Published, July 2017
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 learning English academic writing with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. A total of sixteen students and their four teachers participated in the yearlong study, involving an analysis of students’ written texts, supported by monthly student and teacher interviews and classroom observations. The text analysis was done using Clark and Ivanič’s (1997) possibilities of selfhood as the main framework, operationalizing Martin’s (2000) Appraisal framework for identifying the different selves. Findings showed that the strongest influences on identity construction were from instructors’ expectations, while personal beliefs also contributed. The findings also showed that students were more likely to meet writing task expectations where instructors had more reasonable requirements in terms of voice.
To cite this article: McKinley, J. (2017). Identity construction in learning English academic writing in a Japanese university. Journal of Asia TEFL, 14(2), 228-243.
Rose, H. & McKinley, J. (2017). Japan's English medium instruction initiatives and the globalization of higher education, accepted for publication in Higher Education.
This article analyses a recent initiative of Japan’s Ministry of Education, Culture, Sports, Science and Technology (MEXT) which aims to internationalize higher education in Japan. It then presents an analysis of publicly available documents regarding the policy, collected from all thirty-seven of the participant universities of the Top Global University Project. Findings indicate a positive departure from older policy trends, and the emergence of flexible, unique forms of English language education in Japan’s universities.
Rose, H. & McKinley, J. (2016). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, advance access online 10 December.
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. Findings of the study suggest a number of practice-oriented journals now take the lion’s share of pedagogical research, allowing other key applied linguistics journals to focus on a diverse range of non-pedagogy-related language problems. Nevertheless, in general, pedagogy remains a key topic in the field.
Doing Research in Applied Linguistics: Realities, dilemmas, and solutions provides insight and guidance for those undertaking research, and shows the reader, through honest portrayals of the often glossed-over problems experienced in applied linguistics research, how to deal with the challenges of this research involving real people in real settings. The volume features over twenty chapters by experienced and up-and-coming researchers from around the world.