publications
FEATURED ARTICLES
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McIntosh, S., McKinley, J., Milligan, L. O., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education.
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McKinley, J. (advanced online access April 2019). Evolving the TESOL teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
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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.
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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.
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Rose, H. & McKinley, J. (2018). Japan's English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111–129.
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Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
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Journal Articles & 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
Galloway, N. & McKinley, J. (forthcoming). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics. Springer.
2019
McIntosh, S., McKinley, J., Milligan, L, & Mikolajewska, A. (advanced online access July 2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education.
McKinley, J. (advanced online access April 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. 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. (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
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.
In press/forthcoming
Galloway, N. & McKinley, J. (forthcoming). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics. Springer.
2019
McIntosh, S., McKinley, J., Milligan, L, & Mikolajewska, A. (advanced online access July 2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education.
McKinley, J. (advanced online access April 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. 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. (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
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.
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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.