OOIR: Observatory of International Research

Papers

(The TQCC of Language Learning 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 2021-05-01 to 2025-05-01.)

Article	Citations
Issue Information	89
To What Extent Do Learner‐ and Word‐Related Variables Affect Production of Derivatives?	53
The Influence of Prior Linguistic Knowledge on Second Language Semantic Implicit Learning: Evidence from Cantonese–English Bilinguals	49
Crosslinguistic Differences in Food Labels Do Not Yield Differences in Taste Perception	45
Order Effects in Second Language Learning	37
The Role of Modality in L2 Learning: The Importance of Learners Acquiring a Second Sign Language (M2L2 and M1L2 Learners)	27
Issue Information	24
	23
Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language	22
Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability	22
Close Encounters of the Word Kind: Attested Distributional Information Boosts Statistical Learning	22
What Proactive Language Learning Theory Is and Is Not: A Response to Atkinson's Commentary	22
Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)	21
Developing Second Language Mandarin Fluency Through Pedagogic Intervention and Study Abroad: Planning Time, Speech Rate, and Response Duration	19
	18
The Acquisition of Strategies to Express Plurality in Hearing Second Language Learners of Sign Language of the Netherlands	17
Electrophysiological Evidence for a Whorfian Double Dissociation of Categorical Perception Across Two Languages	17
Investigating Orthographic Versus Auditory Cross‐Situational Word Learning With Online and Laboratory‐Based Testing	15
Correction to ‘Community, Equity, and Cultural Change in Open Research: A Response to Open Peer Commentaries’	14
Naturalization of Competence – Coloniality, Collusion, and Intersectionality: A Commentary on “Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguist	13
Open Research in Artificial Intelligence and the Search for Common Ground in Reproducibility: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”	12
Where is Community Involvement in Open Science? A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”	11
Grammatical Analysis Is Required to Describe Grammatical (and “Syntactic”) Complexity: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overv	11
Is This (Becoming) a Theory of Second Language Acquisition?: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”	11
Assessing Verb‐Construction Integration in Young Learners of English as a Foreign Language: Analyses of Written and Spoken Production	11

Heading South, Unmuting Multilingualisms: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”	11
The Overrepresentation of Whiteness in Applied Linguistics – A response from Europe: A Commentary on “Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied L	10
Dialect‐Specific Modes Influence Second Language Production: Evidence From Bidialectal Shanghai–Mandarin Chinese Learners of English Within the Second Language Linguistic Perception Model	10
Optionality, Complexity, Difficulty: The Next Step: A Commentary on “Complexity and Difficulty in Second Language Acquisition: A Theoretical and Methodological Overview”	10
First Language Literacy and Second Language Oracy: A Partial Replication of Foster and Skehan (1996)	10
Individual Variations in the Mastery of Discourse Connectives from Teenage Years to Adulthood	9
A Commentary on “Proactive Language Learning Theory”	9
Study Abroad Students’ Social Contacts in Different Linguistic Contexts and Their Relationship With English Use and Development	9
Collocation in the Mind: Investigating Collocational Priming in Second Language Speakers of Italian	9
MOSAIC+: A Crosslinguistic Model of Verb‐Marking Errors in Typically Developing Children and Children With Developmental Language Disorder	8
Cognitive and Sociopsychological Individual Differences, Experience, and Naturalistic Second Language Speech Learning: A Longitudinal Study	8
Plurality Is a Good Start, but It's Time for Unification: A Commentary on “Computational Modeling of Bilingual Language Learning: Current Models and Future Directions”	8
Learning Unacceptability: Repeated Exposure to Acceptable Sentences Improves Adult Learners’ Recognition of Unacceptable Sentences	8
The Unbearable Whiteness of Communicative Competence Research: A Commentary on “Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics”	8
Second Language Learning via Syntactic Priming: Investigating the Role of Modality, Attention, and Motivation	8
Measuring Foreign Language Students’ Self‐Determination: A Rasch Validation Study	8
	8
Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education	8
Native and Nonnative Speakers’ Preferences for Preposition Pied‐Piping Versus Stranding in English Wh‐Relative Clauses	7
The Effect of Age of Onset of Bilingualism on Gender Agreement Processing in Spanish as a Heritage Language	7
Do Implicit Learning Deficit and Dyslexia Go Together? An fMRI and Behavioral Study	7
Issue Information	7
From a Molar to a Molecular Approach to the Developmental Trajectory of Syntax Comprehension of Persons with Intellectual Disability	6
Possessive Processing in Bilingual Comprehension	6
Lexical Effects on Second Language Grammar Acquisition: Testing Psycholinguistic and Neurocognitive Predictions	6
The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis	6
The Neurocognitive Underpinnings of Second Language Processing: Knowledge Gains From the Past and Future Outlook: A Response to Open Peer Commentaries	6
Mixed‐Effects Modeling with a Multinomial Dependent Variable	6
Second Language Sentence Stress Assignment: Self‐ and Other‐Assessment	6
Generalizing Knowledge of Second Language Collocations: The Roles of Within‐ and Cross‐Language Similarity on Acceptability and Event‐Related Potentials	6
Alignment of Top‐Down Policies With Emerging Bottom‐Up Practices: A Commentary on “(Why) Are Open Research Practices the Future for the Study of Language Learning?”	6
	6
Phraseological Use and Development During a Stay Abroad: Exploring Sensitivity to Frequency and Cue Contingency	6
Incidental Vocabulary Learning From Bilingual Subtitled Viewing: An Eye‐Tracking Study	6
Introduction to the Special Issue: Learning Sign Languages as Additional Languages: Considering Language‐ and Modality‐Specific Factors	5
A Race Critical Peer Commentary With the Post‐White Orientation: A Commentary on “Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics”	5
Spot It and Learn It! Word Learning in Virtual Peer‐Group Interactions Using a Novel Paradigm for School‐Aged Children	5
Issue Information	5
Issue Information	5
Figurativeness Matters in the Second Language Processing of Collocations: Evidence From a Self‐Paced Reading Experiment	5
On Umbrellas and Omnibuses: A Response to Open Peer Commentaries	5
	5
Examining Deductive Versus Guided Instruction From an Interactionist Perspective	5
Social Aspects in Language Learning: New Perspectives from Study‐Abroad Research	5
Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing	4
Effects of Task Instructions on Predictive Eye Movements and Word Recognition During Second Language Sentence Comprehension	4
Uncovering Sampling Biases, Advancing Inclusivity, and Rethinking Theoretical Accounts in Second Language Acquisition: Introduction to the Special Issue SLA for All?	4
Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure	4
Critical and Dialogic Perspectives on Why Ecologies Matter: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Educati	4
Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity	4

	4
Undesirable Difficulty of Interleaved Practice: The Importance of Initial Blocked Practice for Declarative Knowledge Development in Low‐Achieving Adolescents	4
Declarative and Automatized Phonological Vocabulary Knowledge: Recognition, Recall, Lexicosemantic Judgment, and Listening‐Focused Employability of Second Language Words	4
Proactive Language Learning Theory	4
Teachers’ Verbal Lexical Explanation for Second Language Vocabulary Learning: A Meta‐Analysis	4