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      Seedhouse, P. 2010. ‘The relationship between pedagogical focus and interaction in L2 lessons’ in The Continuum Companion to Second Language Acquisition. London: Continuum, pp. 220-246
      Book editor(s): Macaro, E.
      ISBN: 9780826495068
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Macaro, E., T. Chen and L. Tian. 2009. ‘Can differential processing of L2 vocabulary inform the debate on teacher codeswitching behaviour: the case of Chinese learners of English’ in Vocabulary Studies in First and Second Language Acquisition: The Interface between Theory and Application. Basingstoke: Palgrave Macmillan, pp. 125-146
      Book editor(s): Richards, B., H.M. Daller, D.D. Malvern, P. Meara, J. Milton and J. Treffers-Daller.
      ISBN: 9780230206687
      Learners' background: China
      Entered by: University of Oxford (Department of Education)
      Macaro, E., C. Walter and Z. Handley.. 2009-2011. ‘New Technologies and English as a Second Language’.
      Funding body: Oxford University Press
      Summary: Initially a systematic review of research into technology-based English language teaching is being carried out. On the basis of the review findings one or possibly two research projects will be formulated. The over-arching objective is to examine rigorously whether technology does enhance language learning.
      URL: http://www.education.ox.ac.uk/research/applied-inguistics/research/new-technologies/
      Country of research: various
      Learners' background: Spain
      Institutional level: secondary
      Entered by: University of Oxford (Department of Education)
      Macaro, E. 2008. ‘The shifting dimensions of language learner autonomy’ in Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: John Benjamins, pp. 47-62
      Book editor(s): Lamb, T.E. and H. Reinders.
      ISBN: 978 90 272 9169 1
      Country of research: United Kingdom
      Entered by: University of Oxford (Department of Education)
      Macaro, E., S. Graham and R. Vanderplank. 2007. ‘Listening strategies’ in Language Learner Strategies: 30 Years of Research and Practice. Oxford: Oxford University Press
      Book editor(s): Cohen, A.D. and E. Macaro.
      ISBN: 978-0194422543
      Entered by: University of Oxford (Department of Education)
      Grenfell, M. and E. Macaro. 2007. ‘Language learner strategies: Claims and critiques’ in Language Learner Strategies: 30 Years of Research and Practice. Oxford: Oxford University Press
      Book editor(s): Cohen, A.D. and E. Macaro.
      ISBN: 978-0194422543
      Entered by: University of Oxford (Department of Education)
      Macaro, E., S. Graham and R. Vanderplank. 2007. ‘A review of listening strategies: Focus on sources of knowledge and success’ in Language Learner Strategies: 30 years of Research and Practice. Oxford: Oxford University Press
      Book editor(s): Cohen, A. and E. Macaro.
      ISBN: 978-0-19-442254-3
      Entered by: University of Oxford (Language Centre)
      Macaro, E. 2006. ‘Strategies for language learning and for language use: Revising the theoretical framework’. Modern Language Journal 90/3: 320-337
      Country of research: United Kingdom
      Entered by: University of Oxford (Department of Education)
      Macaro, E. and E. Masterman. 2006. ‘Does intensive explicit grammar instruction make all the difference?’. Language Teaching Research 10/3: 297-327
      Country of research: United Kingdom
      Entered by: University of Oxford (Department of Education)
      Macaro, E., R. Vanderplank and S. Graham. 2005. A Systematic Review of the Role of Prior Knowledge in Unidirectional Listening Comprehension. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
      ISBN: None. Available online: http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=cRyM1w3AGg8%3d&tabid=299&mid=1149&language=en-US
      Entered by: University of Oxford (Language Centre)