OOIR: Observatory of International Research

Papers

(The TQCC of Foreign Language Annals is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)

Article	Citations
Summer 2021	47
Issue Information ‐ Ed Board, ACTFL Officers Page	28
Professional growth and development through ACTFL	25
Fall 2021	23
Teachers' oral proficiency: What happens after they graduate?	22
Editor's message	21
Text‐centered “talk” in foreign language classrooms: Comparing the affordances of face‐to‐face and digital social annotated reading	19
The landscape of American Sign Language education	16
Issue Information ‐ TOC	14
Issue Information ‐ TOC	14
Examining novice language teachers' reflections in an online community of practice	14
Garfield, SLA gold medalist: Examining the investments of an exceptional US language learner/hyperpolyglot	12
Meta‐analyses of anxiety, motivation, performance, satisfaction, and self‐efficacy in virtual reality‐assisted language education	11
Editor's message	11
Engaging with the world: Applying connected learning in a university language learning context	11
Synchronous and asynchronous online collaborative writing: A study on Chinese language learners	11
The taquito hot seat: Socializing monolingual bias through error correction practices in a Portuguese language classroom	10
The World Languages Professional Life Survey: K–20 articulation through the 5 Cs and the Can‐Dos	9
Addressing challenges in language education: Insights and solutions from higher education	9
Revisiting attending to form during meaning comprehension in learning Spanish as an additional foreign language	9
	9
Leadership matters: World language program leadership & teacher practices	8
Code choice and translanguaging in Spanish classroom tasks	8
Some reactions: Why my publications after 1982 were not cited or discussed	8
What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South	8

The importance of peer review	8
Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design	7
WE MUST TALK ABOUT BRUNO: Antiracism in the world language classroom and the importance of having difficult conversations	7
Teachers' perspectives on pedagogy in short‐term language study abroad	7
Strategic planning for professional engagement	7
Factors affecting the quality of online learning in a task‐based college course	7
Building connections	7
ERRATUM	7
ACTFL Chinese reading proficiency guidelines: Verifying the difficulty hierarchy	7
L2 French students' conversations during interactive writing tasks and their interaction mindset	6
Centering positionality in Foreign Language Annals: Toward reflexive praxis in research and publication	6
EDITOR'S MESSAGE	6
Learning to teach world language online during COVID‐19 pandemic: A phenomenographic study	6
Impact of L2 learners' background factors on the perception of L1 Spanish speech	6
Issue Information ‐ TOC	5
Early oral language in Chinese heritage language reading development	5
Explaining the penetrating role of technology in online foreign language learning achievement	5
	5
Summer study abroad in Japan: Maximizing intercultural competency development through self‐guided cultural exploration and reflection tasks	5
Reading and affect: University Spanish learners' perceptions of a reading program	5
	5
An examination of the postgraduation benefits of earning a Seal of Biliteracy	5
Linguistic risk‐taking in second language learning: The case of French at a Canadian bilingual institution	4
Issue Information ‐ TOC	4
Krashen's claims through a usage‐based lens	4
Analytic visual word recognition among Chinese L2 learners	4
Exploring the learning benefits of website‐delivered pragmatics instruction: The case of L2 Mandarin Chinese	4
Issue Information ‐ TOC	4
Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement	4
Issue Information ‐ TOC	4
Issue Information ‐ Ed Board, ACTFL Officers Page	4
Krashen and second language processing	4
Conceptualizing culture critically: Examining perspectives from additional language teachers	4
	3
Effect of inserted adjunct questions on L2 reading with Chinese learners	3
Issue Information ‐ Ed Board, ACTFL Officers Page	3
Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use	3
What makes video‐based academic lectures difficult for language learners to comprehend? The role of multimodal complexity	3
The pragmatic resistance of Chinese learners of Korean	3
Receptive vocabulary knowledge in L2 learners of Spanish: The role of high‐frequency words	3
Issue Information ‐ TOC	3
The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence	3
Exploring the experiences of heritage speakers as world language teachers of Spanish: Professional experiences and challenges	3
Envisioning a successful professional self through a negotiation‐themed advanced Chinese course	3
Leveraging the AAPPL to promote positive washback in K‐12 language teaching	3
The other side of heritage language education: Understanding Spanish heritage language teachers in the United States	3
Can Spanish programs evaluate oral proficiency gains for all learners? An empirical analysis of traditional and nontraditional Spanish majors' oral proficiency development	3
Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion	3
Engaging in transnational ways of teaching and building a community of practice: Preservice teachers’ experiences in an online after‐school program	3
Investigating L2 writers' uses of machine translation and other online tools	3

Deconstructing the myth of Standard German: Navigating language ideologies in the L2 German university classroom	3
President's message	3
Imagining Black futures in world language education	3
The effect of the conceptual metaphor theory on the teaching of orientation idioms in teaching Turkish as a foreign language	3
Considering the updated Input Hypothesis from a neurolinguistic perspective: A response to Lichtman and VanPatten	3
Issue Information ‐ TOC	3