OOIR: Observatory of International Research

Papers

(The H4-Index of System is 44. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Book review	267
Book review	188
Book review	143
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	139
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	119
Institutional leaders and teacher research: Roles, interactions, and impacts	118
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	109
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	106
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	103
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	102
Aggregating the evidence of automatic speech recognition research claims in CALL	101
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	95
Resilience in language classrooms: Exploring individual antecedents and consequences	91
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	88
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	88
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	83
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	82
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	80
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	78
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	77
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	75
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	74
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	73
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	70
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	67

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	64
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	62
Book review	59
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	59
Book review	58
Editorial Board	58
Reflective teaching, teacher immunity, and burnout: Investigating possible links	57
Book review	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	55
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	52
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	51
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	50
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	48
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	48
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	48
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	47
A typology of metalinguistic feedback	45
Q methodology in applied linguistics: A systematic research synthesis	44
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	44