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Social Sciences and Humanities

D-Index
45
Citations
9100
World Ranking
3857
National Ranking
660

Overview

Ernesto Macaro is affiliated with the University of Oxford in the United Kingdom. Their research primarily focuses on topics related to second language learning and teaching, with a significant concentration in English as a Foreign Language (EFL) and English as a Second Language (ESL) education.

Their work spans several fields of study, predominantly within the arts and humanities, including literature and literary theory, language and linguistics, developmental and educational psychology, and some aspects of electronic, optical, and magnetic materials.

Ernesto Macaro's recent papers include:

  • Who owns English medium instruction? (2022), Journal of Multilingual and Multicultural Development
  • Defining English Medium Instruction: Striving for comparative equivalence (2021), Language Teaching
  • English Medium Instruction: What do we know so far and what do we still need to find out? (2022), Language Teaching
  • Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference? (2021), System
  • Models of EMI pedagogies: At the interface of language use and interaction (2021), System

Some of the prominent venues where Macaro has published research are:

  • System
  • Journal of Multilingual and Multicultural Development
  • Language Teaching
  • International Journal of Applied Linguistics
  • Language Teaching Research

Frequent co-authors include Heath Rose, Ikuya Aizawa, Kari Şahan, Jiangshan An, and Minhui Wei.

The scientist's main topics of research encompass:

  • Second Language Learning and Teaching
  • EFL/ESL Teaching and Learning
  • Magnetic Properties and Applications
  • Multilingual Education and Policy
  • Second Language Acquisition and Learning
  • Higher Education Learning Practices

Ernesto Macaro contributes to several interdisciplinary areas, with an emphasis on multilingual education and policy, and the pedagogical strategies employed in English Medium Instruction (EMI) environments. Their work often addresses classroom interaction dynamics, the role of native English-speaking teachers, and comparative studies of EMI approaches across educational settings.

Best Publications

  • A Systematic Review of English Medium Instruction in Higher Education.

    Ernesto Macaro;Samantha Curle;Jack Pun;Jiangshan An

  • Analysing Student Teachers' Codeswitching in Foreign Language Classrooms: Theories and Decision Making.

    Ernesto Macaro

  • Strategies for Language Learning and for Language Use: Revising the Theoretical Framework

    Ernesto Macaro

  • Strategy Instruction in Listening for Lower-Intermediate Learners of French

    Suzanne Jane Graham;Ernesto Macaro

  • English Medium Instruction: A Research Agenda for a Worldwide Phenomenon

    Ernesto Macaro

  • Language Learner Strategies: Thirty Years of Research and Practice

    Andrew D. Cohen;Ernesto Macaro

  • Codeswitching in the L2 Classroom: A Communication and Learning Strategy

    Ernesto Macaro

  • A systematic review of CALL in English as a second language : Focus on primary and secondary education

    E. Macaro;Zoe Louise Handley;Catherine Walter

  • Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison.

    Julie Dearden;Ernesto Macaro

  • Target Language, Collaborative Learning and Autonomy

    Ernesto Macaro

  • Chapter 2. Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use

    Unknown

  • A review of listening strategies: focus on sources of knowledge and on success.

    S. Graham;E. Macaro;R. Vanderplank

  • The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools

    Yuen Yi 盧婉怡 Lo;Ernesto Macaro

  • Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study:

    Lili Tian;Ernesto Macaro

  • Raising the Achievement of Young-beginner Readers of French through Strategy Instruction

    Ernesto Macaro;Lynn Erler

  • Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners

    Jang Ho Lee;Ernesto Macaro

  • Teacher Language Background, Codeswitching, and English‐Only Instruction: Does Age Make a Difference to Learners' Attitudes?

    Ernesto Macaro;Jang Ho Lee

  • Exploring the role of language in English medium instruction

    Ernesto Macaro

  • Does Intensive Explicit Grammar Instruction Make All the Difference

    Ernesto Macaro;Liz Masterman

  • Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables

    Ernesto Macaro;Mustafa Akincioglu

  • Strategy training in language learning - A systematic review of available research

    X. Hassan;E. Macaro;D. Mason;G. Nye

Frequent Co-Authors

Andrew D. Cohen
Andrew D. Cohen University of Minnesota
David Lasagabaster
David Lasagabaster University of the Basque Country
Rebecca L. Oxford
Rebecca L. Oxford University of Maryland, College Park
Andy Kirkpatrick
Andy Kirkpatrick Griffith University

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