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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 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 BASE Show details 2 Exploring the relationship between linguistic knowledge and strategy use in listening comprehension Fung, D; Macaro, E. - 2019 BASE Show details 3 First and second language use in English medium instruction contexts Macaro, E; Tian, L; Chu, L. - 2018 BASE Show details 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 BASE Show details 5 A systematic review of English Medium Instruction in Higher Education Macaro, E; Curle, S; Pun, J. - 2017 BASE Show details 6 Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables Macaro, E; Akincioglu, M. - 2017 BASE Show details 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 BASE Show details 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) BASE Show details 9 Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison Dearden, J; Macaro, E. - 2016 BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) Abstract: Using research data on teacher codeswitching in South Korea, this article investigates the attitudes and perceptions among Korean learners of English as a foreign language towards English-only instruction as opposed to instruction which contains some switching to the learners' first language. The study was in part operationalized by exploring learners' attitudes towards teachers who were native or nonnative speakers of English. The authors explored a number of variables to these attitudes and perceptions, of which the most important was the students' age. From a total sample of 798 students, 311 were adults at university and 487 were children in the last year of primary school. The researchers collected data via questionnaire and, using a subsample, via interviews. Findings suggest that although both groups of learners had no clear preferences for either teacher type, neither group favoured the total exclusion of the first language from the classroom interaction. Adults were more likely to be comfortable with English-only instruction, possibly due to their greater experience in language learning, although the possibility that their acceptance was also due to higher proficiency cannot be excluded. © 2012 TESOL International Association. URL: https://doi.org/10.1002/tesq.74 BASE Hide details 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 BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details Page: 1 2

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