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Creator / Publisher:
Macaro, E (32)
Hennebry, M (5)
Dearden, J (3)
Lo, YY (3)
Macaro, E. (3)
Rogers, V (3)
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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)
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
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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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