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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)
	Abstract: We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.
	Keyword: English Medium Instruction; Higher Education; SBTMR; second language learning; teacher collaboration
	URL: https://doi.org/10.22158/selt.v4n1p51
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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...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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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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