PUBLICATIONS
For BOOKS, clik here.
JOURNAL ARTICLES, REPORTS & BOOK CHAPTERS
Click on the title to take you to the publisher's version. For author version PDFs, please go to my ResearchGate page here.
In press/forthcoming
Hampson, T. & McKinley, J. (accepted Aug 2024). Reviewing the reviews: Problematising systematic review in EMI and applied linguistics research. Language Teaching.
Rose, H. & McKinley, J. (accepted Nov 2024). Global Englishes and TESOL: An editorial introduction to innovating research and practice. TESOL Quarterly.
Aizawa, I., Rose, H., Thompson, G., & McKinley, J. (accepted Nov 2024). Content knowledge attainment in English Medium Instruction: Does academic English literacy matter. Language Teaching Research.
McKinley, J. (accepted Oct 2024). English Medium Instruction. In H. Nesi (Ed.). International Encyclopedia of Language and Linguistics, 3rd edition. Elsevier. http://dx.doi.org/10.13140/RG.2.2.27705.79207
McKinley, J. (accepted Oct 2024). Language standards in academic writing. In N. Harwood (Ed.). International Encyclopedia of Language and Linguistics, 3rd edition. Elsevier. 10.13140/RG.2.2.20417.57442
Al Hilali, T.S. & McKinley, J. (forthcoming). Language for Specific Purposes: Teaching and Researching Professional Writing. In Nesi, H. (Ed.).The Encyclopedia of Applied Linguistics.
2025
McKinley, J., Simie, T., & Mikołajewska, A. (2025). Perpetuating inequality in higher education EMI in Ethiopia, Poland, and Japan. In Mirhosseini, S. A. & De Costa, P. (Eds.). Critical English medium instruction in higher education. Cambridge: Cambridge University Press.
Selvi, A.F. & McKinley, J. (2025). Looking Ahead: Future Directions in English as an International Language Research. In A.F. Selvi & N. Galloway (Eds.). The Routledge Handbook of Teaching English as an International Language.
2024
Hwang, H-B, Coss, M.D., Sato, M., Cárcamo, B., Nguyen, M., Dao, P., Iwashita, N., Loewen, S., Scheffler, P., Baranowska, K., Marsden, E., Hawkes, R., McKinley, J., & Ortega, L. (2024) (Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions. Language Teaching.
Galloway, N., Sahan, K., & McKinley, J. (2024). English for specific purposes in surging English-medium instruction contexts. Journal of English Medium Instruction, 3(2), 236 - 259.
Golzar, J., Yacoub, O., & McKinley, J. (2024). E-learning successes with English language teachers in under-resourced non-WEIRD contexts. International Journal of Applied Linguistics.
Soruç, A., Yuksel, D., McKinley, J., & Grimshaw, T. (2024). Factors Influencing EFL teachers’ provision of oral corrective feedback: The role of teaching experience. The Language Learning Journal.
Simie, T. & McKinley, J. (2024). English medium instruction in Ethiopian university mission statements and language policies. Language Policy.
Yuksel, D., Soruç, A., Horzum, B., McKinley, J., & Rose, H. (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education.
McKinley, J., Zhang, L.J, Elola, I., Hennebry-Leung, M., Zheng, Y., Greenier, V., Thomas, N., Matzler, P. (2024). Fifty years of System research and projections for the future. System, 103210.
McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2024). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, 38 (1), 5-22.
Rose, H. & McKinley, J. (2024). Content and language integrated learning and English medium instruction. In Li Wei, Zhu Hua, & Simpson, J. (Eds.). The Routledge Handbook of Applied Linguistics, 2nd edition (pp. 95-107). Routledge.
2023
Zheng, Y., Gao, X.A., McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J. Prada, J., Gu, M., Ou, W., Nguyen, H.T.M., Nguyen, H.T.T., Starfield, S., Hoang, T., Melo-Pfeifer, S., & Lin, A.M. (2023). Researching multilingually to rethink EMI policy and practices. Language Teaching, 1-7.
Hampson, T. & McKinley, J. (2023). Qualitive and quantitative are data types not paradigms: An MMA framework for mixed research in applied linguistics. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 1-7.
McKinley, J., Curdt-Christiansen, X.L., & Rose, H. (2022). EMI in Chinese higher education: The muddy water of ‘Englishisation'. Applied Linguistics Review, 14(6), 1475-1481.
Xu, X., Rose, H., McKinley, J., & Zhou, S. (2023). The incentivisation of English medium instruction in Chinese universities: Policy misfires and misalignments. Applied Linguistics Review, 14(6), 1539-1561.
Aizawa, I., Rose, H., McKinley, J., & Thompson, G. (2023). A comparison of content learning outcomes between Japanese and English Medium Instruction. Language and Education.
Yuksel, D., Soruç A., & McKinley, J. (2023). The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences. International Review of Applied Linguistics in Language Teaching (IRAL), 61 (2), 387-414.
Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399-426.
Chong, S-W., Isaacs, T., & McKinley, J. (2023). Ecological Systems Theory and Second Language Research. Language Teaching, 56(3), 333-348.
Sahan, K., Galloway, N., & McKinley, J. (2023). The role of English in EMI programmes at universities in Vietnam and Thailand. In: Sah, P.K. and Fang, F. (Eds.). Policies, Politics, and Ideologies of EMI in Asian Universities: Unsettling Critical Edges (pp. 95-107). Routledge.
Hampson, T. & McKinley, J. (2023). Problems posing as solutions: Criticising pragmatism as a paradigm for mixed methods research. Research in Education, 116(1), 124-138.
Baranowski, M., Cichocki, P., & McKinley, J. (2023). Social welfare in the light of topic modelling. Sociology Compass, 17(8), e13086, 1-15.
2022
Christou, E., Thomas, N., & McKinley, J. (2022). Chinese pre-service English teachers’ beliefs about English as an International Language (EIL). Journal of Multilingual and Multicultural Development.
McKinley, J. (2022). An argument for globalized L2 writing methodological innovation. Journal of Second Language Writing, 58, 100945.
McKinley, J. (2022). Book Review: Esther Odilia Breuer, Eva Lindgren, Anat Stavans, Elke Van Steendam (Eds.), Multilingual Literacy. Multilingual Matters (2021). Journal of Second Language Writing, 58, 100900.
Rose, H. & McKinley, J. (2022). May I see your credentials, please? Displays of pedagogical expertise by language teaching researchers. The Modern Language Journal, 106(3), 528-546.
McKinley, J. (2022). Fostering Global Citizenship in (despite?) Internationalized Higher Education. IIS University Journal of Arts, 11(1), 1-7.
Galloway, N. & McKinley, J. (2022). English Medium Instruction Practices in Higher Education: Introduction. In McKinley, J. & Galloway, N. (Eds.). English Medium Instruction Practices in Higher Education: International Perspectives (pp. 1-12). Bloomsbury.
Sahan, K., Galloway, N., & McKinley, J. (2022). English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research.
McIntosh, S., McKinley, J., Milligan, L, & Mikolajewska, A. (2022). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education, 47(6), 1057-1068..
McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85-104.
Al Hilali, T.S. & McKinley, J. (2022). Division of Labour and the Development of Professional Literacies: Problematising ESP Learners’ Preparedness for Workplace Writing. In Escobar, L. & Ibáñez Moreno, A. (Eds.). Mediating Specialized Knowledge and L2 Abilities (pp. 229-248). Palgrave.
2021
McIntosh, S., McKinley, J., & Mikołajewska, A. (2021), Critical examination of the teaching-research nexus: academic contracts in UK universities, A report for the British Academy.
Galloway, N. & McKinley, J. (2021). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 705-709). Springer.
Zhou, S., McKinley, J., Rose, H., & Xu, X. (2021). English medium higher education in China: challenges and ELT support. ELT Journal, 76(2), 261-271..
McKinley, J., Rose, H., & Zhou, S. (2021). Transnational universities and EMI in China: How admissions, language support and language use differ from EMI programs in Chinese universities. RELC Journal, 52(2), 236–252.
McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2021). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education, 81, 1023–1041.
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54(2), pp. 157-189.
Boonsuk, Y., Ambele, E., & McKinley, J. (2021). Developing Awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System, 93, 102511.
Al Hilali, T.S. & McKinley, J. (2021). Exploring the socio-contextual nature of workplace writing: towards preparing learners for the complexities of English L2 writing in the workplace. English for Specific Purposes, 63, 86-97.
Yuksel, D., Soruc, A., & McKinley, J. (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics.
Zhu, D. & McKinley, J. (2021). Doing TESOL postgraduate studies overseas: Teacher training, studying abroad, (and/)or a master’s degree? In Barnawi, O. & Anwaruddin, S. (Eds.). TESOL Teacher Education in a Transnational World (pp. 238-255). Routledge.
Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education, 26(6), 790-805.
2020
Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. London: British Council.
Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of Higher Education. In Bowles, H. & Murphy, A. (Eds.), English-Medium Instruction and the Internationalization of Universities (pp. 27-48). Palgrave Macmillan.
McKinley, J. (2020). Introduction: Theorizing research methods in the ‘golden age’ of applied linguistics research. In McKinley, J. & Rose, H. (Eds.) The Routledge Handbook of Research Methods in Applied Linguistics (pp. 1-13). Abingdon: Routledge.
2019
McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
McKinley, J. & Rose, H. (2019). Standards of English in academic writing: The authors respond. Journal of Second Language Writing, 44, 114-116.
McKinley, J. (2019). English L2 writing in international higher education. In Barkhuizen, G. (Ed.), Qualitative research topics in language teacher education (pp. 104-109). Routledge.
McKinley, J., Dunworth, K., Grimshaw, T., & Iwaniec, J. (2019). Developing intercultural competence in a ‘comfortable’ third space: Postgraduate studies in the UK, Language and Intercultural Communication, 19(1), 9-22.
McKinley, J. (2019). Teaching Japanese L2 writing inside and outside Japan: implications for global approaches in L2 writing. In Yigitoglu, N., & Reichelt, M. (Eds.), L2 Writing Beyond English (pp. 60-77). Bristol: Multilingual Matters.
McKinley, J. (2019). Developing contextual literacy EAP through CLIL. In Dobinson, T. & Dunworth, K. (Eds.), Literacy Unbound: Multilingual, Multicultural, Multimodal (pp. 67-86). Springer.
2018
McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines. Journal of Second Language Writing, 42, 1-11.
McKinley, J. (2018). Integrating Appraisal Theory with possible selves in understanding university EFL writing. System, 78, 27-37.
Rose, H. & McKinley, J. (2018). Japan's English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129.
McKinley, J., Harris, A., Jones, M., McIntosh, S., & Milligan, L. (2018). An exploration of the teaching-research nexus in humanities and social sciences in higher education. A report for the British Academy.
McKinley, J. (2018). Making the EFL to ELF transition at a Global Traction University. In Bradford, A. & Brown, H. (Eds.), English-Medium Instruction at Universities in Japan: policy, challenges and outcomes (pp. 238-249). Bristol: Multilingual Matters.
McKinley, J. & Thompson, G. (2018). Washback effect in teaching English as an international language. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley.
Thompson, G. & McKinley, J. (2018). Integration of content and language learning. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley.
2017
McKinley, J. (2017). Identity construction in learning English academic writing in a Japanese university. Journal of Asia TEFL, 14(2), 228-243.
Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
McKinley, J. (2017). Overcoming problematic positionality and researcher objectivity. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.37-46). Routledge.
Rose, H. & McKinley, J. (2017). Realities of doing research in applied linguistics. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.3-14). Routledge.
Selection of earlier publications (2005-2015)
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
McKinley, J. (2014). The impact of Western criticisms of Japanese rhetorical approaches on learners of Japanese. Language Learning in Higher Education, 4(2), 303-319.
McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208.
McKinley, J. (2011). Group workshops: Saving our writing centre in Japan. Studies in Self-Access Learning, 2(4), 292-303.
McKinley, J. (2010). English language writing centres in Japanese universities: What do students really need? Studies in Self-Access Learning, 1(1), 17-31.
McKinley, J., & Sakamoto, M. (2007). Exploring language+ identity: Nature of code-switching among Japanese Students. Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28.
McKinley, J. (2006). Learning English writing in a Japanese university: Developing critical argument and establishing writer identity, Journal of Asia TEFL, 3(2), 1-35.
McKinley, J. (2005). A Western researcher in a Japanese university writing classroom: Limited or advantaged? Cultural sensitivity and the debate on Japanese students’ critical thinking, Journal of Asia TEFL, 2(3), 139-146.
Click on the title to take you to the publisher's version. For author version PDFs, please go to my ResearchGate page here.
In press/forthcoming
Hampson, T. & McKinley, J. (accepted Aug 2024). Reviewing the reviews: Problematising systematic review in EMI and applied linguistics research. Language Teaching.
Rose, H. & McKinley, J. (accepted Nov 2024). Global Englishes and TESOL: An editorial introduction to innovating research and practice. TESOL Quarterly.
Aizawa, I., Rose, H., Thompson, G., & McKinley, J. (accepted Nov 2024). Content knowledge attainment in English Medium Instruction: Does academic English literacy matter. Language Teaching Research.
McKinley, J. (accepted Oct 2024). English Medium Instruction. In H. Nesi (Ed.). International Encyclopedia of Language and Linguistics, 3rd edition. Elsevier. http://dx.doi.org/10.13140/RG.2.2.27705.79207
McKinley, J. (accepted Oct 2024). Language standards in academic writing. In N. Harwood (Ed.). International Encyclopedia of Language and Linguistics, 3rd edition. Elsevier. 10.13140/RG.2.2.20417.57442
Al Hilali, T.S. & McKinley, J. (forthcoming). Language for Specific Purposes: Teaching and Researching Professional Writing. In Nesi, H. (Ed.).The Encyclopedia of Applied Linguistics.
2025
McKinley, J., Simie, T., & Mikołajewska, A. (2025). Perpetuating inequality in higher education EMI in Ethiopia, Poland, and Japan. In Mirhosseini, S. A. & De Costa, P. (Eds.). Critical English medium instruction in higher education. Cambridge: Cambridge University Press.
Selvi, A.F. & McKinley, J. (2025). Looking Ahead: Future Directions in English as an International Language Research. In A.F. Selvi & N. Galloway (Eds.). The Routledge Handbook of Teaching English as an International Language.
2024
Hwang, H-B, Coss, M.D., Sato, M., Cárcamo, B., Nguyen, M., Dao, P., Iwashita, N., Loewen, S., Scheffler, P., Baranowska, K., Marsden, E., Hawkes, R., McKinley, J., & Ortega, L. (2024) (Re)Examining the research-practice interface: International perspectives, multiple methods, persistent challenges, and novel directions. Language Teaching.
Galloway, N., Sahan, K., & McKinley, J. (2024). English for specific purposes in surging English-medium instruction contexts. Journal of English Medium Instruction, 3(2), 236 - 259.
Golzar, J., Yacoub, O., & McKinley, J. (2024). E-learning successes with English language teachers in under-resourced non-WEIRD contexts. International Journal of Applied Linguistics.
Soruç, A., Yuksel, D., McKinley, J., & Grimshaw, T. (2024). Factors Influencing EFL teachers’ provision of oral corrective feedback: The role of teaching experience. The Language Learning Journal.
Simie, T. & McKinley, J. (2024). English medium instruction in Ethiopian university mission statements and language policies. Language Policy.
Yuksel, D., Soruç, A., Horzum, B., McKinley, J., & Rose, H. (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education.
McKinley, J., Zhang, L.J, Elola, I., Hennebry-Leung, M., Zheng, Y., Greenier, V., Thomas, N., Matzler, P. (2024). Fifty years of System research and projections for the future. System, 103210.
McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2024). Researching EMI policy and practice multilingually: Reflections from China and Turkey. Language and Education, 38 (1), 5-22.
Rose, H. & McKinley, J. (2024). Content and language integrated learning and English medium instruction. In Li Wei, Zhu Hua, & Simpson, J. (Eds.). The Routledge Handbook of Applied Linguistics, 2nd edition (pp. 95-107). Routledge.
2023
Zheng, Y., Gao, X.A., McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J. Prada, J., Gu, M., Ou, W., Nguyen, H.T.M., Nguyen, H.T.T., Starfield, S., Hoang, T., Melo-Pfeifer, S., & Lin, A.M. (2023). Researching multilingually to rethink EMI policy and practices. Language Teaching, 1-7.
Hampson, T. & McKinley, J. (2023). Qualitive and quantitative are data types not paradigms: An MMA framework for mixed research in applied linguistics. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 1-7.
McKinley, J., Curdt-Christiansen, X.L., & Rose, H. (2022). EMI in Chinese higher education: The muddy water of ‘Englishisation'. Applied Linguistics Review, 14(6), 1475-1481.
Xu, X., Rose, H., McKinley, J., & Zhou, S. (2023). The incentivisation of English medium instruction in Chinese universities: Policy misfires and misalignments. Applied Linguistics Review, 14(6), 1539-1561.
Aizawa, I., Rose, H., McKinley, J., & Thompson, G. (2023). A comparison of content learning outcomes between Japanese and English Medium Instruction. Language and Education.
Yuksel, D., Soruç A., & McKinley, J. (2023). The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences. International Review of Applied Linguistics in Language Teaching (IRAL), 61 (2), 387-414.
Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399-426.
Chong, S-W., Isaacs, T., & McKinley, J. (2023). Ecological Systems Theory and Second Language Research. Language Teaching, 56(3), 333-348.
Sahan, K., Galloway, N., & McKinley, J. (2023). The role of English in EMI programmes at universities in Vietnam and Thailand. In: Sah, P.K. and Fang, F. (Eds.). Policies, Politics, and Ideologies of EMI in Asian Universities: Unsettling Critical Edges (pp. 95-107). Routledge.
Hampson, T. & McKinley, J. (2023). Problems posing as solutions: Criticising pragmatism as a paradigm for mixed methods research. Research in Education, 116(1), 124-138.
Baranowski, M., Cichocki, P., & McKinley, J. (2023). Social welfare in the light of topic modelling. Sociology Compass, 17(8), e13086, 1-15.
2022
Christou, E., Thomas, N., & McKinley, J. (2022). Chinese pre-service English teachers’ beliefs about English as an International Language (EIL). Journal of Multilingual and Multicultural Development.
McKinley, J. (2022). An argument for globalized L2 writing methodological innovation. Journal of Second Language Writing, 58, 100945.
McKinley, J. (2022). Book Review: Esther Odilia Breuer, Eva Lindgren, Anat Stavans, Elke Van Steendam (Eds.), Multilingual Literacy. Multilingual Matters (2021). Journal of Second Language Writing, 58, 100900.
Rose, H. & McKinley, J. (2022). May I see your credentials, please? Displays of pedagogical expertise by language teaching researchers. The Modern Language Journal, 106(3), 528-546.
McKinley, J. (2022). Fostering Global Citizenship in (despite?) Internationalized Higher Education. IIS University Journal of Arts, 11(1), 1-7.
Galloway, N. & McKinley, J. (2022). English Medium Instruction Practices in Higher Education: Introduction. In McKinley, J. & Galloway, N. (Eds.). English Medium Instruction Practices in Higher Education: International Perspectives (pp. 1-12). Bloomsbury.
Sahan, K., Galloway, N., & McKinley, J. (2022). English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research.
McIntosh, S., McKinley, J., Milligan, L, & Mikolajewska, A. (2022). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education, 47(6), 1057-1068..
McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85-104.
Al Hilali, T.S. & McKinley, J. (2022). Division of Labour and the Development of Professional Literacies: Problematising ESP Learners’ Preparedness for Workplace Writing. In Escobar, L. & Ibáñez Moreno, A. (Eds.). Mediating Specialized Knowledge and L2 Abilities (pp. 229-248). Palgrave.
2021
McIntosh, S., McKinley, J., & Mikołajewska, A. (2021), Critical examination of the teaching-research nexus: academic contracts in UK universities, A report for the British Academy.
Galloway, N. & McKinley, J. (2021). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 705-709). Springer.
Zhou, S., McKinley, J., Rose, H., & Xu, X. (2021). English medium higher education in China: challenges and ELT support. ELT Journal, 76(2), 261-271..
McKinley, J., Rose, H., & Zhou, S. (2021). Transnational universities and EMI in China: How admissions, language support and language use differ from EMI programs in Chinese universities. RELC Journal, 52(2), 236–252.
McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2021). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education, 81, 1023–1041.
Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54(2), pp. 157-189.
Boonsuk, Y., Ambele, E., & McKinley, J. (2021). Developing Awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System, 93, 102511.
Al Hilali, T.S. & McKinley, J. (2021). Exploring the socio-contextual nature of workplace writing: towards preparing learners for the complexities of English L2 writing in the workplace. English for Specific Purposes, 63, 86-97.
Yuksel, D., Soruc, A., & McKinley, J. (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics.
Zhu, D. & McKinley, J. (2021). Doing TESOL postgraduate studies overseas: Teacher training, studying abroad, (and/)or a master’s degree? In Barnawi, O. & Anwaruddin, S. (Eds.). TESOL Teacher Education in a Transnational World (pp. 238-255). Routledge.
Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education, 26(6), 790-805.
- OASIS accessible summary (Shen, Z. & McKinley, J. 2020) available at https://oasis-database.org
2020
Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. London: British Council.
Aizawa, I. & McKinley, J. (2020). EMI challenges in Japan’s internationalisation of Higher Education. In Bowles, H. & Murphy, A. (Eds.), English-Medium Instruction and the Internationalization of Universities (pp. 27-48). Palgrave Macmillan.
McKinley, J. (2020). Introduction: Theorizing research methods in the ‘golden age’ of applied linguistics research. In McKinley, J. & Rose, H. (Eds.) The Routledge Handbook of Research Methods in Applied Linguistics (pp. 1-13). Abingdon: Routledge.
2019
McKinley, J. (2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
McKinley, J. & Rose, H. (2019). Standards of English in academic writing: The authors respond. Journal of Second Language Writing, 44, 114-116.
McKinley, J. (2019). English L2 writing in international higher education. In Barkhuizen, G. (Ed.), Qualitative research topics in language teacher education (pp. 104-109). Routledge.
McKinley, J., Dunworth, K., Grimshaw, T., & Iwaniec, J. (2019). Developing intercultural competence in a ‘comfortable’ third space: Postgraduate studies in the UK, Language and Intercultural Communication, 19(1), 9-22.
McKinley, J. (2019). Teaching Japanese L2 writing inside and outside Japan: implications for global approaches in L2 writing. In Yigitoglu, N., & Reichelt, M. (Eds.), L2 Writing Beyond English (pp. 60-77). Bristol: Multilingual Matters.
McKinley, J. (2019). Developing contextual literacy EAP through CLIL. In Dobinson, T. & Dunworth, K. (Eds.), Literacy Unbound: Multilingual, Multicultural, Multimodal (pp. 67-86). Springer.
2018
McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines. Journal of Second Language Writing, 42, 1-11.
- 2nd most cited in JSLW (2018)
McKinley, J. (2018). Integrating Appraisal Theory with possible selves in understanding university EFL writing. System, 78, 27-37.
- OASIS accessible summary (McKinley, J. & Fang, X., 2019) available at https://oasis-database.org
Rose, H. & McKinley, J. (2018). Japan's English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129.
McKinley, J., Harris, A., Jones, M., McIntosh, S., & Milligan, L. (2018). An exploration of the teaching-research nexus in humanities and social sciences in higher education. A report for the British Academy.
McKinley, J. (2018). Making the EFL to ELF transition at a Global Traction University. In Bradford, A. & Brown, H. (Eds.), English-Medium Instruction at Universities in Japan: policy, challenges and outcomes (pp. 238-249). Bristol: Multilingual Matters.
McKinley, J. & Thompson, G. (2018). Washback effect in teaching English as an international language. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley.
Thompson, G. & McKinley, J. (2018). Integration of content and language learning. In the TESOL Encyclopedia of English Language Teaching (1st ed.). Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: Shahid Abrar-ul-Hassan). Hoboken, NJ: Wiley.
2017
McKinley, J. (2017). Identity construction in learning English academic writing in a Japanese university. Journal of Asia TEFL, 14(2), 228-243.
Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
McKinley, J. (2017). Overcoming problematic positionality and researcher objectivity. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.37-46). Routledge.
Rose, H. & McKinley, J. (2017). Realities of doing research in applied linguistics. In McKinley, J. & Rose, H. (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp.3-14). Routledge.
Selection of earlier publications (2005-2015)
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
- 4th most read article of all time; 4th most cited article of all time
McKinley, J. (2014). The impact of Western criticisms of Japanese rhetorical approaches on learners of Japanese. Language Learning in Higher Education, 4(2), 303-319.
McKinley, J. (2013). Displaying critical thinking in EFL academic writing: A discussion of Japanese to English contrastive rhetoric. RELC Journal, 44(2), 195-208.
McKinley, J. (2011). Group workshops: Saving our writing centre in Japan. Studies in Self-Access Learning, 2(4), 292-303.
McKinley, J. (2010). English language writing centres in Japanese universities: What do students really need? Studies in Self-Access Learning, 1(1), 17-31.
McKinley, J., & Sakamoto, M. (2007). Exploring language+ identity: Nature of code-switching among Japanese Students. Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28.
McKinley, J. (2006). Learning English writing in a Japanese university: Developing critical argument and establishing writer identity, Journal of Asia TEFL, 3(2), 1-35.
McKinley, J. (2005). A Western researcher in a Japanese university writing classroom: Limited or advantaged? Cultural sensitivity and the debate on Japanese students’ critical thinking, Journal of Asia TEFL, 2(3), 139-146.
OTHER ARTICLES
McKinley, J. (2013). Reacting to the Past: A CLIL pedagogy, The Language Teacher, Japan Association for Language Teaching, 37(5), 69-71.
McKinley, J. (2013). International higher education in Japan: How does our program at Sophia meet the objectives? Sophia International Review, Sophia University, 35, 25-38.
McKinley, J. (2012). Introduction to Sophia International Review special issue: Globalization as an educational focus, Sophia International Review, Sophia University, 34, 1-2.
McKinley, J. & Thompson, M. (2011). The globalization of Japanese higher education and the FLA Core, Sophia International Review, Sophia University, 33, 61-64.
McKinley, J. (2010). Critical thinking in FLA English composition, Sophia International Review, Sophia University, 32, 27-32.
McKinley, J. (2009). What activity theory reveals about Japanese university student writers' motivations in the search for global identity, TUJ Colloquium, Temple University Japan, 70-74.
McKinley, J. (2010). A study of Japanese university students learning English academic writing, FEELTA Conference, Far Eastern National University, Vladivostok, Russia, June 2008 (Publication date: July 2010).
McKinley, J. & Sakamoto, M. (2007). Exploring language＋identity: Nature of code-switching among Japanese students, Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28.
McKinley, J. (2013). Reacting to the Past: A CLIL pedagogy, The Language Teacher, Japan Association for Language Teaching, 37(5), 69-71.
McKinley, J. (2013). International higher education in Japan: How does our program at Sophia meet the objectives? Sophia International Review, Sophia University, 35, 25-38.
McKinley, J. (2012). Introduction to Sophia International Review special issue: Globalization as an educational focus, Sophia International Review, Sophia University, 34, 1-2.
McKinley, J. & Thompson, M. (2011). The globalization of Japanese higher education and the FLA Core, Sophia International Review, Sophia University, 33, 61-64.
McKinley, J. (2010). Critical thinking in FLA English composition, Sophia International Review, Sophia University, 32, 27-32.
McKinley, J. (2009). What activity theory reveals about Japanese university student writers' motivations in the search for global identity, TUJ Colloquium, Temple University Japan, 70-74.
McKinley, J. (2010). A study of Japanese university students learning English academic writing, FEELTA Conference, Far Eastern National University, Vladivostok, Russia, June 2008 (Publication date: July 2010).
McKinley, J. & Sakamoto, M. (2007). Exploring language＋identity: Nature of code-switching among Japanese students, Bulletin of the Faculty of Foreign Studies, Sophia University, 42, 1-28.
