Ernesto Macaro is Emeritus Professor of Applied Linguistics and a Senior Research Fellow at Worcester College, University of Oxford.

Ernesto was Director of the Department of Education from 2013 to 2016.

Before becoming a teacher educator and researcher Ernesto was a language teacher in secondary schools in the UK for 16 years during which time he obtained an MA in Applied Linguistics at the University of Warwick. During this time he was asked by Warwickshire Education Authority to design and organise professional development courses for language teachers. This led to an interest in teacher education and he obtained a post at the University of York and subsequently at the University of Reading. It was at the latter that he obtained a PhD whilst teaching on that institution’s PGCE course.

Ernesto joined the Department of Education at Oxford in 1999 and soon after introduced the area of Applied Linguistics by designing the Masters in Applied Linguistics and Second Language Acquisition. A further, largely online course, aimed at practising language teachers followed a few years Later (Msc. in Applied Linguistics For Language Teaching).

Ernesto’s current research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in those where English is the medium of instruction (EMI). He has published widely in these areas and is now considered one of the leading experts on EMI. His 2018 book published by Oxford University Press is considered a landmark publication in the field.

Ernesto continues to be highly research active and is frequently called upon to give keynotes, plenary lectures and workshops in many parts of the world as well as providing consultancies on language policy. The following are a selection of research projects that he has recently been involved in or are on-going:

EMI IN TURKEY: A COLLABORATIVE EXPERIMENT

The research investigated the extent to which it is feasible and beneficial for English language specialists in Turkish universities to collaborate with academic subject specialists teaching through the medium of English in the preparation and delivery of content lessons or lectures.
Funding body: part funded by Oxford University Press

EMI IN CHINA: REFLECTING ON THE ANALYSIS OF INTERACTION

This research involved EMI content teachers audio-recording their classes. These were subsequently analysed by a language specialist according to pre-defined language features. The aim was to encourage the content teachers to reflect on their teaching (particularly on their interaction with students) and subsequently modify their pedagogy.

THE CERTIFICATION OF EMI TEACHERS IN HIGHER EDUCATION

The study sought to establish the feasibility of certifying the teaching competence of teachers teaching academic subjects through the medium of English in non-anglophone contexts. Specifically, it investigated teacher attitudes towards the kinds of competencies needed and whether it was possible and/or beneficial for the certification to be awarded at an institutional, national, or international level.
Funding Body: Fell Fund (University of Oxford)

TRANSITION FROM SECONDARY CLIL TO TERTIARY EMI IN ITALY

The research investigated the challenges faced by students transitioning from an upper secondary school CLIL classroom to EMI in Universities. Specifically, it measured the lexical knowledge needed to adequately understand lectures in the L2 (English) and the strategies that students might use to compensate for lexical deficiencies.
Funding Body: The British Council

 

Research

Books
  • Macaro, E., & Woore, R. (2021). Debates in Second Language Education. Routledge.

  • Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford University Press. https://global.oup.com/academic/product/english-medium-instruction-9780194403962?lang=en&cc=de

  • Macaro, E., Graham, S., & Woore, R. (2016). Improving Foreign Language Teaching: Towards a Research-Based Curriculum and Pedagogy (pp. 1-216).

  • Macaro, E. (2014). Debates in modern languages education (P. Driscoll, E. Macaro, & A. Swarbrick, Eds.; pp. 1-321). Routledge. https://doi.org/10.4324/9781315856551
    DOI: https://doi.org/10.4324/9781315856551

  • Macaro, E. (2010). Continuum Companion to Second Language Acquisition. Bloomsbury Publishing.

  • Cohen, A., & Macaro, E. (2007). Language Learner strategies: Thirty  years of research and practice (A. Cohen & E. Macaro, Eds.). Oxford University Press.

  • Macaro, E. (2003). Teaching and Learning a Second Language: A guide to current research and its applications. Continuum.

  • Macaro, E. (2001). Learning strategies in second and foreign language classrooms. Continuum.

  • Macaro, E. (1997). Target Language, Collaborative Learning and Autonomy. Multilingual Matters.

  • Convery, A., Evans, M., Green, S., Macaro, E., & Mellor, J. (1997). Pupils’ Perceptions of Europe. Cassell.

  • Book chapters
  • Macaro, E. (2021). Learner strategies in an English Medium Instruction context. In Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (pp. 63-82). https://doi.org/10.4324/9780429351075-7
    DOI: https://doi.org/10.4324/9780429351075-7

  • Macaro, E. (2020). Systematic reviews in applied linguistics. In ROUTLEDGE HANDBOOK OF RESEARCH METHODS IN APPLIED LINGUISTICS (pp. 230-239).

  • Macaro, E. (2019). Language Learner Strategies and Individual Diff erences. In Learning Strategy Instruction in the Language Classroom: Issues and Implementation (pp. 92-104).

  • Murphy, V., & Macaro, E. (2016). It isn’t child’s play: conducting research with children as participants. In J. McKinley & H. Rose (Eds.), Doing Research in Applied Linguistics: Realities, dilemmas, and solutions (pp. 103-113). Routledge. https://ora.ox.ac.uk/objects/uuid:21fbd5c0-9633-45e4-a251-8eaaf2319df7
    https://ora.ox.ac.uk/objects/uuid:21fbd5c0-9633-45e4-a251-8eaaf2319df7

  • Driscoll, P., Macaro, E., & Swarbrick, A. (2014). Introduction (pp. 1-5). https://doi.org/10.4324/9781315856551
    DOI: https://doi.org/10.4324/9781315856551

  • Macaro, E. (2014). Reframing task performance The relationship between tasks, strategic behaviour, and linguistic knowledge in writing. In Task-Based Language Teaching (pp. 53-77). https://doi.org/10.1075/tblt.7.03mac
    DOI: https://doi.org/10.1075/tblt.7.03mac

  • Macaro, E. (2014). Overview: Where Should We Be Going With Classroom Codeswitching Research?. In CODESWITCHING IN UNIVERSITY ENGLISH-MEDIUM CLASSES: ASIAN PERSPECTIVES (pp. 10-23).

  • Macaro, E. (2014). Grammar The never-ending debate. In DEBATES IN MODERN LANGUAGES EDUCATION (pp. 108-120).

  • Macaro, E. (2013). Overview: Where should we be going with classroom codeswitching research?. In R. Barnard & J. McLellan (Eds.), Codeswitching in University English-Medium Classes Asian Perspectives. Multilingual Matters.

  • Macaro, E. (2010). Second language acquisition: the landscape, the scholarship and the reader. In E. Macaro (Ed.), Continuum Companion to Second Language Acquisition. Bloomsbury Publishing.

  • Macaro, E. (2010). The relationship between strategic behaviour and language learning success. In E. Macaro (Ed.), Continuum Companion to Second Language Acquisition (pp. 268-299). Bloomsbury Publishing.

  • Cohen, D., & Macaro, E. (2010). Research methods in second language acquisition. In E. Macaro (Ed.), Continuum Companion to Second Language Acquisition (pp. 107-136). Bloomsbury Publishing.

  • Macaro, E., Vanderplank, R., & Murphy, V. (2010). A compendium of key concepts in second language acquisition. In Continuum Companion to Second Language Acquisition (pp. 29-106). Bloomsbury Publishing.

  • Macaro, E. (2009). Developments in language learner strategies. In V. Cook & L. Wei (Eds.), Contemporary Applied Linguistics Volume 1 Volume One Language Teaching and Learning. Continuum. http://www.bloomsbury.com/us/contemporary-applied-linguistics-volume-1-9780826496805/

  • Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In First Language Use in Second and Foreign Language Learning (pp. 35-49).

  • Macaro, E. (2009). Teacher Codeswitching in L2 classrooms: exploring ‘optimal use’. In T. Yoshida, H. Imai, Y. Nakata, & A. Tajino (Eds.), Researching Language Teaching and Learning An Integration of Practice and Theory. Peter Lang.

  • Macaro, E. (2009). Teacher use of codeswitching in the second language classroom. In M. Turnbull & J. Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning. Multilingual Matters.

  • Macaro, E., Guo, T., Chen, H., & Tian, L. (2009). Can Differential Processing of L2 Vocabulary Inform the Debate on Teacher Code-Switching Behaviour? The Case of Chinese Learners of English. In VOCABULARY STUDIES IN FIRST AND SECOND LANGUAGE ACQUISITION: THE INTERFACE BETWEEN THEORY AND APPLICATION (pp. 125-146).

  • Macaro, E. (2008). The shifting dimensions of language learner autonomy (pp. 47-62).

  • Macaro, E., & Grenfell, M. (2007). Language learner strategies: claims and critiques. In E. Macaro & A. Cohen (Eds.), Language Learner strategies: 30 years of research and practice (pp. 9-28). Oxford University Press.

  • Macaro, E., Graham, S., & Vanderplank, R. (2007). A review of listening strategies: focus on sources of knowledge and on success. In A. Cohen & E. Macaro (Eds.), Language Learner Strategies: 30 years of Research and Practice. Oxford University Press.

  • Macaro, E. (2005). CODESWITCHING IN THE L2 CLASSROOM: A COMMUNICATION AND LEARNING STRATEGY. In NON-NATIVE LANGUAGE TEACHERS: PERCEPTIONS, CHALLENGES AND CONTRIBUTIONS TO THE PROFESSION (pp. 63-84).

  • Journal articles
  • Macaro, E., & Rose, H. (2023). Introduction to the special issue on English medium instruction: areas of research needing urgent attention . Studies in Second Language Learning and Teaching, 13(2), 257-269. https://doi.org/10.14746/ssllt.38274
    https://ora.ox.ac.uk/objects/uuid:19b92f89-501a-47d8-99a0-fd7a8d2698b8

  • Macaro, E. (2022). English Medium Instruction: What do we know so far and what do we still need to find out?. Language Teaching, 55(4), 533-546. https://doi.org/10.1017/S0261444822000052
    https://ora.ox.ac.uk/objects/uuid:54b9a8e8-d76e-44b2-a4b8-22e5cfce11bf

  • Woore, R., Molway, L., & Macaro, E. (2022). Keeping sight of the big picture: a critical response to Ofsted’s 2021 Curriculum Research Review for languages. Language Learning Journal, 50(2), 146-155. https://doi.org/10.1080/09571736.2022.2045677
    https://ora.ox.ac.uk/objects/uuid:3a80650a-b4bb-446a-8b75-fdd4f56761c6

  • An, J., & Macaro, E. (2022). Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers. Language Teaching Research. https://doi.org/10.1177/13621688221075786
    https://ora.ox.ac.uk/objects/uuid:285de274-1eee-4296-a57c-f500bb0f1651

  • Macaro, E., & Aizawa, I. (2022). Who owns English medium instruction?. JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT. https://doi.org/10.1080/01434632.2022.2136187
    DOI: https://doi.org/10.1080/01434632.2022.2136187

  • Rose, H., Macaro, E., Sahan, K., Aizawa, I., Zhou, S., & Wei, M. (2021). Defining English Medium Instruction: striving for comparative equivalence. Language Teaching, 56(4), 539-550. https://doi.org/10.1017/S0261444821000483
    https://ora.ox.ac.uk/objects/uuid:0a5d19d7-28af-473d-8c0e-c2f1ead5f8ca

  • Sahan, K., Rose, H., & Macaro, E. (2021). Models of EMI pedagogies: At the interface of language use and interaction. System, 101. https://doi.org/10.1016/j.system.2021.102616
    https://ora.ox.ac.uk/objects/uuid:415da632-f738-4e1f-9340-bdd0900cfc2e

  • Macaro, E., Sahan, K., & Rose, H. (2021). The profiles of English Medium Instruction teachers in higher education. International Journal of Applied Linguistics, 31(3), 458-474. https://doi.org/10.1111/ijal.12344
    https://ora.ox.ac.uk/objects/uuid:5580b1ff-0120-4d21-bb9e-551de6e59e4e

  • An, J., Macaro, E., & Childs, A. (2021). Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?. System, 98. https://doi.org/10.1016/j.system.2021.102482
    https://ora.ox.ac.uk/objects/uuid:9e50c03c-49da-48c8-bf6d-fff01ba8e9c1

  • Molway, L., Arcos, M., & Macaro, E. (2020). Language teachers’ reported first and second language use: A comparative contextualized study of England and Spain. Language Teaching Research, 26(4), 642-670. https://doi.org/10.1177/1362168820913978
    https://ora.ox.ac.uk/objects/uuid:fccba269-9ba9-4fb1-85cd-dc1593ae4c45

  • Macaro, E., & Tian, L. (2020). Developing EMI teachers through a collaborative research model. JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT. https://doi.org/10.1080/01434632.2020.1862131
    DOI: https://doi.org/10.1080/01434632.2020.1862131

  • Macaro, E., Han, S., & Akincioglu, M. (2019). English medium instruction in higher education: teacher perspectives on professional development and certification. International Journal of Applied Linguistics, 30(1), 144-157. https://doi.org/10.1111/ijal.12272
    https://ora.ox.ac.uk/objects/uuid:25268814-299b-46c9-9887-51251e6a5e6a

  • Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research, 25(4), 540-564. https://doi.org/10.1177/1362168819868879
    https://ora.ox.ac.uk/objects/uuid:0f7a038d-a7b9-4d8b-9fc1-e8402e558863

  • Macaro, E. (2019). Exploring the role of language in English medium instruction. International Journal of Bilingual Education and Bilingualism, 23(3), 263-276. https://doi.org/10.1080/13670050.2019.1620678
    https://ora.ox.ac.uk/objects/uuid:da7b7492-1669-4669-a977-49d0d81384da

  • Macaro, E., & Han, S. (2019). English Medium Instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development. Journal of Multilingual and Multicultural Development, 41(3), 219-231. https://doi.org/10.1080/01434632.2019.1611838
    https://ora.ox.ac.uk/objects/uuid:5502fc91-f742-403a-9212-045cb1ead1d0

  • Macaro, E., Jimenez-Munoz, A., & Lasagabaster, D. (2019). The Importance of Certification of English Medium Instruction teachers in Higher Education in Spain. PORTA LINGUARUM, 32, 103-118.

  • An, J., Macaro, E., & Childs, A. (2019). Language focused episodes by monolingual teachers in English Medium Instruction science lessons. JOURNAL OF IMMERSION AND CONTENT-BASED LANGUAGE EDUCATION, 7(2), 166-191. https://doi.org/10.1075/jicb.18019.an
    DOI: https://doi.org/10.1075/jicb.18019.an

  • Pun, J., & Macaro, E. (2018). The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(1), 64-77. https://doi.org/10.1080/13670050.2018.1510368
    https://ora.ox.ac.uk/objects/uuid:2b3c800c-8620-46fa-8259-d1de482fb963

  • Briggs, J., Dearden, J., & Macaro, E. (2018). English Medium Instruction: comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching, 8(3), 673-696. https://doi.org/10.14746/ssllt.2018.8.3.7
    https://ora.ox.ac.uk/objects/uuid:3758aa80-e73f-4b06-a42c-8a4d324db8ea

  • Macaro, E., Tian, L., & Chu, L. (2018). First and second language use in English medium instruction contexts. Language Teacher Research, 24(3), 382-402. https://doi.org/10.1177/1362168818783231
    https://ora.ox.ac.uk/objects/uuid:68c1de1c-aa02-411a-8025-55e80e696437

  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2017). A systematic review of English Medium Instruction in Higher Education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/S0261444817000350
    https://ora.ox.ac.uk/objects/uuid:dafc9ed3-1cdf-4fcf-a5a4-87c6d7db4e02

  • Macaro, E., & Akincioglu, M. (2017). Turkish university students’ perceptions about English Medium Instruction: exploring year group, gender and university type as variables. Journal of Multilingual and Multicultural Development, 39(3), 256-270. https://doi.org/10.1080/01434632.2017.1367398
    https://ora.ox.ac.uk/objects/uuid:1471ad45-6090-4d21-b5e2-f6d4c8962097

  • Macaro, E., Hultgren, A., & Kirkpatrick, A. (2017). English medium instruction: Global views and countries in focus. Language Teaching. https://doi.org/10.1017/S0261444816000380
    https://ora.ox.ac.uk/objects/uuid:0ff116f3-2c3a-43a2-abd9-59525dcb37f4

  • Macaro, E. (2017). Students’ strategies in response to teachers’ second language explanations of lexical items. LANGUAGE LEARNING JOURNAL, 45(3), 352-367. https://doi.org/10.1080/09571736.2014.905971
    DOI: https://doi.org/10.1080/09571736.2014.905971

  • Hennebry, M., Rogers, V., Macaro, E., & Murphy, V. (2017). Direct teaching of vocabulary after listening: is it worth the effort and what method is best?. LANGUAGE LEARNING JOURNAL, 45(3), 282-300. https://doi.org/10.1080/09571736.2013.849751
    DOI: https://doi.org/10.1080/09571736.2013.849751

  • Dearden, J., Macaro, E., & Akincioglu, M. (2016). English medium instruction in universities: A collaborative experiment in Turkey. Studies in English Language Teaching, 4(1), 51-76. https://doi.org/10.22158/selt.v4n1p51
    https://ora.ox.ac.uk/objects/uuid:8fa796bb-bb1d-4aab-826e-8135c12386e3

  • Dearden, J., & Macaro, E. (2016). Higher Education Teachers’ Attitudes towards English Medium Instruction: A three country comparison. Studies in Second Language Learning and Teaching, 6(3), 455-486. https://doi.org/10.14746/sllt.2016.6.3.5
    https://ora.ox.ac.uk/objects/uuid:73f29979-7d80-4fef-937b-b8a48f5982d0

  • Zhao, T., & Macaro, E. (2016). What works better for the learning of concrete and abstract words: teachers’ L1 use or L2-only explanations?. INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS, 26(1), 75-98. https://doi.org/10.1111/ijal.12080
    DOI: https://doi.org/10.1111/ijal.12080

  • Macaro, E., & Tian, L. (2015). Exploring teachers’ oral explanations of new English lexical items in a Chinese university: Comparisons with dictionary information. SYSTEM, 52, 78-90. https://doi.org/10.1016/j.system.2015.05.002
    DOI: https://doi.org/10.1016/j.system.2015.05.002

  • Lo, Y., & Macaro, E. (2015). Getting used to content and language integrated learning: what can classroom interaction reveal?. LANGUAGE LEARNING JOURNAL, 43(3), 239-255. https://doi.org/10.1080/09571736.2015.1053281
    DOI: https://doi.org/10.1080/09571736.2015.1053281

  • Murphy, V., Macaro, E., Alba, S., & Cipolla, C. (2014). The influence of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics, 36(5), 1133-1153. https://doi.org/10.1017/S0142716414000095
    DOI: https://doi.org/10.1017/S0142716414000095

  • Oxford, R., Griffiths, C., Longhini, A., Cohen, A., Macaro, E., & Harris, V. (2014). Experts’ personal metaphors and similes about language learning strategies. SYSTEM, 43, 11-29. https://doi.org/10.1016/j.system.2014.01.001
    DOI: https://doi.org/10.1016/j.system.2014.01.001

  • Macaro, E., Nakatani, Y., Hayashi, Y., & Khabbazbashi, N. (2014). Exploring the value of bilingual language assistants with Japanese English as a foreign language learners. Language Learning Journal, 42(1), 41-54. https://doi.org/10.1080/09571736.2012.678275
    DOI: https://doi.org/10.1080/09571736.2012.678275

  • Macaro, E., & Lee, J. (2013). Teacher Language Background, Codeswitching, and English-Only Instruction: Does Age Make a Difference to Learners’ Attitudes?. TESOL QUARTERLY, 47(4), 717-742. https://doi.org/10.1002/tesq.74
    DOI: https://doi.org/10.1002/tesq.74

  • Lee, J., & Macaro, E. (2013). Investigating Age in the Use of L1 or English-Only Instruction: Vocabulary Acquisition by Korean EFL Learners. MODERN LANGUAGE JOURNAL, 97(4), 887-901. https://doi.org/10.1111/j.1540-4781.2013.12044.x
    DOI: https://doi.org/10.1111/j.1540-4781.2013.12044.x

  • Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. LANGUAGE TEACHING, 45, 1-43. https://doi.org/10.1017/S0261444811000395
    DOI: https://doi.org/10.1017/S0261444811000395

  • Tian, L., & Macaro, E. (2012). Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: A Lexical Focus-on-Form study. LANGUAGE TEACHING RESEARCH, 16(3), 367-391. https://doi.org/10.1177/1362168812436909
    DOI: https://doi.org/10.1177/1362168812436909

  • Hennebry, M., Lo, Y., & Macaro, E. (2012). Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses. OXFORD REVIEW OF EDUCATION, 38(2), 209-230. https://doi.org/10.1080/03054985.2011.651312
    DOI: https://doi.org/10.1080/03054985.2011.651312

  • Lo, Y., & Macaro, E. (2012). The medium of instruction and classroom interaction: evidence from Hong Kong secondary schools. INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM, 15(1), 29-52. https://doi.org/10.1080/13670050.2011.588307
    DOI: https://doi.org/10.1080/13670050.2011.588307

  • Erler, L., & Macaro, E. (2011). Decoding Ability in French as a Foreign Language and Language Learning Motivation. MODERN LANGUAGE JOURNAL, 95(4), 496-518. https://doi.org/10.1111/j.1540-4781.2011.01238.x
    DOI: https://doi.org/10.1111/j.1540-4781.2011.01238.x

  • Macaro, E. (2010). Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian. LANGUAGE TEACHING, 43, 127-153. https://doi.org/10.1017/S0261444809990358
    DOI: https://doi.org/10.1017/S0261444809990358

  • Macaro, E., & Mutton, T. (2009). Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to ’graded readers’. Language Learning Journal, 37(2), 165-182. https://doi.org/10.1080/09571730902928045
    DOI: https://doi.org/10.1080/09571730902928045

  • Macaro, E., & Graham, S. (2009). Erratum: The development of the passe compose in lower-intermediate learners of French as a second language (Language Learning Journal (2008) vol. 36(1) (5)). Language Learning Journal, 37(1), 139-140. https://doi.org/10.1080/09571730902761545
    DOI: https://doi.org/10.1080/09571730902761545

  • Graham, S., & MacAro, E. (2008). Strategy instruction in listening for lower-intermediate learners of french. Language Learning, 58(4), 747-783. https://doi.org/10.1111/j.1467-9922.2008.00478.x
    DOI: https://doi.org/10.1111/j.1467-9922.2008.00478.x

  • Macaro, E., & Graham, S. (2008). The development of the passé composé in lower-intermediate learners of French as a second language. Language Learning Journal, 36(1), 5-19. https://doi.org/10.1080/09571730801988454
    DOI: https://doi.org/10.1080/09571730801988454

  • Macaro, E. (2008). The decline in language learning in England: Getting the facts right and getting real. Language Learning Journal, 36(1), 101-108. https://doi.org/10.1080/09571730801988595
    DOI: https://doi.org/10.1080/09571730801988595

  • Macaro, E. (2007). Language learner strategies: Adhering to a theoretical framework. Language Learning Journal, 35(2), 239-243. https://doi.org/10.1080/09571730701599245
    DOI: https://doi.org/10.1080/09571730701599245

  • Graham, S., & Macaro, E. (2007). Designing year 12 strategy training in listening and writing: From theory to practice. Language Learning Journal, 35(2), 153-173. https://doi.org/10.1080/09571730701599203
    DOI: https://doi.org/10.1080/09571730701599203

  • Macaro, E., & Erler, L. (2007). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics, 29(1), 90-119. https://doi.org/10.1093/applin/amm023
    https://ora.ox.ac.uk/objects/uuid:10a4226f-c137-439a-8c10-3cc08d2e80b7

  • Macaro, E. (2007). Do near-beginner learners of French have any writing strategies?. Language Learning Journal, 35(1), 23-35. https://doi.org/10.1080/09571730701315600
    DOI: https://doi.org/10.1080/09571730701315600

  • Macaro, E. (2007). Applied Linguistics Group at the University of Oxford. Language Teaching, 41(1), 131-134. https://doi.org/10.1017/S0261444807004788
    DOI: https://doi.org/10.1017/S0261444807004788

  • Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference?. LANGUAGE TEACHING RESEARCH, 10(3), 297-327. https://doi.org/10.1191/1362168806lr197oa
    DOI: https://doi.org/10.1191/1362168806lr197oa

  • Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. MODERN LANGUAGE JOURNAL, 90(3), 320-337. https://doi.org/10.1111/j.1540-4781.2006.00425.x
    DOI: https://doi.org/10.1111/j.1540-4781.2006.00425.x

  • Macaro, E., & Wingate, U. (2004). From sixth form to university: motivation and transition among high achieving state-school language students. OXFORD REVIEW OF EDUCATION, 30(4), 467-488. https://doi.org/10.1080/0305498042000303964
    DOI: https://doi.org/10.1080/0305498042000303964

  • Macaro, E. (2003). Italian language teaching research: living up to expectations. Tuttitalia, 27, 14-19.

  • Macaro, E. (2003). Second language teachers as second language classroom researchers. Language Learning Journal, 27(1), 43-51. https://doi.org/10.1080/09571730385200071
    DOI: https://doi.org/10.1080/09571730385200071

  • Macaro, E. (2002). Pedagogia interattiva (part 2): problems with giving explanations of “aspect” in Italian as a foreign language with English as L1. Tuttitalia, 25, 23-26.

  • Macaro, E., & Mutton, T. (2002). Developing language teachers through a co-researcher model. Language Learning Journal, 25(1), 27-39. https://doi.org/10.1080/09571730285200071
    DOI: https://doi.org/10.1080/09571730285200071

  • Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. MODERN LANGUAGE JOURNAL, 85(4), 531-548. https://doi.org/10.1111/0026-7902.00124
    DOI: https://doi.org/10.1111/0026-7902.00124

  • Macaro, E. (n.d.). A systematic review of the teaching and learning of Italian as a second or foreign language. Language Teaching, 43(2), 127-153.

  • Reports
  • Murphy, V., Arndt, H., Briggs Baffoe-Djan, J., Chalmers, H., Macaro, E., Rose, H., Vanderplank, R., & Woore, R. (2020). Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment. Education Endowment Foundation. https://ora.ox.ac.uk/objects/uuid:4e6f26ba-44b3-452c-b959-18150b9d4093
    https://ora.ox.ac.uk/objects/uuid:4e6f26ba-44b3-452c-b959-18150b9d4093

  • Macaro, E., BRIGGS BAFFOE-DJAN, J., ROSE, H., di Sabato, B., Hughes, B., Cuccurullo, D., Coonan, C., Menegale, M., & Bier, A. (2019). Transition from secondary school CLIL to EMI at university: Initial evidence from research in Italy. British Council. https://www.teachingenglish.org.uk/article/transition-secondary-school-clil-emi-university-initial-evidence-research-italy

  • Other
  • Macaro, E., Vanderplank, R., & Graham, S. (2005). A systematic review of the role of prior knowledge in unidirectional listening comprehension. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

  • Hassan, X., Macaro, E., Mason, D., Nye, G., Smith, P., & Vanderplank, R. (2005). Strategy training in language learning – a systematic review of available research. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.