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Heath Rose

Professor of Applied Linguistics and Director for People | Linacre College

heath.rose@education.ox.ac.uk

About me

Heath Rose is Professor of Applied Linguistics, with a specialisation in language teaching research. He is Director for People at the Department and Vice-Principal of Linacre College.

After completing a PGCE in 1997, Heath started his teaching career in Australian and Japanese schools. He eventually moved into teaching in higher education, while completing a PhD in Education from The University of Sydney. Stemming from this professional background, Heath’s research interests are situated within the field of language teaching and language learning. His research has included self-regulation and language learner strategies, Global Englishes, teaching English as an international language, and English Medium Instruction. Publications include a number of books on Global Englishes, including Introducing Global Englishes (Routledge) and Global Englishes for Language Teaching (Cambridge) in addition to books on research methods, including the Routledge Handbook of Applied Linguistics (Routledge) and Data Collection Research Methods in Applied Linguistics (Bloomsbury). He is series co-editor of Cambridge Elements in Language Teaching.

He has published numerous research articles related to language education in journals such as Higher Education, Language Policy, Applied Linguistics, ELT Journal, TESOL Quarterly, System, and Modern Language Journal. Heath is the coordinator of the English Medium Instruction Research Group, and runs the wider EMI Oxford Research Network

Research

Books

Selvi, A., Galloway, N., & Rose, H. (2024). Teaching English as an International Language. Cambridge University Press (CUP).

https://doi.org/10.1017/9781108902755
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st Century. Channel View Publications.

https://doi.org/10.21832/rose8182
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Data Collection Research Methods in Applied Linguistics Preface (p. VII - +).
McKinley, J., & Rose, H. (2019). The routledge handbook of research methods in applied linguistics (pp. 1-530).

https://doi.org/10.4324/9780367824471
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press (CUP).

https://doi.org/10.1017/9781316678343
Rose, H. (2017). The Japanese Writing System. Multilingual Matters.

https://doi.org/10.21832/rose8156 https://doi.org/10.21832/rose8156
Galloway, N., & Rose, H. (2015). Introducing Global Englishes. Taylor & Francis.

https://doi.org/10.4324/9781315734347

Book chapters

Galloway, N., & Rose, H. (2024). Global english(es) language teaching: Bridging the research-practice divide and uniting calls for change through a broader paradigm. In The Routledge Handbook of Teaching English as an International Language (pp. 153-166).

https://doi.org/10.4324/9781003203261-13
Rose, H., & McKinley, J. (2023). Content and language integrated learning and English medium instruction. In The Routledge Handbook of Applied Linguistics (pp. 95-107). Taylor & Francis.

https://doi.org/10.4324/9781003082644-9
Shepard, C., & Rose, H. (2023). EMI pedagogical challenges in a changing Hong Kong higher education context. In English-Medium Instruction Pedagogies in Multilingual Universities in Asia (pp. 123-137). Taylor & Francis.

https://doi.org/10.4324/9781003173137-11
Rose, H., & Sahan, K. (2023). What ROAD-MAPPING Adds to Our Understanding of English-Medium Educational Policy Research. In Researching English-Medium Higher Education (pp. 20-35). Taylor & Francis.

https://doi.org/10.4324/9781003193852-2
Zhou, S., & Rose, H. (2022). English-Medium Instruction in Mainland China: National Trends and Institutional Developments. In English-Medium Instruction Practices in Higher Education (pp. 35-46). Bloomsbury Academic.

https://doi.org/10.5040/9781350167889.ch-003
Sahan, K., & Rose, H. (2021). 1 Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-only Hegemony in University Contexts. In English-Medium Instruction and Translanguaging (pp. 1-14). Channel View Publications.

https://doi.org/10.21832/9781788927338-005
Rose, H. (2021). Epilogue. In Glocalising Teaching English as an International Language (pp. 215-217). Taylor & Francis.

https://doi.org/10.4324/9781003090106-16
Sahan, K., & Rose, H. (2021). Translanguaging or code-switching? Re-examining the functions of language in EMI classrooms. In Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (pp. 45-62).
Sahan, K., & Rose, H. (2021). Translanguaging or code-switching?. In Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (pp. 45-62). Taylor & Francis.

https://doi.org/10.4324/9780429351075-6
Rose, H. (2021). Students’ language-related challenges of studying through english: What EMI teachers can do. In Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice (pp. 145-166).
Galloway, N., & Rose, H. (2021). The global spread of English and Global Englishes Language Teaching. In Language Teacher Education for Global Englishes (pp. 11-19). Taylor & Francis.

https://doi.org/10.4324/9781003082712-3
Rose, H., & Syrbe, M. (2021). Global Englishes and Teaching English as an International Language. In Research Questions in Language Education and Applied Linguistics (pp. 75-79). Springer Nature.

https://doi.org/10.1007/978-3-030-79143-8_14
Sahan, K., & Rose, H. (2021). Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-only Hegemony in University Contexts. In English-Medium Instruction and Translanguaging (pp. 1-14).

https://doi.org/10.21832/9781788927338-005
Syrbe, M., & Rose, H. (2021). Materials and Activities in Teaching English as a Global Language: Using Online Resources to Stimulate Innovation. In Bloomsbury World Englishes: Volume 3: Pedagogies (pp. 75-90).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st Century, Teaching English in a Changing World. Channel View Publications.

https://doi.org/10.21832/9781788928199
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global Language and Identity. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 133-153).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Initiating Change: An Invitation to Researcher-Practitioners. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 172-186).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Learners’ Attitudes and EIL-oriented Activities. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 99-113).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Models for Teaching English as an International Language. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 25-41).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Initiating Change: An Invitation to Teachers and Teacher Educators. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 157-171).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Language Norms in the Global TESOL Curriculum. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 45-61).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Material Evaluation and Development in Teaching English as an International Language. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 62-83).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Teachers of a Global Language. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 114-132).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Testing and Assessing a Global Language. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 84-96).
Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Theorising the Teaching of English in Global Contexts. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (pp. 3-24).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Document Data Collection. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 195-215).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Data Elicitation Tasks. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 23-48).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Validated Tests and Measures. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 67-89).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Observations. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 91-111).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Questionnaires. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 153-174).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Strengthening Data Collection: Triangulation, Replication and Realities. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 241-257).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Introspective and Retrospective Protocols. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 49-66).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Focus Groups. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 175-194).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Diaries, Journals and Logs. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 133-152).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). An Introduction to Research Methods. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 1-22).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Interviews. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 113-132).
Rose, H., McKinley, J., & Baffoe-Djan, J. (2020). Constructing and Using Corpora. In DATA COLLECTION RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 217-239).
Simpson, K., & Rose, H. (2020). Complexity as a Valid Approach in ‘Messy’ Classroom Contexts: Promoting More ‘Ecologically Rich’ Research on the Psychology of L2 Listening. In Complexity Perspectives on Researching Language Learner and Teacher Psychology (pp. 136-151).
Faitaki, F., & Murphy, V. (2019). Oral language elicitation tasks in applied linguistics research. In J. McKinley & H. Rose (Eds.), Routledge Handbook of Research Methods in Applied Linguistics (pp. 360-369). Routledge.

https://doi.org/10.4324/9780367824471-31 https://ora.ox.ac.uk/objects/uuid:0110e453-266d-4669-b0e9-3471a755c44c
Rose, H. (2019). Diaries and journals: Collecting insider perspectives in second language research. In The Routledge Handbook of Research Methods in Applied Linguistics (pp. 348-359).

https://doi.org/10.4324/9780367824471-30
Briggs Baffoe-Djan, J., & Smith, S. (2019). Descriptive statistics in data analysis. In J. McKinley & H. Rose (Eds.), Routledge Handbook of Research Methods in Applied Linguistics (pp. 398-414). Routledge.

https://doi.org/10.4324/9780367824471-34 https://ora.ox.ac.uk/objects/uuid:85c87301-5cda-408f-bf4d-7e82e64182c5
Rose, H. (2019). Researching English as an International Language. In Qualitative Research Topics in Language Teacher Education (pp. 131-136). Taylor & Francis.

https://doi.org/10.4324/9780429461347-22
Rose, H. (2019). Unique challenges of learning to write in the Japanese writing system. In N. Yiğitoğlu & M. Reichelt (Eds.), L2 Writing Beyond English (pp. 78-94). Multilingual Matters.

https://doi.org/10.21832/9781788923132-008 https://ora.ox.ac.uk/objects/uuid:6e128d89-f12a-4d48-9265-d44612099701
Rose, H., & Syrbe, M. (2018). Assessment Practices in Teaching English as an International Language. In J. Liontas (Ed.), TESOL Encyclopedia of English Language Teaching. Wiley.

https://doi.org/10.1002/9781118784235.eelt0655 https://ora.ox.ac.uk/objects/uuid:18502b12-a696-4d24-ad2e-b06a83fb2aa9
Rose, H. (2018). Popular approaches to EAL instruction: teaching English as an international language pedagogy. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Wiley.

https://doi.org/10.1002/9781118784235.eelt0818 https://ora.ox.ac.uk/objects/uuid:88dc2457-03a0-4ed0-aafe-7c765ec2a8af
Rose, H. (2017). 12. A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course. In Preparing Teachers to Teach English as an International Language (pp. 169-180). Channel View Publications.

https://doi.org/10.21832/9781783097036-014
Rose, H. (2017). A global approach to English language teaching: integrating an international perspective into a teaching methods course. In Preparing Teachers to Teach English as an International Language (pp. 169-181). Multilingual Matters.

https://ora.ox.ac.uk/objects/uuid:89f472ff-3c62-4b95-89eb-077020282612
Rose, H. (2016). Responding to theoretical shifts in research design. In Doing Research in Applied Linguistics (pp. 27-36). Taylor & Francis.

https://doi.org/10.4324/9781315389608-3
Rose, H., & McKinley, J. (2016). Realities of doing research in applied linguistics. In Doing Research in Applied Linguistics (pp. 3-14). Taylor & Francis.

https://doi.org/10.4324/9781315389608-1
Briggs, J. (2016). Grappling with originality and grounding in qualitative data analysis. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions (pp. 182-191). Routledge.

https://ora.ox.ac.uk/objects/uuid:61a61484-0b1d-4173-806c-30d66bf67cd6
Murphy, V., & Macaro, E. (2016). It isn’t child’s play: conducting research with children as participants. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics: Realities, dilemmas, and solutions (pp. 103-113). Routledge.

https://ora.ox.ac.uk/objects/uuid:21fbd5c0-9633-45e4-a251-8eaaf2319df7
Rose, H. (2015). Researching language learner strategies. In B. Paltridge & A. Phakiti (Eds.), Research Methods in Applied Linguistics: A Practical Resource (pp. 421-437). Bloomsbury Publishing.

https://ora.ox.ac.uk/objects/uuid:4e1c9c17-0426-49c7-8b4d-4ea1a5251f34

Conference papers

Zheng, Y., Gao, X., McKinley, J., Rose, H., Sahan, K., Zhou, S., Li, J., Prada, J., Gu, M., Ou, W., Nguyen, H., Nguyen, H., Starfield, S., Hoang, T., Melo-Pfeifer, S., & Lin, A. (2023). Researching multilingually to rethink EMI policy and practices. Language Teaching: Surveys and Studies, 57(1), 132-138.

https://doi.org/10.1017/s0261444823000381 https://ora.ox.ac.uk/objects/uuid:0f7a07db-5a1b-495a-ba7a-513885f53a2c

Journal articles

Shepard, C., & Rose, H. (2025). How long is long? Multiperspective qualitative longitudinal research to capture holistic learning experiences. Research Methods in Applied Linguistics, 4(1), 100192-100192.

https://doi.org/10.1016/j.rmal.2025.100192 https://doi.org/10.1016/j.rmal.2025.100192
Zhou, S., Xu, J., Rose, H., & McKinley, J. (2025). Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study. Learning and Individual Differences, 119(International Journal of Multilingualism 20 2 2020), 102628-102628.

https://doi.org/10.1016/j.lindif.2025.102628 https://doi.org/10.1016/j.lindif.2025.102628
Lee, H., Rose, H., Macaro, E., & Lee, J. (2025). Success of EMI in Higher Education and Its Key Components: A Meta-Analytic Structural Equation Modelling Approach. Educational Research Review, 100684-100684.

https://doi.org/10.1016/j.edurev.2025.100684 https://doi.org/10.1016/j.edurev.2025.100684
Wilson, W., & Rose, H. (2025). A genre, scoring and authorship analysis of AI-generated and human-written refusal emails. Business and Professional Communication Quarterly.

https://doi.org/10.1177/23294906251322890 https://ora.ox.ac.uk/objects/uuid:4014af01-4c28-4ca4-a730-a4a8b9f83780
Aizawa, I., Rose, H., Thompson, G., & McKinley, J. (2025). Content knowledge attainment in English medium instruction: Does academic English literacy matter?. Language Teaching Research.

https://doi.org/10.1177/13621688241304051 https://doi.org/10.1177/13621688241304051
Rose, H., & McKinley, J. (2024). Global Englishes and TESOL: an editorial introduction to innovating research and practice. TESOL Quarterly, 59(1), 5-23.

https://doi.org/10.1002/tesq.3373 https://ora.ox.ac.uk/objects/uuid:2950819d-ef84-4331-b312-761f5ce5c921
Hao, Y., Rose, H., & Chalmers, H. (2024). A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings. Journal of Multilingual and Multicultural Development.

https://doi.org/10.1080/01434632.2024.2418477 https://ora.ox.ac.uk/objects/uuid:6857ad71-87db-4ce3-aca1-2874f2eabeaa
Rose, H., & Bielory, L. (2024). Diagnosis and Treatment of Vernal Keratoconjunctivitis: A Qualitative Study of Caregiver, Patient, and Clinician Experience in the United States. Journal of Pediatric Ophthalmology and Strabismus, 61(4), 252-256.

https://doi.org/10.3928/01913913-20240102-01
Zhou, S., & Rose, H. (2024). A longitudinal study on lecture listening difficulties and self-regulated learning strategies across different proficiency levels in EMI higher education. Applied Linguistics Review, 16(1), 509-535.

https://doi.org/10.1515/applirev-2023-0113 https://ora.ox.ac.uk/objects/uuid:826aa8d8-6b79-4c1d-9408-e7b73915f1ee
Curle, S., Rose, H., & Yuksel, D. (2024). English medium instruction in emerging contexts: an editorial introduction to the special issue. System, 122.

https://doi.org/10.1016/j.system.2024.103262 https://ora.ox.ac.uk/objects/uuid:99e6ccac-3a8c-401d-a233-cf0b02e27a1d
da Costa, N., & Rose, H. (2024). The impact of Global Englishes classroom-based innovation on school-aged language learners’ perceptions of English: an exercise in practitioner and researcher partnership. System, 121.

https://doi.org/10.1016/j.system.2024.103263 https://ora.ox.ac.uk/objects/uuid:4a31431f-28d1-464e-b026-28eb7d5b1e76
Soruç, A., Yuksel, D., Horzum, B., McKinley, J., & Rose, H. (2024). Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study. Higher Education, 88(5), 1947-1968.

https://doi.org/10.1007/s10734-024-01195-0 https://ora.ox.ac.uk/objects/uuid:1d6c055e-0283-4ccc-b8c6-cec85f79c0f0
McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2023). Researching EMI policy and practice multilingually: reflections from China and Turkey. Language and Education.

https://doi.org/10.1080/09500782.2023.2246954 https://ora.ox.ac.uk/objects/uuid:c1119e08-16af-4b69-95bd-400f2150b946
Aizawa, I., Rose, H., McKinley, J., & Thompson, G. (2023). A comparison of content learning outcomes between Japanese and English medium instruction. Language and Education, 38(6), 911-930.

https://doi.org/10.1080/09500782.2023.2238688 https://ora.ox.ac.uk/objects/uuid:295b5850-19e7-4ac5-b3ce-469aaf3e84dc
Shepard, C., & Rose, H. (2023). English medium higher education in Hong Kong: linguistic challenges of local and non-local students. Language and Education, 37(6), 788-805.

https://doi.org/10.1080/09500782.2023.2240571 https://ora.ox.ac.uk/objects/uuid:bbc0e291-f7c2-4b34-bacb-0513b2fbb206
Macaro, E., & Rose, H. (2023). Introduction to the special issue on English medium instruction: areas of research needing urgent attention . Studies in Second Language Learning and Teaching, 13(2), 257-269.

https://doi.org/10.14746/ssllt.38274 https://ora.ox.ac.uk/objects/uuid:19b92f89-501a-47d8-99a0-fd7a8d2698b8
Miao, Y., Rose, H., & Hosseini, S. (2023). The interaction effect of pronunciation and lexicogrammar on comprehensibility: a case of Mandarin-accented English. Language and Speech, 67(1), 3-18.

https://doi.org/10.1177/00238309231156918 https://ora.ox.ac.uk/objects/uuid:d128ae62-35b8-4579-8c41-89e9e45ff260
Sahan, K., Kamaşak, R., & Rose, H. (2023). The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System, 114.

https://doi.org/10.1016/j.system.2023.103016 https://ora.ox.ac.uk/objects/uuid:d21901a2-c8df-487f-9a75-d39304c3c38d
Zhou, S., & Rose, H. (2023). “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK. International Review of Applied Linguistics in Language Teaching.

https://doi.org/10.1515/iral-2022-0042 https://ora.ox.ac.uk/objects/uuid:c0726b47-fa67-4353-aef1-fc5b8b96c41f
Galloway, N., & Rose, H. (2022). Cross-fertilisation, not bifurcation, of EMI and EAP. ELT Journal, 76(4), 538-546.

https://doi.org/10.1093/elt/ccac033
Rose, H., & McKinley, J. (2022). May I see your credentials, please? Displays of pedagogical expertise by language teaching researchers. Modern Language Journal, 106(3), 528-546.

https://doi.org/10.1111/modl.12794 https://ora.ox.ac.uk/objects/uuid:298ce1cd-5e1d-47b8-890c-013d1fbfb3a3
Arndt, H., & Rose, H. (2022). Capturing life as it is truly lived? improving diary data in educational research. International Journal of Research and Method in Education, 46(2), 175-186.

https://doi.org/10.1080/1743727X.2022.2094360 https://ora.ox.ac.uk/objects/uuid:b25e1a66-2be5-40e6-a319-d83614df3347
Shao, L., & Rose, H. (2022). Teachers’ experiences of English-medium instruction in higher education: a cross case investigation of China, Japan and the Netherlands. Journal of Multilingual and Multicultural Development, 45(7), 2801-2816.

https://doi.org/10.1080/01434632.2022.2073358 https://doi.org/10.1080/01434632.2022.2073358
McKinley, J., Rose, H., & Curdt-Christiansen, X. (2022). EMI in Chinese higher education: the Muddy water of ‘Englishisation’. Applied Linguistics Review, 14(6), 1475-1481.

https://doi.org/10.1515/applirev-2022-0015 https://doi.org/10.1515/applirev-2022-0015
Thomas, N., Rose, H., Cohen, A., Gao, X., Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching: Surveys and Studies, 55(3), 417-421.

https://doi.org/10.1017/s0261444822000015 https://ora.ox.ac.uk/objects/uuid:ec494eea-501b-4055-b6b4-14b475ac2963
Rose, H., Sahan, K., & Zhou, S. (2022). Global English medium instruction: perspectives at the crossroads of Global Englishes and EMI. Asian Englishes, 24(2), 160-172.

https://doi.org/10.1080/13488678.2022.2056794 https://ora.ox.ac.uk/objects/uuid:e74e5db7-c24f-495d-b99b-5e1a9c5872de
McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction. Journal of English-Medium Instruction, 1(1), 85-104.

https://doi.org/10.1075/jemi.21026.mck https://ora.ox.ac.uk/objects/uuid:3f1f6fa1-29bc-4e77-b977-f1ffcebe9ee5
Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2021). Defining English Medium Instruction: striving for comparative equivalence. Language Teaching, 56(4), 539-550.

https://doi.org/10.1017/S0261444821000483 https://ora.ox.ac.uk/objects/uuid:0a5d19d7-28af-473d-8c0e-c2f1ead5f8ca
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.

https://doi.org/10.1093/elt/ccab082 https://ora.ox.ac.uk/objects/uuid:1c10530b-0d35-42ea-ba15-4fb2c321ff63
Xu, X., Rose, H., McKinley, J., & Zhou, S. (2021). The incentivisation of English medium instruction in Chinese universities: policy misfires and misalignments. Applied Linguistics Review, 14(6), 1539-1561.

https://doi.org/10.1515/applirev-2021-0181 https://ora.ox.ac.uk/objects/uuid:bcb73945-66c0-4f0a-bc7e-45790e5669a3
Wakamoto, N., & Rose, H. (2021). Learning to listen strategically: developing a listening comprehension strategies questionnaire for learning English as a global language. System, 103.

https://doi.org/10.1016/j.system.2021.102670 https://ora.ox.ac.uk/objects/uuid:892d4f3e-8bb4-44d2-b9ae-2af09a7938d7
Zhou, S., & Rose, H. (2021). Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China. System, 103.

https://doi.org/10.1016/j.system.2021.102644 https://ora.ox.ac.uk/objects/uuid:b602d75c-9c26-4633-a3db-71763c33ba40
Thomas, N., Bowen, N., & Rose, H. (2021). A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies. System, 103.

https://doi.org/10.1016/j.system.2021.102619 https://ora.ox.ac.uk/objects/uuid:5606936c-1661-4245-a870-c910e4027003
Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101.

https://doi.org/10.1016/j.system.2021.102616 https://ora.ox.ac.uk/objects/uuid:415da632-f738-4e1f-9340-bdd0900cfc2e
McKinley, J., Rose, H., & Zhou, S. (2021). Transnational universities and English medium instruction in China: how admissions, language support and language use differ in Chinese universities. RELC Journal, 52(2), 236-252.

https://doi.org/10.1177/00336882211020032 https://ora.ox.ac.uk/objects/uuid:508f3f55-20f3-4122-b08d-4cc13444ede9
Isaacs, T., & Rose, H. (2021). Redressing the balance in the native speaker debate: assessment standards, standard language, and exposing double standards. TESOL Quarterly, 56(1), 401-412.

https://doi.org/10.1002/tesq.3041 https://ora.ox.ac.uk/objects/uuid:7ef857b5-e7dd-46f2-bf26-cc1c6600c0c0
Thompson, G., Takezawa, N., & Rose, H. (2021). Investigating self-beliefs and success for English medium instruction learners studying finance. Journal of Education for Business, 97(4), 220-227.

https://doi.org/10.1080/08832323.2021.1924108 https://ora.ox.ac.uk/objects/uuid:050fa22d-a46d-4035-9c4e-74ba32830eea
Macaro, E., Sahan, K., & Rose, H. (2021). The profiles of English Medium Instruction teachers in higher education. International Journal of Applied Linguistics, 31(3), 458-474.

https://doi.org/10.1111/ijal.12344 https://ora.ox.ac.uk/objects/uuid:5580b1ff-0120-4d21-bb9e-551de6e59e4e
Xu, X., Oancea, A., & Rose, H. (2021). The impacts of incentives for international publications on research cultures in Chinese humanities and social sciences. Minerva, 59(4), 469-492.

https://doi.org/10.1007/s11024-021-09441-w https://ora.ox.ac.uk/objects/uuid:ba620c45-08b4-41d4-950e-bbe297f4ba87
Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33-41.

https://doi.org/10.1093/elt/ccaa063 https://ora.ox.ac.uk/objects/uuid:fadf1108-42e6-4c78-be87-f9637d6f68cd
Kamaşak, R., Sahan, K., & Rose, H. (2020). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49.

https://doi.org/10.1016/j.jeap.2020.100945 https://ora.ox.ac.uk/objects/uuid:74396fce-8a89-472d-887f-bb18a47cb621
Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54(2), 157-189.

https://doi.org/10.1017/S0261444820000518 https://ora.ox.ac.uk/objects/uuid:1749f1cb-bd48-4a5a-a6cb-b77de1752b8e
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English Medium Instruction programme. Language Teaching Research, 27(4), 837-861.

https://doi.org/10.1177/1362168820965510 https://ora.ox.ac.uk/objects/uuid:7c54b379-3879-4edf-a3a1-b04a3837ac70
Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System, 95.

https://doi.org/10.1016/j.system.2020.102390 https://ora.ox.ac.uk/objects/uuid:9b49327b-69b2-4a96-a7ad-018bfa9b4dd9
Goyal, R., & Rose, H. (2020). Stilettoed Damsels in Distress: the (un)changing depictions of gender in a business English textbook. Linguistics and Education, 58.

https://doi.org/10.1016/j.linged.2020.100820 https://ora.ox.ac.uk/objects/uuid:ea5a6f78-d194-43af-a9e7-61e3098667fa
Barrass, J., Briggs Baffoe-Djan, J., Rose, H., & Boggs, J. (2020). Intelligibility and comprehensibility of Korean English speakers’ phonological features in lingua franca listening contexts. Journal of AsiaTEFL, 17(1), 124-142.

https://doi.org/10.18823/asiatefl.2020.17.1.8.124 https://ora.ox.ac.uk/objects/uuid:f2442685-b788-4de4-a453-516dbf73ff44
Xu, X., Rose, H., & Oancea, A. (2019). Incentivising international publications: institutional policymaking in Chinese higher education. Studies in Higher Education, 46(6), 1132-1145.

https://doi.org/10.1080/03075079.2019.1672646 https://ora.ox.ac.uk/objects/uuid:4f535add-74f3-41f5-819a-596af81e7040
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196-209.

https://doi.org/10.1080/13670050.2019.1651819 https://ora.ox.ac.uk/objects/uuid:e07778a9-35ec-4130-8ea9-5eb066b1386f
Rose, H. (2019). Dismantling the ivory tower in TESOL: a renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895-905.

https://doi.org/10.1002/tesq.517 https://ora.ox.ac.uk/objects/uuid:0f590a81-c0dc-4c7c-bcbe-59498f465554
Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: examining the roles of teachers and students in formal education settings. Applied Linguistics Review.

https://doi.org/10.1515/applirev-2019-0033 https://ora.ox.ac.uk/objects/uuid:57466c8d-4fe5-4241-9c72-4c5b357a3490
McKinley, J., & Rose, H. (2019). Standards of English in academic writing: The authors respond. Journal of Second Language Writing, 44, 114-116.

https://doi.org/10.1016/j.jslw.2019.04.004 https://ora.ox.ac.uk/objects/uuid:c270032d-8aa3-4184-985a-051a1b0c366c
Rose, H. (2019). The future of English in global higher education: Shifting trends from teaching English to teaching through English. CALR Linguistics Journal - Issue 9.

https://doi.org/10.60149/hrxr6518
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161.

https://doi.org/10.1080/03075079.2019.1590690 https://ora.ox.ac.uk/objects/uuid:6a20ef02-8bcc-4108-a8d4-0d408ac94e07
Aizawa, I., & Rose, H. (2018). An analysis of Japan’s English as medium of instruction initiatives within higher education: the gap between meso-level policy and micro-level practice. Higher Education, 77(6), 1125-1142.

https://doi.org/10.1007/s10734-018-0323-5 https://ora.ox.ac.uk/objects/uuid:b9c4d29b-a1a9-4cee-9b44-076021390043
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.

https://doi.org/10.1016/j.jslw.2018.07.003 https://ora.ox.ac.uk/objects/uuid:9b4d7c99-02f1-40e8-9f65-c99a02630e45
Thomas, N., & Rose, H. (2018). Do Language Learning Strategies need to be Self-Directed? Disentangling Strategies from Self-regulated learning. TESOL Quarterly.

https://doi.org/10.1002/tesq.473
Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88-101.

https://doi.org/10.1177/0033688217746206 https://ora.ox.ac.uk/objects/uuid:2eda5ed8-8b06-4bd8-bf80-7e970b96e5a8
Rose, H. (2018). Popular Approaches to EAL Instruction. The TESOL Encyclopedia of English Language Teaching, 1-12.

https://doi.org/10.1002/9781118784235.eelt0818
Rose, H., Briggs, J., Boggs, J., Sergio, L., & Ivanova-Slavianskaia, N. (2017). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151-163.

https://doi.org/10.1016/j.system.2017.12.002 https://ora.ox.ac.uk/objects/uuid:b4f78e0b-e191-4dff-b1f5-5404b88b3643
Rose, H., & Conama, J. (2017). Linguistic Imperialism: Still a valid construct in relation to language policy for Irish Sign Language. Language Policy, 17(3), 385-404.

https://doi.org/10.1007/s10993-017-9446-2 https://ora.ox.ac.uk/objects/uuid:b59aee10-99ab-418c-bd20-d00943c1a812
Galloway, N., & Rose, H. (2017). Raising awareness of Global Englishes in the ELT classroom. ELT Journal, 72(1), 3-14.

https://doi.org/10.1093/elt/ccx010 https://ora.ox.ac.uk/objects/uuid:602c1648-11aa-497a-a479-9d437f425ca7
Rose, H., & McKinley, J. (2017). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education.

https://doi.org/10.1007/s10734-017-0125-1 https://ora.ox.ac.uk/objects/uuid:8fefd80a-5afe-45f0-adb7-2344ea988dd3
Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: using the ‘Speak Good English Movement’ to raise awareness of Global Englishes. RELC Journal.

https://doi.org/10.1177/0033688216684281 https://ora.ox.ac.uk/objects/uuid:1c2cd092-d31a-4330-8610-029b46ce5a7b
Rose, H., & McKinley, J. (2016). The prevalence of pedagogy-related research in applied linguistics: extending the debate. Applied Linguistics, 38(4), 599-604.

https://doi.org/10.1093/applin/amw042 https://ora.ox.ac.uk/objects/uuid:4d3a7d68-4897-457a-b046-1be4a0d659df
Syrbe, M., & Rose, H. (2016). An evaluation of the global orientation of English textbooks in Germany. Innovation in Language Learning and Teaching, 12(2), 152-163.

https://doi.org/10.1080/17501229.2015.1120736 https://ora.ox.ac.uk/objects/uuid:579e5f34-891e-4c54-aea6-558b81fc253f
Rose, H., & Carson, L. (2014). Chinese and Japanese language learning and foreign language education in Japan and China: Some international perspectives. Language Learning in Higher Education, 4(2), 257-269.

https://doi.org/10.1515/cercles-2014-0014 https://ora.ox.ac.uk/objects/uuid:ae5963b7-5e7d-4d63-9fda-3f577110ff8c
Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386-396.

https://doi.org/10.1093/elt/ccu021 https://ora.ox.ac.uk/objects/uuid:a45c87d6-3576-40c5-854d-06253cdaa4d3
Rose, H. (2014). Focus on East Asia: Language Learning and Teaching. Language Learning in Higher Education, 4(2 (Special Issue).

http://www.degruyter.com/view/j/cercles.2014.4.issue-2/issue-files/cercles.2014.4.issue-2.xml
Rose, H. (2013). L2 learners’ attitudes toward, and use of, mnemonic strategies when learning Japanese kanji. Modern Language Journal, 97(4), 981-992.

https://doi.org/10.1111/j.1540-4781.2013.12040.x https://ora.ox.ac.uk/objects/uuid:51a0c552-8389-4d77-8071-e09a37be859f
Galloway, N., & Rose, H. (2013). “They envision going to New York, not Jakarta”: the differing attitudes toward ELF of students, teaching assistants, and instructors in an English-medium business program in Japan. Journal of English As a Lingua Franca, 2(2), 229-253.

https://doi.org/10.1515/jelf-2013-0014 https://ora.ox.ac.uk/objects/uuid:4deafd2f-5829-41a9-bba8-6e44082bb102
Rose, H., & Harbon, L. (2013). Self-regulation in second language learning: An investigation of the learning task. Foreign Language Annals, 46(1), 96-107.

https://doi.org/10.1111/flan.12011 https://ora.ox.ac.uk/objects/uuid:14a45ae0-6fbc-4409-ae71-9c49331656f8
Rose, H. (2012). Language Learning Strategy Research: Where do we go from here?. Studies in Self-Access Learning Journal, 3(2), 137-148.

https://ora.ox.ac.uk/objects/uuid:a4e0bec3-6856-4df6-997a-4f6c99f61cba
Rose, H. (2011). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92-98.

https://doi.org/10.1093/applin/amr045 https://ora.ox.ac.uk/objects/uuid:29a47137-24cf-4731-8494-cd7ac83ccebc

Reports

Macaro, E., Sahan, K., Mikolajewska, A., ROSE, H., Searle, M., Aizawa, I., Zhou, S., & Veitch, A. (2021). Global mapping of English as a medium of instruction in higher education. British Council.

http://www.britishcouncil.org/
Murphy, V., Arndt, H., Briggs Baffoe-Djan, J., Chalmers, H., Macaro, E., Rose, H., Vanderplank, R., & Woore, R. (2020). Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment. Education Endowment Foundation.

https://ora.ox.ac.uk/objects/uuid:4e6f26ba-44b3-452c-b959-18150b9d4093
ROSE, H., McKinley, J., XU, X., & Zhou, S. (2020). Investigating policy and implementation of English-medium instruction in higher education institutions in China. British Council.

https://www.teachingenglish.org.uk/sites/teacheng/files/K155_Investigating_policy_implementation_EMI_China_web.pdf
Macaro, E., BRIGGS BAFFOE-DJAN, J., ROSE, H., di Sabato, B., Hughes, B., Cuccurullo, D., Coonan, C., Menegale, M., & Bier, A. (2019). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. British Council.

https://www.teachingenglish.org.uk/article/transition-secondary-school-clil-emi-university-initial-evidence-research-italy

C-Books

McKinley, J., & Rose, H. (2016). Doing Research in Applied Linguistics Realities, Dilemmas and Solutions. Routledge.
McKinley, J., & Rose, H. (Eds.). (2017). Doing Research in Applied Linguistics. Routledge.

https://doi.org/10.4324/9781315389608 https://doi.org/10.4324/9781315389608
Rose, H. (2012). Strategies and Self-Regulation in Self-Access Learning (H. Rose, Ed.).

http://sisaljournal.org/archives/dec12/

Subjects Taught

MSc in Applied Linguistics and Second Language Acquisition
MSc in Applied Linguistics for Language Teaching
DPhil in Education

Current Doctoral Students

DPhil Student and Tutor (MSc Applied Linguistics for Language Teaching), Honorary Norham Fellow

DPhil Student and Tutor (MSc Applied Linguistics for Language Teaching), Honorary Norham Fellow

Claire (Yu) Hao

Doctoral Student

Doctoral Applications

Heath welcomes doctoral applications from students interested in the following research areas:

Global Englishes and English as a lingua franca (with a particular interest in their pedagogical implications)
Teaching English as an international language
Pedagogical challenges associated with English Medium Instruction
Self-regulation and language learner strategies
He is particularly supportive of applicants that are first generation (first-in-family) university graduates, or who come from under-representative groups within Oxford’s student community.