OOIR: Observatory of International Research

Papers

(The H4-Index of System is 45. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Book review	317
Book review	201
Book review	196
Aggregating the evidence of automatic speech recognition research claims in CALL	180
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	151
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	132
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	131
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	127
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	114
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	114
Institutional leaders and teacher research: Roles, interactions, and impacts	110
Book review	108
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	102
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	102
The effects of collaborative planning on CALF metrics and textual coherence in L2 writing under varying task complexity	101
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	91
Resilience in language classrooms: Exploring individual antecedents and consequences	88
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	86
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	84
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	84
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	81
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	78
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	77
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and l	76
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	71

How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	70
Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	67
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	65
Editorial Board	64
Book review	61
Book review	60
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	58
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	57
Corrigendum to “Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective” [System 127 (2024) 10	56
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	55
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	55
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	55
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts	55
Reflective teaching, teacher immunity, and burnout: Investigating possible links	53
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	52
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	48
A typology of metalinguistic feedback	48
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	48
A systematic review of research on emotional artificial intelligence in English language education	47
Mapping the research on language teacher emotion: A systematic literature review	47