Jim McKinley is Professor of Applied Linguistics at University College London in the UCL Centre for Applied Linguistics and UCL Centre for Higher Education Studies.

He has been an associate of the EMI (English Medium Instruction) Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016). He has been a Senior Fellow of the Higher Education Academy since 2020.

At Oxford, Jim regularly collaborates with Prof. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.

Jim’s research mainly explores implications of globalisation for higher education, focusing on L2 writing, language education, and the teaching-research nexus. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.

For further information, visit https://www.jimmckinley.me/



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

Hampson, T. & McKinley, J. (2023). Qualitive and quantitative are data types not paradigms: An MMA framework for mixed research in applied linguistics. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 1-7. https://so04.tci-thaijo.org/index.php/LEARN/article/view/266929/180207

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

Yuksel, D., Soruç, A., Horzum, B., & McKinley, J. (2023). Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success. Studies in Second Language Learning and Teaching, 13(2), 399-426. https://doi.org/10.14746/ssllt.38280

Chong, S-W., Isaacs, T., & McKinley, J. (2023). Ecological Systems Theory and Second Language Research​. Language Teaching, 56(3), 333-348. https://doi.org/10.1017/S0261444822000283

Hampson, T. & McKinley, J. (2023). Problems posing as solutions: Criticising pragmatism as a paradigm for mixed methods research. Research in Education, 116(1), 124-138. https://doi.org/10.1177/00345237231160085

McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2022). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846

Christou, E., Thomas, N., & McKinley, J. (2022). Chinese pre-service English teachers’ beliefs about English as an International Language (EIL). Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2148681

McKinley, J. (2022). An argument for globalized L2 writing methodological innovation. Journal of Second Language Writing, 58, 100945. https://doi.org/10.1016/j.jslw.2022.100945

Rose, H. & McKinley, J. (2022). May I see your credentials, please? Displays of pedagogical expertise by language teaching researchers. The Modern Language Journal, 106(3), 528-546. https://doi.org/10.1111/modl.12794

McKinley, J. (2022). Fostering Global Citizenship in (despite?) Internationalized Higher Education. IIS University Journal of Arts, 11(1), 1-7. http://iisjoa.org/sites/default/files/iisjoa/July%202022/1.pdf

McKinley, J., Curdt-Christiansen, X.L., & Rose, H. (2022). EMI in Chinese higher education: The muddy water of ‘Englishisation’. Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-0015

Sahan, K., Galloway, N., & McKinley, J. (2022). English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education. Language Teaching Research. https://doi.org/10.1177/13621688211072632

McKinley, J., & Rose, H. (2022). English language teaching and English-medium instruction: Putting research into practice. Journal of English-Medium Instruction, 1(1), 85-104. https://doi.org/10.1075/jemi.21026.mck

McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2021). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2

Rose, H., McKinley, J., & Galloway, N. (2021). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518

​McIntosh, S., McKinley, J., & Mikołajewska, A. (2021). Critical examination of the teaching-research nexus: academic contracts in UK universities, A report for the British Academy.

Galloway, N. & McKinley, J. (2021). Englishization of higher education. In Mohebbi, H. & Coombe, C. (Eds.), Research Questions in Language Education and Applied Linguistics (pp. 705-709). Springer.

Zhou, S., McKinley, J., Rose, H., & Xu, X. (2021). English medium higher education in China: challenges and ELT support. ELT Journal. https://doi.org/10.1093/elt/ccab082

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. https://doi.org/10.1515/applirev-2021-0181

McKinley, J., Rose, H., & Zhou, S. (2021). Transnational universities and EMI in China: How admissions, language support and language use differ from EMI programs in Chinese universities. RELC Journal, 52(2), 236–252. https://doi.org/10.1177/00336882211020032

Boonsuk, Y., Ambele, E., & McKinley, J. (2021). Developing Awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT. System, 93, 102511. https://doi.org/10.1016/j.system.2021.102511

Yuksel, D., Soruc, A., & McKinley, J. (2021). Teachers’ beliefs and practices about oral corrective feedback in university EFL classes. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12336

Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698

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.

McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.

Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.

McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly53(3), 875-884.

McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.

McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.

McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.

Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.

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

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.