A systematic review of English medium instruction in higher education

By E. Macaro, Samantha Curle, Jack K. H. Pun, Jiangshan An, Julie Dearden. Language Teaching, 2017

1,040 citations recorded by the source corpus.

Subfields: Electronic, Optical and Magnetic Materials, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1fa70815e395684bb378347524e3214126707900

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Electronic, Optical and Magnetic Materials

1. E. Macaro
2. Samantha Curle

In Literature and Literary Theory

1. Samantha Curle
2. H. Rose
3. Wanying Xie
4. Ikuya Aizawa
5. Gene Thompson
6. E. Macaro
7. Y. Lo
8. S. Graham

Citations in the corpus

• Academic language-related challenges at an English-medium university (2021, neutral): “While evidence with respect to the effectiveness of EMI for both language and content learning remains unclear, Macaro et al. (2018) argue that EMI “should demonstrate some improvement in English language learning and, AT THE VERY LEAST, present no long-term cost to academic content learning” (p.…”
• Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “A wealth of research evidence has shown that learning content in EMI programmes requires a high level of English proficiency (e.g. Lei & Hu, 2014; Macaro et al., 2018).”
• English medium instruction in China’s higher education: teachers’ perspectives of competencies, certification and professional development (2019, background): “A review of such research (Macaro et al., 2018) has concluded that whilst both teachers and students see a longer term instrumental value in learning content through English (Kang and Park 2005; Hellekjaer 2010), in the short-term teachers have serious concerns about the effect it has on content…”
• Success in English Medium Instruction in China: significant indicators and implications (2020, background): “Althoughmany studies point out certain benefits and challenges perceived by teachers and students, there is very little evidence on what exactly affects success in EMI (Macaro et al. 2018).”
• Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019, positive): “This study responds to calls for research into factors that predict academic success in EMI contexts (e.g. Lasagabaster 2016; Macaro 2018; Macaro et al. 2018), by investigating the role of self-concept and self-efficacy as potential predictors of EMI success.”