Dr. Ally Zhou
Associate Professor of TESOL
Phone: (405) 208-5668
Office: WC 264
Degrees: Ph.D., University of Toronto
Areas of Expertise
L2 writing, English for academic purposes, genre analysis, grammar teaching, and qualitative research methods
Zhou, A. (2009). [Review of genre and genre-based second language writing instruction.] Language Awareness, 18(2), 215-220.
Zhou, A. (2009). What adult ESL learners say about improving grammar and vocabulary in their writing for academic purposes. Language Awareness, 18(1), 31-46.
Zhou, A., Busch, M., Gentil, G, Eouanzoui, K., & Cumming, A. (2006). Students’ goals for ESL and university courses. In A. Cumming (Ed.), Goals for academic writing: ESL students and their instructors (pp. 29-49). Amsterdam: John Benjamins.
Cumming, A., Baba, K., Busch, M., Cummings, J., Eouanzoui, K. Erdosy, U., Fretz, C., Gentil, G., Kim, T., Yang, L, & Zhou, A. (2004). Goals for writing improvement in a pre-university ESL program. In H. McGarrell & R. Courchene (Eds.), Special research symposium issue of TESL Ontario's Contact, 30 (2), 23-28.
Zhou, A. (2003). What are the major sources of variability in writing in second languages? TESL Ontario Contact, 29 (1), 9-11.
Cumming, A., Busch, M., & Zhou, A. (2002). Investigating learners’ goals in the context of adult second-language writing. In G. Rijlaarsdam (Series Ed.) & S. Ransdell & M. Barbier (Vol. Eds.), Studies in writing: Vol. 11. New directions for research in L2 writing (pp. 189-208). Dordrecht, Netherlands: Kluwer.
Zhou, A. (2006). [Review of the book Academic discourse.] Language Awareness, 15 (1), 58-61.
Research and Work in Progress:
Collaborating with a number of researchers to develop a handbook of standards for teachers of Chinese to Speakers of Other Languages (TCSOL). The project is led by Dr. Jun Liu—Professor and Head, Department of English of the University of Arizona—and sponsored by the Office of Chinese Language Council International (i.e., Hanban).
Zhou, A., Busch, M., & Cumming, A. (in preparation). Do adult ESL learner and teacher goals for improving grammar-in-writing correspond? To be submitted to Language Learning.
Zhou, A., Kim, C., & Kwon, A. (in preparation). The effects of goal-oriented grammar learning and instruction in tutoring sessions for the development of linguistic accuracy in ESL graduate students’ writing.
Zhou, A. (forthcoming). My journey. In X. Li (Ed.), Confucius in Oklahoma. Norman, OK: University of Oklahoma Press.
Zhou, A. with six coauthors (forthcoming). Handbook for Standards for Teachers of Chinese to Speakers of Other Languages (Chinese version). Beijing, China: Foreign Language Teaching and Research Press.
Member of the U.S. Student Fulbright National Screening Committee (2009-2011). Associate Editor of the American Review of China Studies journal. Referee for the Language Awareness journal.