zhang, Z. C. (2013). Business English. In B. Paltridge, & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 193-211). Oxford: Wiley-Blackwell.
Zhang, Z. C. (2013). Business English students learning to write for international business: What do international business practitioners have to say about their texts? English for Specific Purposes, 32, 144-156.
Asia-Pacific Rim LSP and Professional Communication Association
Curriculum design and evaluation
ESP teacher development
International student education