OOIR: Observatory of International Research

Papers

(The TQCC of IRAL-International Review of Applied Linguistics in Language Teaching is 2. 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 2021-04-01 to 2025-04-01.)

Article	Citations
English and Spanish speakers’ interpretations of L2 Chinese applicative double object constructions	36
Frontmatter	26
Exploring self-regulated learning behaviours of young second language learners during group work	26
Exploring the interplay of trait-like L2 willingness to communicate, international posture, language anxiety and fluency in monologue L2 speech	20
Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective	20
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	19
Classroom assessment and learning motivation: insights from secondary school EFL classrooms	19
Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays	14
Deciphering the role of multilingualism in creativity at university: the influence of context	13
Frontmatter	13
Frontmatter	12
Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both?	12
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	10
Exploring individual longitudinal development in a corpus of ‘natural’ disciplinary writing: what could it mean for teaching?	9
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	8
Miscommunicated referent tracking in L2 English: a case-by-case analysis	8
Frontmatter	8
Language transfer in tense acquisition: new evidence from English learning Chinese adolescents	8
Emotion as pedagogy: why the emotion labor of L2 educators matters	8
Student and teacher beliefs about oral corrective feedback in junior secondary English classrooms	8
The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom	8
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	8
Exploring teacher-student interaction in task and non-task sequences	8
The role of awareness in implicit and explicit knowledge	7
Machine translation as a form of feedback on L2 writing	7

Assessing effects of source text complexity on L2 learners’ interpreting performance: a dependency-based approach	7
Exploring L2 learners’ processing of unknown words during subtitled viewing through self-reports	7
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development	7
Unpacking changing emotions in multiple contexts: idiodynamic study of college students’ academic emotions	7
Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective	6
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	6
L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency	6
Frontmatter	6
Teaching English with Chinese characteristics: a corpus analysis of changes in university curricula	6
Exploring the professional role identities of English for academic purposes practitioners: a qualitative study	6
Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach	6
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	5
Which factors predict teachers’ evaluation of the difficulty and usefulness of phrasal verbs in L2 contexts?	5
Incidental learning of collocations through reading an academic text	5
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	5
Assessing English language learners’ collocation knowledge: a systematic review of receptive and productive measurements	5
Broadening the appliability of systemic functional linguistics	5
Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes	5
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	5
The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study	4
The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes	4
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	4
Are foreign language teaching enjoyment and motivation two sides of the same coin?	4
She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program	4
Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality	4
Effects of guided concept mapping on L2 learners’ listening ability and cognitive load	4
Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners	4
Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach	4
Enjoyment in language teaching: a study into EFL teachers’ subjectivities	4
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	4
Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity	4
Explicit grammar instruction in the EFL classroom: studying the impact of age and gender	3
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	3
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	3
“I’ve just lived inside a tumble dryer”: a narrative of emotion labour, (de)motivation, and agency in the life of a language teacher	3
Unraveling the differential effects of task rehearsal and task repetition on L2 task performance: the mediating role of task modality	3
Frontmatter	3
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	3
Emotion profiles of Chinese secondary EFL learners: link with subjective well-being, English achievement, and demographics	3
A meta-analysis examining AI-assisted L2 learning	3
Frontmatter	3
Self-regulated learning and task engagement: a SEM analysis	3
Fossilized mistakes in Spanish relative clauses learned by Chinese students	3
System networks as a resource in L2 writing education	3
Defining competencies for training non-native Korean speaking teachers: a Q methodology approach	3
Integrated instruction of Appraisal Theory and rhetorical moves in literature reviews: an exploratory study	3
Glossing and incidental vocabulary learning in L2 reading: a cognitive load perspective	3
Prior processing, foreign language classroom anxiety, and L2 fluency	3
Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish	3
Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers	2

The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	2
Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation	2
Stance-taking through APPRAISAL in L1 and L2 English argumentative essays: insights from Vietnamese L2 English	2
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	2
The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation	2
Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud	2
The stone left unturned: boredom among young EFL learners	2
Frontmatter	2
The construct of integrated group discussion (IGD) among undergraduate students: to what extent does group discussion performance reflect performance on IGD tasks?	2
Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing	2
Investigating Indonesian EFL learners’ knowledge and use of English causative constructions	2
Task modality and working memory: oral production improvement through a text-reconstruction task across various proficiency levels in L2	2
Relationship between second language vocabulary knowledge and vocabulary learning strategy use: a meta-analysis of correlational studies	2
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools	2
Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality	2
Revisiting after-class boredom via exploratory structural equation modeling	2
Text mining of syntactic complexity in L2 writing: an LDA topic modeling approach	2
Videoed storytelling in primary education EFL: exploring trainees’ digital shift	2
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	2
The effect of an intervention focused on academic language on CAF measures in the multilingual writing of secondary students	2
Frontmatter	2
Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task	2
The associations between working memory and the effects of multimedia input on L2 vocabulary learning	2
Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English	2
The use of blocking and inhibition training in processing instruction	2
Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students	2
Applying embodied meaning of spatial prepositions and the Principled Polysemy model to teaching English as a second language: the case of to and on	2
Impact of task type and task complexity on negotiation of meaning in young learners of Chinese as a second language	2
An accident was happened? Conceptual and input biases in the overpassivization of English unaccusative verbs	2
On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese	2
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	2
Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis	2
Listenership always matters: active listening ability in L2 business English paired speaking tasks	2
Students’ attitude and motivation towards concept mapping-based prewriting strategies	2
Introduction: textual analysis to inform language learning and teaching	2
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	2
Enhancing the processing advantage: two psycholinguistic investigations of formulaic expressions in Chinese as a second language	2
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	2