OOIR: Observatory of International Research

Papers

(The TQCC of ELT Journal 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 2021-07-01 to 2025-07-01.)

Article	Citations
Digital multimodal composing pedagogy in a university writing course	113
Challenging native speakerism in a Korean college English course	90
Digital whiteboards: engaging with active learning	57
Leveraging transnational identities of refugee-background students	46
Children’s and teachers’ views on digital games in the EFL classroom	32
Critical literacy supplementary materials in high school EFL	30
Teaching English to Young Arabic Speakers: Assessing the Influence of Instructional Materials, Narratives and Cultural Norms	27
Translanguaging and the shifting sands of language education	26
The Routledge Handbook of Materials Development for Language Teaching	25
Bridging extramural English and formal instruction	24
Global English and Political Economy	22
Pop Culture in Language Education: Theory, Research, Practice	21
Social-emotional learning in ESOL with ninth-grade newcomers	20
Kritische Fremdsprachendidaktik: Grundlagen, Ziele, Beispiele [Critical Foreign Language Education: Basic Issues, Goals, Examples]	19
Correction to: Using learning journals to promote learner autonomy	18
ELT teachers’ agency for wellbeing	17
Language teacher wellbeing: an individual–institutional pact	16
Centring on students’ needs by engaging in translanguaging shifts	16
Knowledge co-construction in professional reading group discussions	15
Rapport	15
Mapping a way forward: toward a shared EMI and EAP research agenda	14
CEFR and the ELT practitioner: empowerment or enforcement?	14
Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa	13
ChatGPT in ELT: disruptor? Or well-trained teaching assistant?	13
The challenges of EMI for art and design students in the UAE	13

A Kazakhstani English Language teacher’s perspective on multilingual practices	12
Screen capture technology in ELT	12
A case for ELF feito no Brasil	11
Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions	10
Ways of implementing ELF in the classroom	10
Developing Intercultural Language Materials	10
How does generative AI promote autonomy and inclusivity in language teaching?	9
Cambridge Elements in Language Teaching	9
Fluency revisited	9
A digital pedagogy for transculturing ELT through Global Englishes	8
Vocabulary and the Four Skills. Pedagogy, Practice, and Implications for Teaching Vocabulary	8
Towards a Global Englishes-aware National English Curriculum of China	8
The Routledge Handbook of Materials Development for Language Teaching	8
Supporting part-time ELT faculty in a Japanese university	8
Engaging students in dialogic interactions through questioning	8
Writing conferences via an online meeting platform	8
Generative artificial intelligence and ELT	8
Three stakeholders’ reflections on language assessment literacy	7
Code-switching and translanguaging: why they have a lot in common	7
Implementing rubric co-construction in ESL writing teaching	7
“Feeling Closer to Nature” through Ecocritical ELT	7
‘I feel like a snake changing its skins’: a plurilingual project	7
Social robots for English language teaching	7
Language Education in a Changing World: Challenges and Opportunities	7
Erratum to: Translanguaging as a political stance: implications for English language education	7
Student engagement with digital video production	7
Can novice teachers detect AI-generated texts in EFL writing?	7
Black Lives Matter in an EFL speaking class	6
Listening in interaction: reconceptualizing a core skill	6
Tracking trends in coursebooks for young learners	6
Implementing a reading-to-learn programme in EFL bilingual teaching	6
The Art of Foreign Language Teaching: Improvisation and Drama in Teacher Development and Language Learning (second edition)	6
Digital literacy as ideological practice	6
Decolonizing classroom discourse: insights from interactional research	6
Worked examples for peer interaction: a feedback and learning resource	5
Teacher strategies in implementing English medium instruction	5
Can my writing be polished further? When ChatGPT meets human touch	5
International youth literature in the Chinese EFL classroom	5
Translanguaging: a paradigm shift for ELT theory and practice	5
Moving beyond ‘infancy’: towards a cross-fertilization between EMI and EAP scholarship	5
Coping with COVID-19-related online English teaching challenges: teacher educators’ suggestions	5
Take-home tests as an assessment for learning strategy	5
Learner-initiated exploratory practice: revisiting curiosity	5
Teacher input prompts and student listening strategies in EMI classes	5
ESOL classes as trauma-sensitive physical spaces	5
Using Tasks in Second Language Teaching: Practice in Diverse Contexts	5
Teacher agency and washback: insights from classrooms in rural Bangladesh	4
Teachers’ digital technology use after a period of online teaching	4
Global Englishes-oriented teacher education: lasting shifts	4
IATEFL during the Pandemic: Issues and Perspectives	4

Machine translation in English language teaching	4
Engagement	4
International Perspectives on Diversity in ELT	4
How useful is it to teach affixes in intermediate classes?	4
Practising critical visual literacy through redesign in ELT classrooms	4
English writing with Disney animation: a critical perspective	4
Intensive English programme ecology: decolonizing ‘within the cracks’	4
The potential of complaining as reflective practice in mentoring	4
Critical language pedagogues in Japan: enhancing student receptivity	4