OOIR: Observatory of International Research

Papers

(The median citation count of Language Awareness is 2. 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
The rising insecurity of language teaching jobs in higher education and its effects on research	17
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary: an exploratory study	16
The effect of task modality on the production of language-related episodes and learning of form	15
L2 reader-writers’ prior beliefs and integrated representations of controversial information sources: the moderating effects of strategic source processing	14
Language awareness and cultural awareness in international online cooperation: a mixed-method approach	14
Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices	12
The interplay of critical language pedagogy and young Arabic EFL learners	11
List of reviewers	9
Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues	9
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	9
Developing critical language awareness in future English language educators across institutions and courses	9
Developing teacher awareness and action plans for teaching English as an international language	8
Using the L1 in university-level EMI: attitudes among lecturers in Spain	8
Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times	8
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better	7
Correction	7
Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study	7
Contextualizing feedback in L2 writing: the role of teacher scaffolding	7
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	6
Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’	6
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions	6
Raising business communication students’ awareness of nonverbal features of interaction	6
The effects of synchronous written corrective feedback on learning speech acts through technology-mediated collaborative writing	6
‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners	6
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	6

Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices	6
Critical multilingual language awareness: the role of teachers as language activists and knowledge generators	5
Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia	5
The effects of listening-based lexical focus-on-form on the learning of morphologically complex words	5
Second language listeners interactions with playback controls in technology-enhanced listening	5
Words that don’t translate: investing in decolonizing practices through translanguaging	5
Reflections on translanguaging as a pedagogical framework in Japanese higher education	4
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes	4
CFL learners’ real-time processing of Chinese radicals: an eye-tracking study	4
To cure sometimes, to relieve often, to publicise always: a case study of linguistic medicine landscapes in a (post)pandemic era	4
The native speaker model in Japan: constant and changing attitudes	4
Learning from Tina: a case study with a selective speaker	4
Discourse-based grammar instruction in ESL academic writing: a mixed methods study	3
Immediate vs. delayed prompts, individual differences in working memory, and L2 development	3
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context	3
Crafting with AI: personalized pathways to boost critical language awareness and spark creativity in writing through digital adaptive learning	3
Qatari student writers’ metalinguistic understanding of transitions in L2 English written argument	3
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective	3
Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach	3
Evaluative language in applied linguistics research article discussions: exploring the functions and patterns of that-structures in argumentative texts	3
The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infel	3
The native/non-native teacher debate: insights into variables at play	3
Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness	3
Multimodality in translation: a look into EFL and JSL classrooms	3
Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing	3
Socioeconomic status and reading comprehension in English and Chinese: the mediating role of metalinguistic awareness, word reading, and vocabulary	2
Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions	2
Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching	2
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	2
Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters	2
Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks	2
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes	2
Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach	2
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study	2
Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language	2
What do students in human resource management know about accent bias?	2
Using the third-person singular pronoun they in academic writing: perspectives from English language teachers in Philippine universities	2
Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts	2
The motivations of heritage and non-heritage students in learning portuguese in L(USA)land	2
Developing an MLA-test for young learners – insights from measurement theory and language testing	2
Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration	2
Affordances in the international service-learning context for Spanish learners	2
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?	2
Translanguaging dynamics in the digital landscape: insights from a social media corpus	2
EFL writers’ cognitive engagement with AWE feedback	2