From Master’s to PhD: an Academic Journey with Patrick Huang and Chloe Li at the School of Languages and Linguistics
Xiaoyi Zhang
Yucong (Patrick ) Huang and Yue (Chloe) Li, first-year PhD students at the School of Languages and Linguistics (SoLL), University of Melbourne, share a unique bond rooted in their academic journey. Having graduated from SoLL’s Master of Applied Linguistics (MAppling) program, they cultivated a deeper interest in language studies that now guides their current PhD research. Under the supervision of Prof Carsten Roever and Dr Kellie Frost, Chloe’s research explores interlanguage pragmatics, interactional competence, and L2 pragmatics teaching and testing. Patrick’s project focuses on Applying Usage-Based Approaches to L2 English Classrooms, supervised by Dr Helen Zhao and Prof Carsten Roever.
We recently had the opportunity to speak with Patrick and Chloe about their research, their first-year PhD experiences, and their advice for those following a similar academic path.
From Master to PhD: The Beginning of a New Academic Journey
Q: What stood out most about the MAppling experience?
Patrick: I was taken aback by the program’s flexibility and range. In MAppling, you’re encouraged to explore both theory and practice, whether that’s through a minor thesis or a hands-on project in applied linguistics. This variety made my learning experience incredibly enriching. I can still remember feeling a bit hesitant with some of my questions, but the lecturers here are amazing—no question is ever “stupid.” They genuinely encouraged us to learn, grow, and explore, which was very inspiring.
Chloe: I really appreciate the experience in the MAppling program, it’s rewarding and colourful in many aspects, such as the program design, rich teaching content in both theory and methodology, multiculturalism and multilingualism in interactions, inclusiveness, and kindness encouragement from all the lecturers and tutors. The experience also provided readiness for my next step: applying for PhD programs, since doing a minor thesis could build a foundation to manage a project individually.
Why Continue at the Same School for a PhD?
Q: What motivated you to pursue a PhD in the same school after your MAppling program?
Chloe: I value the learning atmosphere and teaching quality a lot, and I really enjoyed studying in our school since here is where I’ve found linguistics fun through the comprehensive curriculum, clear subject planning, and intriguing teaching. Our lecturers are not only knowledgeable and innovative but also genuinely invested in our growth. I believed I could learn a lot from them in both academic and life skills. The previous positive learning experience, the teaching and research quality, and a match of interest to my supervisor’s research direction are my motivations.
Defining Moments: The Spark That Led to a PhD
Q: Was there a specific moment or experience that influenced your decision?
Patrick: Actually, I hadn’t planned on doing a PhD when I started my Master’s. I was just eager to learn more about second language acquisition, which came from my background in IELTS training. But as I dove deeper, I was drawn to the research side of things, especially through the guidance of Dr. Helen Zhao. In my final semester, I wrote my minor thesis under her supervision, which I consider the highlight of my Master’s experience. I learned a lot of research skills and gained specialized knowledge in the field. It’s only when you actually complete a research project that you realize if you’re truly passionate about academia. Research isn’t always smooth sailing; I faced failed experiments and disappointing data, but I learned to accept that sometimes, not finding what you are looking for is a discovery in itself. Working on my minor thesis had a huge impact on me, which is why, after finishing my Master’s, I decided to continue my PhD here.
Chloe: It was actually my supervisor who first asked if I’d considered pursuing a PhD. That question stayed with me. The support from my lecturers, peers, and supervisors created an environment where pursuing advanced studies felt not only possible but also exciting. The combination of my project’s success and their encouragement was all I needed to take the plunge into PhD life.
Current Research Focus: A Passion for Practical Linguistics
Q: Could you tell me about your current PhD research topic?
Patrick: I’m exploring the application of a usage-based cognitive linguistics framework to second language teaching, focusing specifically on English articles and prepositions. It’s an area close to my heart as a non-native English speaker. I struggled with using articles and prepositions accurately, often relying on my gut feeling to use them randomly. This made me really want to explore this issue further in my research.
Chloe: My research revolves around second language pragmatics, with a special focus on instructional interactional competence. Communication is so much more than vocabulary and grammar; it’s about understanding the nuances of interaction. My goal is to find effective ways to teach these interactional skills so that learners are prepared for real-world conversations. In today’s globalized world, this skill is essential.
Challenges and Coping Strategies
Q: What have been the biggest challenges so far, and how do you handle them?
Patrick: Honestly, it’s been a balancing act. While we have some coursework in the first year, I find that I need to focus much more on my own research. It’s a lot of reading and planning. I’m learning to pace myself; I do whatever helps me take a short break from busy weekdays. Whether it’s grabbing coffee or hiking with friends, those moments away from my laptop keep me grounded.
Chloe: Honestly, balancing academic tasks between coursework and research efficiently was tough, especially in the first semester. PhD work requires a deep focus, which isn’t easy to juggle alongside coursework assignment deadlines. Additionally, defining clear and focused research questions for my research plan was a challenge; it took a lot of time and careful thought. Lastly, I sometimes feel a bit discouraged when progress isn’t immediately visible. PhD work doesn’t always offer the immediate feedback we’re used to, which can be disheartening at times. But staying connected with my peers and having regular meetings with my supervisors have been invaluable. They remind me that each small step is progress and that I’m not on this journey alone.
Personal Growth: Transitioning from a Master’s to a PhD
Q: How did you find the transition from MAppling to a PhD?
Patrick: It’s quite different! A PhD requires so much more self-discipline. In a Master’s program, you have a structured schedule, deadlines, and a sense of pacing. But with a PhD, it’s up to you. You’re working independently, which can be both liberating and daunting. The biggest surprise is just how much it feels like a full-time job rather than a “student” experience.
Chloe: I found that the confidence I gained in my Master’s program diminished in my first semester of PhD study. I quickly realized I was still a beginner in exploring new research questions, but this motivated me to read and think more deeply. Another challenge is time management. While my Master’s program had a structured curriculum, PhD life involves long-term milestones that require self-discipline and proactive planning. This shift, while difficult, has empowered me to manage my time, energy, and project effectively.
Advice for Aspiring PhD Students
Q: Do you have any advice for students considering applying for a PhD in linguistics, particularly those from a coursework Master’s background?
Patrick: For students from a coursework Master’s background, it is crucial to have research experience, especially individual research experience. In our program, doing a minor thesis is an excellent and precious opportunity to increase our competitiveness in applying for a PhD in linguistics. The whole process of doing a minor thesis is similar to doing a tiny PhD: finding research interests and topics, contacting supervisors, writing a mini research proposal, receiving feedback from supervisors, writing the thesis, collecting data, and having supervision meetings. It will definitely help you a lot! But if you miss this, you can still find other opportunities, such as a Master of Research. Finally, stay positive throughout the whole process, and you’ll gain a lot even by preparing for this.
Chloe: I have a few suggestions for students currently studying in a Master’s program who are thinking about pursuing a PhD in the future. First, read intensively to form a good reading habit and identify your research interests as early as possible for better preparation. Second, engage actively in classes and pay attention to each assignment to achieve solid academic results. Third, focus on research methods courses to be well-prepared for thesis writing, such as “Research in Applied Linguistics” and “Quantitative Methods in Applied Linguistics.” Finally, maintain good relationships with your lecturers, as they can provide guidance and support when you’re uncertain about your path. To sum up, absorb as much knowledge and resources as possible during your Master’s program to enhance your individual research abilities and skills.
Both Patrick and Chloe’s journeys reflect how the School of Languages and Linguistics at the University of Melbourne plays a significant role in shaping and supporting students’ academic careers. From offering a world-class master’s programme to fostering an encouraging research environment for PhD students, SoLL is the ideal place for those who are passionate about linguistics and languages and want to make a meaningful contribution to the fields.
For master’s students considering their next step, their stories are a reminder that with the right environment, guidance and community, the transition from master’s to PhD is not only achievable but immensely rewarding. SoLL is not just an academic institution; more noticeably, it is a place where ideas are nurtured, research is celebrated, and students are empowered to reach their full potential.