| A meta-analysis of the effectiveness of English-medium education in Hong Kong YY Lo, ESC Lo Review of Educational research 84 (1), 47-73, 2014 | 179 | 2014 |
| How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning YY Lo International Journal of Bilingual Education and Bilingualism 18 (3), 270-288, 2015 | 165 | 2015 |
| The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools YY Lo, E Macaro International Journal of Bilingual Education and Bilingualism 15 (1), 29-52, 2012 | 163 | 2012 |
| Content familiarity, task repetition and Chinese EFL learners’ engagement in second language use X Qiu, YY Lo Language Teaching Research 21 (6), 681-698, 2017 | 147 | 2017 |
| Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong YY Lo, VA Murphy Language and Education 24 (3), 215-238, 2010 | 117 | 2010 |
| Translanguaging pedagogy in teaching English for Academic Purposes: Researcher-teacher collaboration as a professional development model JE Liu, YY Lo, AMY Lin System 92, 102276, 2020 | 91 | 2020 |
| Professional development of CLIL teachers YY Lo Springer, 2020 | 91 | 2020 |
| Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms AMY Lin, YY Lo Language and Education 31 (1), 26-45, 2017 | 87 | 2017 |
| Getting used to content and language integrated learning: what can classroom interaction reveal? YY Lo, E Macaro The Language Learning Journal 43 (3), 239-255, 2015 | 87 | 2015 |
| Collaboration between L2 and content subject teachers in CBI: Contrasting beliefs and attitudes YY Lo RELC Journal 45 (2), 181-196, 2014 | 86 | 2014 |
| Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help? YY Lo International Journal of Bilingual Education and Bilingualism 22 (7), 818-832, 2019 | 81 | 2019 |
| Impact of genre-based pedagogy on students’ academic literacy development in Content and Language Integrated Learning (CLIL) YY Lo, H Jeong Linguistics and Education 47, 36-46, 2018 | 65 | 2018 |
| Designing multilingual and multimodal CLIL frameworks for EFL students YY Lo, AMY Lin International Journal of Bilingual Education and Bilingualism 18 (3), 261-269, 2015 | 64 | 2015 |
| A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes YY Lo International Journal of Bilingual Education and Bilingualism 18 (4), 443-462, 2015 | 60 | 2015 |
| An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners JH Lee, YY Lo System 67, 121-131, 2017 | 57 | 2017 |
| Assessments in CLIL: The interplay between cognitive and linguistic demands and their progression in secondary education YY Lo, D Fung International Journal of Bilingual Education and Bilingualism, 2018 | 52 | 2018 |
| Differing perspectives of non-native speaker students’ linguistic experiences on higher degree courses M Hennebry, YY Lo, E Macaro Oxford Review of Education 38 (2), 209-230, 2012 | 46 | 2012 |
| L2 learning opportunities in different academic subjects in content-based instruction–evidence in favour of ‘conventional wisdom’ YY Lo Language and Education 28 (2), 141-160, 2014 | 41 | 2014 |
| Teaching, learning and scaffolding in CLIL science classrooms YY Lo, AMY Lin Journal of Immersion and Content-Based Language Education 7 (2), 151-165, 2019 | 34 | 2019 |
| Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms YY Lo, AMY Lin International Journal of Bilingual Education and Bilingualism 22 (1), 78-90, 2019 | 32 | 2019 |
