Graduate Researcher Series: an Interview with Niles Zhao

Chenyang Zhang

Nies Zhao recently completed his PhD in the School of Languages and Linguistics at the University of Melbourne. His research interests include language testing and assessment with a particular focus on test impact and validation, as well as second language writing and teacher education. His PhD project investigates the impact of the National Matriculation Test in China under the supervision of Associate Professor Jason Fan and Dr Kellie Frost.

Chenyang interviewed Niles about his PhD research and teaching journey.

Hi Niles, thanks for the time today. Can you briefly explain your PhD research topic and the key contributions it makes to your field?

The title of my PhD project is “Investigating the Impact of the National Matriculation English Test: An Agency Perspective.” In this research, I explored the impact of the English test on students through an ecological approach. It contributes theoretically by advancing understanding of test impact with the model of test taker agency, methodologically by demonstrating the value of structural equation modeling in researching test impact, and practically by informing recommendations for policymakers, test developers and teachers.

What motivated you to pursue this particular research area, and what were the biggest challenges you faced during your PhD journey?

My motivation for pursuing this research stems from my background as a high school English teacher in China, where I taught for five years. During that time, I noticed many of my students struggling with the National Matriculation English Test, which prompted me to explore this phenomenon further through research.

Throughout my PhD journey, I faced a few challenges. The first was managing my expectations as a doctoral student. Initially, I set unrealistic goals for myself, but over time, I learned to adjust them to a more reasonable level. Another significant challenge was time management. While my main focus was on completing my PhD, I also had to balance other responsibilities, such as contributing to the broader language testing community and teaching.

Beyond your dissertation work, what other academic activities were you involved in during your PhD?

After passing my confirmation, I began actively participating in professional organisations. I was the Vice-chair of the International Language Testing Association (ILTA) Graduate Student Assembly, Co-Chair of the Asia Association for Language Assessment (AALA) Student Committee, and student representative on the ALTAANZ Executive Committee. Also, I regularly attended and presented my PhD research at conferences, such as LTRC, AAAL, ALTAANZ and AALA. These experiences helped me build a strong professional network and deepened my understanding of the language testing field.

Did you have any teaching responsibilities during your PhD? If so, how did these experiences shape your skills as an educator?

I was fortunate to be selected as part of the first cohort of Graduate Research Teaching Fellows at the Faculty of Arts. This fellowship differed from traditional tutoring roles as it involved a year-long contract with a learning component. I completed the Melbourne Teaching Certificate, which enhanced my knowledge of teaching in a tertiary context. Additionally, the fellowship required me to deliver a lecture. I successfully completed it, and the feedback from students was very positive.

Being a teaching fellow also gave me the opportunity to reflect on my own learning experiences. Marking students’ essays and assignments allowed me to view my own writing and thesis from a different perspective, which helped me improve my academic work. This role deepened my understanding of both teaching and learning processes, enriching my own development as a researcher and educator.

In what ways did you take on leadership roles, either in your research group or within the broader academic community?

The first leadership role I took was as a student representative on the Research and Research Training Committee in the School of Languages and Linguistics. Over three years, I represented research students, gaining valuable insights into the school’s operations and advocating for student needs. Additionally, I have lived at Newman College for nearly five years, during which I served as Vice President and later President of the Senior Common Room, a body composed of graduate residents.

These roles required me to work with students from diverse linguistic and cultural backgrounds, fostering an inclusive environment. Throughout my leadership positions, I consistently championed the needs of graduate students, particularly those facing challenges related to supervision and academic pressures. I focused on supporting peers, providing resources and guidance to help them navigate their academic journey more effectively.

What are your career goals now that you’ve completed your PhD?

My overall career goal is to continue contributing to the field of language testing, either through academia or the language testing industry. At this stage, I don’t have a strong preference between the two paths. I am currently focused on building my research profile and am open to opportunities in both areas. However, in the long term, I envision myself as a language testing researcher, committed to advancing the field and making impactful contributions.

What advice would you give to someone starting their PhD journey?

It’s crucial to be aware of the various opportunities available during your PhD journey. First, there’s funding. Being a PhD student can be financially challenging, so it’s important to seek out funding opportunities to support your work. Second, it’s essential to connect with the academic community. Joining professional organisations can help you build a network and engage with others in your field. Third, effective time management is key to balancing your many responsibilities. I found it helpful to read books, such as Atomic Habits, which offers valuable time management techniques. Additionally, I’ve been fortunate to have two very supportive supervisors, but for those who may not have this experience, it’s important to learn how to communicate effectively with your supervisors and manage those relationships to ensure a productive and positive working dynamic.

Thank you, Niles, for your time today.

Thank you, Chenyang.