OOIR: Observatory of International Research

Papers

(The TQCC of IRAL-International Review of Applied Linguistics in Language Teaching is 4. 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
Frontmatter	34
Frontmatter	29
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	26
Frontmatter	25
Frontmatter	24
Miscommunicated referent tracking in L2 English: a case-by-case analysis	17
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	15
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	14
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	14
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	13
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	13
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	12
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	12
The use of blocking and inhibition training in processing instruction	10
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	10
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	9
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	9
Listenership always matters: active listening ability in L2 business English paired speaking tasks	9
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	9
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	9
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	9
Consolidating EFL content and vocabulary learning via interactive reading	8
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	8
Focus on form in task repetition through oral and written task modeling	8
Frontmatter	8

Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	8
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	8
Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	8
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	8
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production	7
L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	7
Discipline-specific attitudinal differences of EMI students towards translanguaging	7
Teacher behaviour and student engagement with L2 writing feedback: a case study	7
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	7
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	7
Emotion labor in teacher collaboration: towards developing emotional reflexivity	7
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	7
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	7
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	7
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	7
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	6
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	6
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	6
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	6
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	6
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	5
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	5
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	5
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	5
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	5
The influence of task complexity and task modality on learners’ topic and turn management	5
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	5
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	5
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	5
Toward a better understanding of student engagement with peer feedback: a longitudinal study	5
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	5
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	5
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	5
The stone left unturned: boredom among young EFL learners	4
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	4
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study	4
Teaching mental processes to EFL learners: a blended-learning proposal	4
Frontmatter	4
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	4
Frontmatter	4
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	4
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	4
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	4
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	4
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	4
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	4
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	4
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	4
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	4
The structure of L2 lexical-semantic networks as seen from a social network perspective	4

Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	4
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	4
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	4