OOIR: Observatory of International Research

Papers

(The median citation count of IRAL-International Review of Applied Linguistics in Language Teaching is 1. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide	27
The idiodynamic method: willingness to communicate and anxiety processes interacting in real time	22
The associations between working memory and the effects of multimedia input on L2 vocabulary learning	19
Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality	13
Measures of variability in transitional phases in second language development	12
Generating predictions based on semantic categories in a second language: A case of numeral classifiers in Japanese	12
Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency	11
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance	11
Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment	11
Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal	10
Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students	10
The complex dynamics of adaptive teaching: observing teacher-student interaction in the language classroom	10
Classroom assessment and learning motivation: insights from secondary school EFL classrooms	9
Emergent bilinguals in a digital world: a dynamic analysis of long-term L2 development in (pre)primary school children	8
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	7
The effects of task types on L2 oral production and learner engagement	7
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	7
Enjoyment in language teaching: a study into EFL teachers’ subjectivities	7
Contribution of English aural vocabulary size levels to L2 listening comprehension	7
Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study	6
Learning aspect in Italian as additional language. The role of second languages	6
Advanced learners’ responses to Chinese greetings in study abroad	6
Lexical measures as a proxy for bilingual language dominance?	5
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	5
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	5

Effects of pragmatic instruction on EFL teenagers’ apologetic email writing: Comprehension, production, and cognitive processes	5
Concordancing in writing pedagogy and CAF measures of writing	5
Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain	5
The same cloze for all occasions?	5
System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective	4
The influence of L1 script directionality and L2 proficiency on Hanzi learning among Arabic and English learners of L2 Chinese	4
Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach	4
Elicited metaphoric competence in a second language: a construct associated with vocabulary knowledge and general proficiency?	4
Individual perceptions of group work environment, motivation, and achievement	4
A critical examination of perceptual learning styles in English language teaching	4
Examining resilience in EFL contexts: a survey study of university students in China	4
Glossing and incidental vocabulary learning in L2 reading: a cognitive load perspective	4
Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter?	3
Dynamic development of cohesive devices in English as a second language writing	3
The cross-sectional development of verb–noun collocations as constructions in L2 writing	3
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	3
Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading	3
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	3
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	3
Revisiting after-class boredom via exploratory structural equation modeling	3
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	3
L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency	3
Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback	3
“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK	3
Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue	3
A bibliometric analysis of the IRAL over the past six decades	3
The role of working memory in the effects of models as a written corrective strategy	3
Consolidating EFL content and vocabulary learning via interactive reading	3
Prior processing, foreign language classroom anxiety, and L2 fluency	3
Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective	3
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	3
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	3
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	3
Second language listening instruction and learners’ vocabulary knowledge	3
Second language processing of English past tense morphology: The role of working memory	3
Effect of iconic gestures on second language vocabulary retention in a naturalistic setting	3
Acquisition of attributive adjectives and noun adjuncts by L3 learners of French and German: further evidence for the typological primacy model (TPM)	3
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	3
The effects of extensive reading on young Korean students’ construction development	3
Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers	3
The role of individual differences in younger vs. older primary school learners of English in Denmark	3
The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes	3
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	2
Low-level visual processing of motion events as a window into language-specific effects on perception	2
Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning	2
Prefacing opposition: Resources for adumbrating conflict talk in second language peer discussions	2
L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles	2
Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom	2
Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam	2
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China	2

Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	2
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development	2
The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task	2
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	2
Interculturality and Islam in Indonesia’s high-school EFL classrooms	2
Negotiation of meaning and negotiation of form in Chinese EFL classroom discourse	2
Online task planning and L2 oral fluency: does manipulating time pressure affect fluency in L2 monologic oral narratives?	2
Listener engagement: the missing link in research on accented speech	2
The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective	2
Music training and the use of songs or rhythm: Do they help for lexical stress processing?	2
System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective	2
Non-canonical word order as a measure of syntactic complexity in advanced L2 German	2
The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners	2
Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation	2
Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches	2
Comparing motivational features between feedback givers and receivers in English speaking class	2
Analyzing trends in the aural decoding errors of Japanese EFL learners	2
Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity	2
Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners	2
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK	1
L2 writing development through two types of writing task repetition	1
The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization	1
Collaborative writing in an EFL secondary setting: the role of task complexity	1
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	1
What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation	1
Explicit grammar instruction in the EFL classroom: studying the impact of age and gender	1
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	1
The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency	1
Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity	1
Intra-language: the study of L2 morpheme productivity as within-item variance	1
English and Spanish speakers’ interpretations of L2 Chinese applicative double object constructions	1
Transfer and unlearning of topic prominence by Chinese learners of English	1
Deciphering the role of multilingualism in creativity at university: the influence of context	1
Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach	1
Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach	1
“They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy	1
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	1
Functions, sociocultural explanations and conversational influence of discourse markers: focus onzenme shuo nein L2 Chinese	1
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development	1
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	1
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	1
Aural vocabulary, orthographic vocabulary, and listening comprehension	1
Expansion of verb-argument construction repertoires in L2 English writing	1
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	1
N-gram use in EFL learners’ retelling and monologic tasks	1
The role of self-construal in EFL vocabulary learning	1
Lexical stress assignment preferences in L2 German	1
Individual perceptions of group work environment, motivation, and achievement	1
Defining competencies for training non-native Korean speaking teachers: a Q methodology approach	1
Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context	1
The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom	1
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	1
Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners	1
The left and right periphery in native and non-native speech – A comparative study between French L1/L2, Spanish L1/L2 and Swedish L1	1
The acquisition of relative clauses by Spanish-Basque learners of L3 English: does dominance play a role?	1
Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation	1
Focus on form in task repetition through oral and written task modeling	1
When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out	1
Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts	1
Syntactic prediction in L2 learners: evidence from English disjunction processing	1
Investigating Indonesian EFL learners’ knowledge and use of English causative constructions	1
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	1
Fossilized mistakes in Spanish relative clauses learned by Chinese students	1
How concept-based language instruction works in teaching thinking for speaking in an L2	1
The use of blocking and inhibition training in processing instruction	1
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	1
How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes	1
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study	1
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	1
Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective	1
“We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms	1
Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability	1
Effectiveness of second language collocation instruction: a meta-analysis	1
Intra-language: the study of L2 morpheme productivity as within-item variance	1
Bidirectional cross-linguistic influence in motion event conceptualisation in bilingual speakers of Spanish and English	1