Jim Mckinley

Jim Mckinley
University College London | UCL · Institute of Education

PhD Applied Linguistics
Teaching-research nexus in higher education / theory+practice in TESOL

About

67
Publications
83,082
Reads
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921
Citations
Citations since 2016
59 Research Items
902 Citations
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2016201720182019202020212022050100150200250
2016201720182019202020212022050100150200250
2016201720182019202020212022050100150200250
Introduction
Jim McKinley is an associate professor of TESOL and applied linguistics at UCL Institute of Education in Bloomsbury, London. Areas of interest include research methods in applied linguistics, L2 writing, and teaching in higher education, especially regarding English-medium instruction (EMI). He is currently co-editor of System journal. Personal website: jimmckinley.me
Additional affiliations
September 2018 - March 2020
University College London
Position
  • Professor (Associate)
January 2016 - August 2018
University of Bath
Position
  • Managing Director
Description
  • Director of Studies for the PhD in Education
April 2005 - January 2018
Sophia University
Position
  • Professor (Associate)
Description
  • Lecturer in the Department of English Studies (2005-2008), Lecturer in the Faculty of Liberal Arts (2008-2012), Associate Professor in the Faculty of Liberal Arts (2012-2016)

Publications

Publications (67)
Article
Full-text available
In a case study research project where a Western researcher is observing Japanese university students in their own classrooms in Japan being taught critical English writing by Western teachers, certainly the issue of cultural sensitivity is crucial. I feel it is my duty as a Western researcher to try to be as objective as possible to be able to hav...
Article
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This article analyzes a recent initiative of Japan’s Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project “Top Global University Project” (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human reso...
Article
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With the number of international postgraduate students in UK universities steadily increasing, there is great interest in understanding how institutions can more effectively meet these students’ expectations and needs through programme-supported development of intercultural competence. This paper reports on a project that explored experiences and p...
Preprint
Full-text available
English L2 writing in an international higher education context has been a central research focus throughout my career. In my early days teaching on a TESOL master's program, I found students struggling to shift from formulaic, basic, grammatically accurate writing, to university writing requiring original contributions to knowledge, and an origina...
Book
Full-text available
When conducting research, it is often inevitable that we will face obstacles and problems along the way. How can we overcome issues of validity, reliability, and ethicality? Doing Research in Applied Linguistics: realities, dilemmas and solutions addresses these issues and shows the reader how to undertake research whilst dealing with the challenge...
Book
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The guest editors, Masatoshi Sato (Universidad Andres Bello) and Shawn Loewen (Michigan State University), feature a collection of empirical studies focusing on the relationship between research and practice in the field of second language (L2) learning and teaching—a much-debated yet rarely-investigated topic. With articles written by like-minded...
Article
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“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited...
Article
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There is a growing popular discourse that the intellectualization of the field of language teaching has resulted in a growing divide between language teaching researchers and professionals. Some scholars have called for more holistic professionals, that is, people who embody the identities of both researcher and practitioner. To explore such positi...
Book
Full-text available
With the exponential growth of English-Medium Instruction (EMI) provision in higher education, which is rapidly outpacing empirical research, this book outlines approaches to EMI in a range of regional contexts to exemplify different interpretations of implementing EMI policy in higher education. The book provides an in-depth understanding of evolv...
Article
Full-text available
“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited...
Article
Full-text available
IIS University Journal of Arts. Global citizenship' as an objective of internationalized higher education can be a contentious, political issue in certain sectors. In this brief commentary , I reflect on the challenges to fostering global citizenship that I believe were indirectly addressed in a recent panel in London on dealing with the politics...
Article
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English in Chinese higher education has shifted from being taught as a foreign language alongside other disciplinary-focussed courses to becoming an important medium of instruction used for learning and teaching non-language related academic subjects. While using English medium instruction (EMI) seems a natural and neutral academic exercise, the sw...
Article
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Emerging from the growing body of work on English medium instruction (EMI) in higher education are challenges to policy implementation, particularly when it is implemented top-down without a careful needs analysis or when it fails to address problems associated with ‘English-only’ implementation and so-called ‘native speaker’ norms. Our study respo...
Article
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The role of English language teaching (ELT) in English-medium instruction (EMI) can vary widely depending on education policy objectives and teachers’ responses to EMI students’ language and learning needs. In this paper, we provide a narrative review of a growing number of studies reporting language-related challenges as the foremost barrier to su...
Chapter
Full-text available
The importance of workplace writing literacies has been well recognised in both academic and professional contexts. However, the ability to prepare learners for mediation of specialised knowledge and their L2 abilities has been contested in the literature due to the gap between these two contexts. We argue that both contexts should reconcile and pl...
Article
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This mixed-methods study explores the language-related difficulties and ELT support offered in English-medium programmes at eight universities in China. Data included a student questionnaire (n = 394) measuring the difficulties of 45 academic tasks, organized around the four skills of reading, writing, listening, and speaking. Results revealed stud...
Article
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The growth of English medium instruction (EMI) in higher education in China over the past two decades has been promoted via implicit and explicit policies that aim to incentivise activities associated with the creation of English-taught courses and programs. This study investigates the components of such incentivisation schemes. It also explores ho...
Technical Report
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This summary outlines the main findings of this study into the teaching-research nexus in Humanities and Social Science (HSS) disciplines in UK Higher Education. It indicates the issues in the relationship between teaching and research in UK higher education made apparent by analysis of trends in contracting academic work as well as providing insig...
Article
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This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universitie...
Article
Full-text available
The effectiveness of preparing English language learners for workplace technical writing in various fields (e.g. engineering, business), has been widely contested by both social learning theories and research investigating university–workplace transition of novice employees. In this paper, we present a needs analysis conducted in the workplace that...
Article
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This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153...
Article
Full-text available
This study investigated Turkish EFL teachers’ beliefs and practices about the aspects of oral corrective feedback (OCF). It explored the impact of individual differences, namely educational background, special training, and teaching experience, on the relationship between the beliefs and practices. Data on teachers’ practices were collected via 153...
Article
Full-text available
Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise th...
Article
Despite the continued growth of linguistic diversification and widespread utilization of English by multilingual and multicultural speakers, EFL-oriented pedagogies and native speakerism still profoundly dominate Thailand. To educationally maneuver away from this conceptualization, a new compulsory course called Global Englishes (GEs) was introduce...
Article
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en This study examined (in)congruences between beliefs and practices of EFL university teachers on in‐class oral corrective feedback (OCF). The participants were 20 university English language teachers from a private university in Turkey. Data were collected via video‐recorded non‐participant detached observation, a task about OCF to determine the...
Article
Full-text available
The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate thes...
Chapter
Full-text available
TESOL postgraduate studies in Anglophone countries are finding international students increasingly in the majority, especially in one-year master’s programs such as those in the UK. These programs are especially desirable for such students as they expect to not only get an advanced degree, but also to gain some English teacher training, and to hone...
Chapter
Full-text available
Internationalization has become a priority for universities around the globe. Many efforts are being made to internationalize curricula, establish and extend international partnerships, publish internationally and conduct collaborative research with international partners to raise international profiles. In non-Anglophone settings, this internation...
Article
Full-text available
The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching to match the new sociolinguistic landscape of the 21st century. In recent years a considerable amount of classroom-based research and language teacher education research has emerged to investigate these proposals in pract...
Chapter
Full-text available
This chapter presents a literature-based overview of the potential challenges faced by Higher Education (HE) stakeholders (universities, faculty members and students) in Japan after the introduction of the Top Global University Project (TGUP) at their institutions. In 2014, Japan’s Ministry of Education (MEXT) launched the TGUP, a large-investment...
Chapter
Full-text available
This paper reports on a study aimed at investigating EMI policy implementation and plans in Chinese HE to map current EMI provision and its future implications. The paper reports on three phases of data collection at three levels (macro-, meso- and micro-) of policy implementation. Based on findings we make four primary recommendations. Note: This...
Book
Full-text available
The internationalisation of Chinese higher education (HE) has accelerated at a rapid pace over the past two decades, spurred by numerous government initiatives. At present, there is a pressing need for an investigation into English medium instruction (EMI) implementation across Chinese universities. In response, this report aims to take stock of th...
Chapter
Full-text available
We are currently in a ‘golden age’ of applied linguistics research, where we are learning to strengthen the field through transparency and data sharing, helping to improve and assure quality of research, and advance knowledge more efficiently. We have simultaneously moved into an era of big data, which is punctuated by large scale surveys and corpu...
Book
Full-text available
The Routledge Handbook of Research Methods in Applied Linguistics provides a critical survey of the methodological concepts, designs, instruments and types of analysis that are used within the broad field of applied linguistics. With more than 40 chapters written by leading and emerging scholars, this book problematizes and theorizes applied lingui...
Technical Report
Full-text available
Internationalisation of Chinese higher education has accelerated at a rapid pace over the past two decades, spurred by numerous government initiatives. At present, there is a pressing need for an investigation into EMI implementation across Chinese universities. In response, this report aims to take stock of the current state of EMI policy implemen...
Book
Full-text available
The successful collection of data is a key challenge to obtaining reliable and valid results in applied linguistics research. This book provides a practical guide to conducting research in the field and collecting good data, encompassing the challenges and obstacles applied linguists face. It explores frequently used data collection techniques, inc...
Article
Full-text available
Within the currently diverse UK higher education environment, one important aspect of learning is the development of intercultural competence. The study that informs this paper investigated the ways intercultural competence was perceived as being enhanced or inhibited through current language and educational practices at a university that positions...
Article
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As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong’o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East...
Chapter
Full-text available
While socially-situated English L2 writing education has been explored in great depth in thousands of studies, less research has been done on the impact of the international higher education context on the phenomenon. In our increasingly globalised world, international uses of English are on the rise in academic writing, putting into question nativ...
Chapter
Full-text available
This chapter explores second language (L2) writing instruction of the Japanese language in higher education both inside and outside Japan. This study was built on an earlier study (McKinley, 2014) which concluded that university instructors of Japanese should address the Western criticisms (such as ‘problematic’ inductive writing, or ‘indirect’ wri...
Article
Full-text available
This paper makes further calls for more TESOL research to be conducted in the teaching-research nexus; specifically, for the research to be more grounded in classroom-contexts, and for methods to be more transparent about the messiness of doing real-world classroom research. I present two key calls for TESOL researchers: 1) to collaborate with teac...
Article
Full-text available
The response to our recent article on journal submission guidelines (McKinley & Rose, 2018) facilitates an opportunity to engage in further discussion on English language standards in published academic writing. We are grateful to Paul Stapleton for his response, and to the editors of the Journal of Second Language Writing for this further occasion...
Preprint
Full-text available
This paper makes further calls for more TESOL research to be conducted in the teaching-research nexus; specifically, for the research to be more grounded in classroom-contexts, and for methods to be more transparent about the messiness of doing real-world classroom research. I present two key calls for TESOL researchers: 1) to collaborate with teac...
Preprint
Full-text available
Internationalization has become a priority for universities around the globe. Many efforts are being made to internationalize curricula, establish and extend international partnerships, publish internationally and conduct collaborative research with international partners to raise international profiles. In non-Anglophone settings, this internation...
Chapter
Full-text available
Contextual literacy English for academic purposes (EAP) provides a valuable perspective on the increasing focus on the social and contextual aspects of academic and critical English literacy education. The focus on these aspects is in response to the perceived need to develop students’ literacies to keep up with changing global trends in education...
Article
Full-text available
Adherence to standards in English for research publication purposes (ERPP) can be a substantial barrier for second language (L2) writers and is an area of renewed debate in L2 writing research. This study presents a qualitative text analysis of author guidelines in 210 leading academic journals across 27 disciplines. It explores conceptualizations...
Chapter
Full-text available
Students’ development of contextual literacy in an English medium instructed university program occurs in learning through content and language integrated learning (CLIL). Students focusing on both content and language are in a better position to advance beyond their own values and belief systems toward a cultural and contextual literacy that is mo...
Technical Report
Full-text available
This two-armed project critically examines the existing evidence base and addresses evidence gaps related to a possible relationship between teaching and research in higher education, particularly focusing on academic work in the humanities and social sciences. The study considers the significance of terminology such as 'teaching-informed research'...
Preprint
Full-text available
Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines Adherence to standards in English for research publication purposes (ERPP) can be a substantial barrier for second language (L2) writers and is an area of renewed debate in L2 writing rese...
Article
Full-text available
This article explores how the taxonomy of evaluative meanings supplied by Martin and White’s (2005) appraisal framework might be deployed to linguistically operationalize an analysis inspired by Clark and Ivanič’s (1997) ‘possibilities for selfhood’. While these two ‘frameworks’ operate at different logical/conceptual levels (i.e. they are concerne...
Chapter
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The integration of content and language learning in English as an international language (EIL) is addressed by discussing approaches to content-centered learning in a second language. These approaches include bilingual education, immersion, content-based instruction (CBI), content-based language teaching (CBLT), content and language integrated lear...
Chapter
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Washback concerns the impact of tests and assessments on materials, teachers, and learners. Thirty years of research has shown that testing and assessment have influenced language teaching significantly. Teaching English as an international language (TEIL) is a quickly developing and practical new reality that is beginning to influence language ass...
Article
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In this article, we respond to the special issue ‘Definitions for Applied Linguistics’, where the past and future of applied linguistics are discussed, and the place of pedagogy in the field’s scope is debated. In the issue, Hellermann (2015) uses data from 1980 to 1984 and 2009 to 2013 to show a shift in the field towards an emerging range of lang...
Article
Full-text available
The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to write in academic genres. This study investigates the influences on the construction of writer identity by Japanese university students in Japan learni...
Chapter
Full-text available
When novice researchers are taught about research methods, they are usually only ever exposed to 'ideal' research designs, where all avenues of validity, reliability, generalizability, and ethicality have been carefully contemplated and accounted for. When beginning their data collection, however, things may not go according to these perfect plans:...
Article
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This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original EFL writing analytical framework. This article explains the interrelationship between the...
Article
Full-text available
For learners of Japanese, a conundrum arises at university level as they are expected to be able to shift between direct and indirect language in various writing tasks. The apparent indirectness in inductive language is required of regular writing tasks such as response essays and e-mails, while the directness of deductive academic writing, a quali...
Article
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This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students’ critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education ideals, Japa...
Article
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Writing centers in universities across Japan are on the rise. These centers are commonly understood to be for remedial language help, deterring students confident with their language ability from attending. Over the past few years the number of student appointments at our writing center had been decreasing. Students were expressing no need for the...
Article
Full-text available
The installation of English language writing centres in Japanese universities is a relatively recent event—the first ones established with funding from the Ministry of Education in 2004. Because of the EFL writing context, setting up a writing centre requires consideration of students’ needs and cultural expectations of writing and writing centres....
Article
Full-text available
The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to write in academic genres. This study investigates the influences on the construction of writer identity by Japanese university students in Japan learni...

Questions

Questions (2)
Question
I've started a discussion on this topic, as I'm curious about how other MA TESOL programs work. The ones I know well here in the UK are all expanding, some with around 100 students, some over 200 - many with very different ideas of what the MA TESOL is.
Question
I've discovered that some of the MA TESOL students here in the UK are taking their degree back to China to get jobs teaching English. These are students who don't already have a teaching certification. They majored in English, then got the MA TESOL in the UK, much of the time lamenting that they weren't getting teaching practice, or learning how to teach. When I explain that what they probably wanted was a CELTA/DELTA, they got confused. Understandably. Sources like tefl.co.uk, in their explanation of the different acronyms include TEFL, TESL, and TESOL along with CELTA and DELTA - identifying them all as 'courses'. Having now moved to UCL, Institute of Education, the MA TESOL program is divided into 'in-service' and 'pre-service', the latter offering an option to do some teaching practice. Wondering if this is the situation elsewhere, as I don't remember this when I was teaching on the MEd TESOL at the University of Sydney 15 years ago.

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