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1	English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development
	Macaro, E; Han, S. - 2019
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2	Exploring the relationship between linguistic knowledge and strategy use in listening comprehension
	Fung, D; Macaro, E. - 2019
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3	First and second language use in English medium instruction contexts
	Macaro, E; Tian, L; Chu, L. - 2018
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4	The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong
	Pun, J; Macaro, E. - 2018
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5	A systematic review of English Medium Instruction in Higher Education
	Macaro, E; Curle, S; Pun, J. - 2017
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6	Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables
	Macaro, E; Akincioglu, M. - 2017
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7	Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
	Hennebry, M; Rogers, V; Macaro, E. - : Routledge, 2017
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8	English medium instruction in universities: A collaborative experiment in Turkey
	Dearden, J; Macaro, E; Akincioglu, M
	In: Symplectic Elements at Oxford ; Added by author (2016)
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9	Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison
	Dearden, J; Macaro, E. - 2016
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10	Students' strategies in response to teachers' second language explanations of lexical items
	Macaro, E
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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11	What works better for the learning of concrete and abstract words: Teachers' L1 use or L2-only explanations?
	Zhao, T; Macaro, E
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2014)
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12	Exploring the value of bilingual language assistants with Japanese English as a foreign language learners
	Macaro, E; Nakatani, Y; Hayashi, Y; Khabbazbashi, N
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
	Abstract: We report on a small-scale exploratory study of Japanese students' reactions to the use of a bilingual language assistant on an EFL study-abroad course in the UK and we give an insight into the possible effect of using bilingual assistants on speaking production. First-year university students were divided into three groups all taught by a monolingual (native) speaker of English. Two teachers had monolingual assistants to help them; the third group had a bilingual (Japanese-English) assistant. In the third group, students were encouraged to ask the assistant for help with English meanings and to provide English equivalents for Japanese phrases, especially during student-centred activities. Moreover, the students in the third group were encouraged to code-switch rather than speak hesitantly or clam up in English. In the first two groups, the students were actively discouraged from using Japanese among themselves in the classroom. The data from an open-ended questionnaire suggest that attitudes to having a bilingual assistant were generally positive. Moreover the 'bilingual' group made the biggest gains over the three week period in fluency and in overall speaking scores although these gains were not statistically significant. Suggestions for further research are explored particularly in relation to whether a bilingual assistant may provide support with the cross-cultural challenges faced by EFL learners. © 2012 Association for Language Learning.
	URL: https://doi.org/10.1080/09571736.2012.678275
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13	The influence of learning a second language in primary school on developing first language literacy skills
	Murphy, VA; Macaro, E; Alba, S...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2014)
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14	Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
	Hennebry, M; Rogers, V; Macaro, E...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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15	Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners
	Lee, JH; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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16	Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners' Attitudes?
	Macaro, E; Lee, JH
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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17	A systematic review of CALL in English as a second language : Focus on primary and secondary education
	Macaro, E.; Handley, Zoe Louise; Walter, Catherine. - 2012
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18	Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study
	Tian, L; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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19	The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools
	Lo, YY; Macaro, E
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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20	A systematic review of CALL in English as a second language: Focus on primary and secondary education
	Walter, C; Macaro, E; Handley, Z
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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