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
  • Rose, H., McKinley, J., & BRIGGS BAFFOE-DJAN, J. (2020). Data Collection Research Methods in Applied Linguistics. Bloomsbury Academic.

  • Rose, H., Syrbe, M., Montakantiwong, A., & Funada, N. (2020). Global TESOL for the 21st Century: Teaching English in a Changing World (pp. 1-214). https://doi.org/10.21832/ROSE8182
    DOI: https://doi.org/10.21832/ROSE8182

  • McKinley, J., & Rose, H. (2019). The routledge handbook of research methods in applied linguistics (pp. 1-530). https://doi.org/10.4324/9780367824471
    DOI: 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
    DOI: https://doi.org/10.1017/9781316678343

  • Rose, H. (2017). The Japanese Writing System. Multilingual Matters. https://doi.org/10.21832/rose8156
    DOI: https://doi.org/10.21832/rose8156

  • Galloway, N., & Rose, H. (2015). Introducing global englishes (pp. 1-292). https://doi.org/10.4324/9781315734347
    DOI: https://doi.org/10.4324/9781315734347

  • Book chapters
  • Rose, H., & Sahan, K. (2023). What ROAD-MAPPING adds to our understanding of english-medium educational policy research. In Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework (pp. 20-35). https://doi.org/10.4324/9781003193852-2
    DOI: https://doi.org/10.4324/9781003193852-2

  • 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).

  • Galloway, N., & Rose, H. (2021). The global spread of English and global Englishes language teaching. In Language Teacher Education for Global Englishes: A Practical Resource Book (pp. 11-19).

  • 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).

  • Simpson, K., & Rose, H. (2021). 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).

  • 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).

  • 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). 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). 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). 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). 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). 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., 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). Global TESOL for the 21st Century Teaching English in a Changing World Preface. In GLOBAL TESOL FOR THE 21ST CENTURY: TEACHING ENGLISH IN A CHANGING WORLD (p. XI - +).

  • Rose, H. (2020). Diaries and journals Collecting insider perspectives in second language research. In ROUTLEDGE HANDBOOK OF RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 348-359).

  • 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). Unique challenges of learning to write in the Japanese writing system. In N. Yigitoglu & M. Reichelt (Eds.), L2 Writing Beyond English (pp. 78-94). Multilingual Matters. https://ora.ox.ac.uk/objects/uuid:6e128d89-f12a-4d48-9265-d44612099701
    https://ora.ox.ac.uk/objects/uuid:6e128d89-f12a-4d48-9265-d44612099701

  • Rose, H. (2019). RESEARCHING ENGLISH AS AN INTERNATIONAL LANGUAGE. In Qualitative Research Topics in Language Teacher Education (pp. 131-136). https://doi.org/10.4324/9780429461347-22
    DOI: https://doi.org/10.4324/9780429461347-22

  • 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). Multilingual Matters. https://doi.org/10.21832/9781783097036-014
    DOI: 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
    https://ora.ox.ac.uk/objects/uuid:89f472ff-3c62-4b95-89eb-077020282612

  • Rose, H., & McKinley, J. (2017). Realities of doing research in applied linguistics. In DOING RESEARCH IN APPLIED LINGUISTICS: REALITIES, DILEMMAS, AND SOLUTIONS (pp. 3-14).

  • Rose, H. (2017). Responding to theoretical shifts in research design. In DOING RESEARCH IN APPLIED LINGUISTICS: REALITIES, DILEMMAS, AND SOLUTIONS (pp. 27-36).

  • 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
    https://ora.ox.ac.uk/objects/uuid:21fbd5c0-9633-45e4-a251-8eaaf2319df7

  • 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
    https://ora.ox.ac.uk/objects/uuid:61a61484-0b1d-4173-806c-30d66bf67cd6

  • Rose, H. (2015). Researching language learner strategies. In Research Methods in Applied Linguistics: A Practical Resource. Bloomsbury Publishing. https://ora.ox.ac.uk/objects/uuid:4e1c9c17-0426-49c7-8b4d-4ea1a5251f34
    https://ora.ox.ac.uk/objects/uuid:4e1c9c17-0426-49c7-8b4d-4ea1a5251f34

  • Briggs Baffoe-Djan, J. (n.d.). Data Descriptive Statistics in Data Analysis. In H. Rose & J. McKinley (Eds.), Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

  • Rose, H., & McKinley, J. (n.d.). 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
    DOI: https://doi.org/10.4324/9781003082644-9

  • Journal articles
  • 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. https://doi.org/10.1515/applirev-2023-0113
    DOI: https://doi.org/10.1515/applirev-2023-0113

  • 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. 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. 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. 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

  • 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

  • Thomas, N., Rose, H., Cohen, A., Gao, X., Sasaki, A., & Hernandez-Gonzalez, T. (2022). The third wind of language learning strategies research. Language Teaching, 55(3), 417-421. https://doi.org/10.1017/s0261444822000015
    DOI: https://doi.org/10.1017/s0261444822000015

  • 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

  • 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
    DOI: https://doi.org/10.1075/jemi.21026.mck

  • 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
    DOI: https://doi.org/10.1093/elt/ccac033

  • Rose, H., McKinley, J., & Curdt-Christiansen, X. (2022). EMI in Chinese higher education: the Muddy water of ’Englishisation’. APPLIED LINGUISTICS REVIEW. https://doi.org/10.1515/applirev-2022-0015
    DOI: https://doi.org/10.1515/applirev-2022-0015

  • 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. https://doi.org/10.1080/01434632.2022.2073358
    DOI: https://doi.org/10.1080/01434632.2022.2073358

  • 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., 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
    DOI: 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
    DOI: 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
    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

  • Internet publication
  • XU, X., ROSE, H., & OANCEA, A. (2020). Publish Internationally or Perish? Incentive Schemes for International Publications in the Chinese Humanities and Social Sciences (HSS). The Network for Research into Chinese Education Mobilities. https://chineseedmobilities.wordpress.com/2020/02/03/publish-internationally-or-perish-incentive-schemes-for-international-publications-in-the-chinese-humanities-and-social-sciences-hss/

  • Reports
  • 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
    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