OOIR: Observatory of International Research

Papers

(The H4-Index of System is 39. 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
Book review	303
“I thought we weren't in Spain!”: Discursive negotiations of realness in a foreign language classroom	199
Students' progressive behavioral learning patterns in using machine translation systems – A structural equation modeling analysis	189
Mapping connections among activism interactional practices and presence in videoconferencing language learning	124
Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness	90
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable	87
Transforming student contributions into subject-specific expression	81
EFL students’ writing achievement via the execution of scaffolding strategies instruction	77
Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials	77
Editorial Board	74
Book review	73
To predict L2 writing quality using lexical richness indices: An investigation of learners of Chinese as a Foreign Language	68
Cross-platform language learning: A spatial perspective on narratives of language learning across digital platforms	64
Increasing use of multi-word expressions in conversation through a fluency workshop	64
Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model	60
Exploring EFL learners’ perceived promise and limitations of using an artificial intelligence speech evaluation system for speaking practice	56
Towards epistemological pluralism and methodological openness in language teacher emotion research	55
Editorial Board	50
Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education	50
The enactment of positive emotions via teacher scaffolding: The case of Chinese high school EFL learners’ engagement with teacher written feedback	50
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement	49
Intensity matters in CLIL: Evidence from primary school learners’ receptive skills	49
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity	49
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	48
Situating emotionality within socialization in study abroad contexts: The Student's perspective	48

A case study of the effects of hybrid extensive reading on JFL learners’ reading rates and comprehension	48
Learning to listen strategically: Developing a listening comprehension strategies questionnaire for learning English as a global language	47
Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use	47
The relationship between neuroticism and L2 anxiety: A meta-analysis	46
The relationship between teacher mindfulness and creative teaching of college English foreign language teachers: A multiple mediating model	46
The influence of the spacing effect on L2 vocabulary learning: A study on Chinese university students	45
Book review	43
Linguistic alignment in second language acquisition: A methodological review	43
Book review	43
Epilogue: Advances in L2 alignment and where we go from here	41
Editorial Board	40
Book review	40
Unpacking Chinese lower-proficiency EFL learners’ conceptual development of English subjunctives with group dynamic assessment: Efficacy, sustainability and reciprocity	39
System's 50th anniversary special issue: In conversation with Sarah Mercer	39