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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 32 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) BASE Show details 17 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 18 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 19 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 20 Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses Hennebry, M; 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) Abstract: We report a small-scale study investigating the perceptions of postgraduate students who are non-native speakers of English and those of academic staff with regard to those students. Previous research has focused only on the former and identified a number of linguistic and cultural challenges these students face in adapting to Anglophone institution environments. A sample of 43 students in one department at a Russell Group university were surveyed and a sub-sample interviewed. Six members of academic staff were interviewed and some observed in their teaching. Findings suggest that, despite the high linguistic admission requirements set by the university, this group of students faced a range of difficulties in all four language skills but particularly in skills needed for oral interaction in seminars. Students and staff provided differing accounts of the source of these difficulties and students expressed a desire for better integration with native speaker students. There were also differing accounts regarding the amount of linguistic support students should receive, particularly with regard to proofreading written work. The study suggests a need for further research of this comparative kind potentially leading to recommendations for additional support for students and staff development. © 2012 Copyright Taylor and Francis Group, LLC. Keyword: higher education; international students; linguistic challenges; non-native speakers URL: https://doi.org/10.1080/03054985.2011.651312 BASE Hide details Page: 1 2

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