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Hits 1 – 20 of 35

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...
	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)
	Abstract: This study investigated the effect of teacher codeswitching on second language (L2) vocabulary acquisition during listening comprehension activities in a lexical Focus-on-Form context. To date there has been research on teacher beliefs about first language (L1) use, its functions and its distribution in the interaction, but little on its effect on aspects of learning. Previous research on intentional vocabulary teaching has shown it to be effective, but whether the lexical information provided to learners is more effective in L1 or L2 has been under-researched and, moreover, has only been investigated in a reading comprehension context. Eighty first-year students of English as an L2, in a Chinese university, were stratified by proficiency and randomly allocated to a codeswitching condition or to an English-only condition, and their performance in vocabulary tests compared to a control group of 37 students that did not receive any lexical Focus-on-Form treatment. Results confirm previous studies that lexical Focus-on-Form leads to better vocabulary learning than mere incidental exposure. Results also provide initial evidence that teacher codeswitching may be superior to the teacher providing L2-only information. Contrary to some theories of the mental lexicon, proficiency level did not clearly favour one condition against the other. © The Author(s) 2012.
	Keyword: classroom codeswitching; Focus-on-Form; second language; vocabulary acquisition
	URL: https://doi.org/10.1177/1362168812436909
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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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