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



  • 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).

  • McKinley, J., & Rose, H. (2019). The routledge handbook of research methods in applied linguistics (pp. 1-530).

  • Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press (CUP).

  • Rose, H. (2017). The Japanese Writing System. Multilingual Matters.

  • Galloway, N., & Rose, H. (2015). Introducing global englishes (pp. 1-292).

  • 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).

  • 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). 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). 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 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). 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). 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). 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., 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. (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.

  • 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.

  • 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.

  • Rose, H. (2019). RESEARCHING ENGLISH AS AN INTERNATIONAL LANGUAGE. In Qualitative Research Topics in Language Teacher Education (pp. 131-136).

  • 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.

  • 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.

  • 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.

  • 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.

  • 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).

  • 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.

  • 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.

  • Rose, H. (2015). Researching language learner strategies. In Research Methods in Applied Linguistics: A Practical Resource. Bloomsbury Publishing.

  • 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.

  • 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.

  • Curle, S., Rose, H., & Yuksel, D. (2024). English medium instruction in emerging contexts: an editorial introduction to the special issue. System, 122.

  • 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.

  • 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.

  • McKinley, J., Sahan, K., Zhou, S., & Rose, H. (2023). Researching EMI policy and practice multilingually: reflections from China and Turkey. Language and Education.

  • 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.

  • Aizawa, I., Rose, H., McKinley, J., & Thompson, G. (2023). A comparison of content learning outcomes between Japanese and English medium instruction. Language and Education.

  • 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.

  • 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.

  • 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.

  • 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.

  • Galloway, N., & Rose, H. (2022). Cross-fertilisation, not bifurcation, of EMI and EAP. ELT Journal, 76(4), 538-546.

  • 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.

  • 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.

  • 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.

  • 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.

  • McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction. Journal of English-Medium Instruction, 1(1), 85-104.

  • Rose, H., McKinley, J., & Curdt-Christiansen, X. (2022). EMI in Chinese higher education: the Muddy water of ’Englishisation’. APPLIED LINGUISTICS REVIEW.

  • 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.

  • 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.

  • 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.

  • 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.

  • Wakamoto, N., & Rose, H. (2021). Learning to listen strategically: developing a listening comprehension strategies questionnaire for learning English as a global language. System, 103.

  • 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.

  • Thomas, N., Bowen, N., & Rose, H. (2021). A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies. System, 103.

  • Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • Galloway, N., & Rose, H. (2021). English medium instruction and the English language practitioner. ELT Journal, 75(1), 33-41.

  • Kamaşak, R., Sahan, K., & Rose, H. (2020). Academic language-related challenges at an English-medium university. Journal of English for Academic Purposes, 49.

  • Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54(2), 157-189.

  • 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.

  • Aizawa, I., & Rose, H. (2020). High school to university transitional challenges in English Medium Instruction in Japan. System, 95.

  • Goyal, R., & Rose, H. (2020). Stilettoed Damsels in Distress: the (un)changing depictions of gender in a business English textbook. Linguistics and Education, 58.

  • 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.

  • Xu, X., Rose, H., & Oancea, A. (2019). Incentivising international publications: institutional policymaking in Chinese higher education. Studies in Higher Education, 46(6), 1132-1145.

  • 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.

  • Rose, H. (2019). Dismantling the ivory tower in TESOL: a renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895-905.

  • 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.

  • McKinley, J., & Rose, H. (2019). Standards of English in academic writing: The authors respond. Journal of Second Language Writing, 44, 114-116.

  • 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.

  • 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.

  • 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.

  • Thomas, N., & Rose, H. (2018). Do Language Learning Strategies need to be Self-Directed? Disentangling Strategies from Self-regulated learning. TESOL Quarterly.

  • 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.

  • Rose, H. (2018). Popular Approaches to EAL Instruction. The TESOL Encyclopedia of English Language Teaching, 1-12.

  • 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.

  • 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.

  • Galloway, N., & Rose, H. (2017). Raising awareness of Global Englishes in the ELT classroom. ELT Journal, 72(1), 3-14.

  • Rose, H., & McKinley, J. (2017). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education.

  • 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.

  • Rose, H., & McKinley, J. (2016). The prevalence of pedagogy-related research in applied linguistics: extending the debate. Applied Linguistics, 38(4), 599-604.

  • 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.

  • 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.

  • Galloway, N., & Rose, H. (2014). Using listening journals to raise awareness of Global Englishes in ELT. ELT Journal, 68(4), 386-396.

  • Rose, H. (2014). Focus on East Asia: Language Learning and Teaching. Language Learning in Higher Education, 4(2 (Special Issue).

  • Rose, H. (2013). L2 learners’ attitudes toward, and use of, mnemonic strategies when learning Japanese kanji. Modern Language Journal, 97(4), 981-992.

  • 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.

  • Rose, H., & Harbon, L. (2013). Self-regulation in second language learning: An investigation of the learning task. Foreign Language Annals, 46(1), 96-107.

  • Rose, H. (2012). Language Learning Strategy Research: Where do we go from here?. Studies in Self-Access Learning Journal, 3(2), 137-148.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.