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 2021-06-01 to 2025-06-01.)

Article	Citations
List of reviewers	18
The effect of task modality on the production of language-related episodes and learning of form	17
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	14
Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices	14
Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues	14
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better	14
The effects of synchronous written corrective feedback on learning speech acts through technology-mediated collaborative writing	13
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	13
Learning from Tina: a case study with a selective speaker	12
Reflections on translanguaging as a pedagogical framework in Japanese higher education	11
Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia	11
Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions	10
EFL writers’ cognitive engagement with AWE feedback	10
Translanguaging dynamics in the digital landscape: insights from a social media corpus	9
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	9
The motivations of heritage and non-heritage students in learning portuguese in L(USA)land	9
Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters	9
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study	8
Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts	8
Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom	7
Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study	7
EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction	7
Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity	7
Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts	7
Second language reading and recall processes under different reading purposes: an eye-tracking, keystroke-logging, and stimulated recall study	6

A longitudinal case study of Japanese informants’ attitudinal development after completing Global Englishes-oriented instruction: examining its long-term effects	6
Investigating critical language awareness and critical cultural awareness in EFL materials use	6
Fostering language awareness through Citizen Science: results and implications of a project with Polish teenagers doing language-related research	6
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach	6
A preliminary development and validation of the Translingual Disposition Questionnaire with Latinx students	6
Translingual practices in English education radio shows in Korea: implications for translingual teachers of English	6
Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China	6
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	5
CFL learners’ real-time processing of Chinese radicals: an eye-tracking study	5
Correction	5
Second language listeners interactions with playback controls in technology-enhanced listening	5
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context	5
The native speaker model in Japan: constant and changing attitudes	5
Developing an MLA-test for young learners – insights from measurement theory and language testing	4
ESL teachers’ metalanguage as evidence of their metalinguistic knowledge of the English intonation system	4
Foreign language students’ views on FL and critical literacies	4
The native/non-native teacher debate: insights into variables at play	4
“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers	4
Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education: Within- and Cross-Case Findings from Grades 1, 7 and 11	4
Raising EFL teachers’ awareness of L2 pragmatic teaching via teacher professional development: the impact of an effective training workshop	4
The effects of listening-based lexical focus-on-form on the learning of morphologically complex words	4
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes	4
Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers	4
Developing and validating instruments for measuring English-as-a-second/Foreign-Language (L2) learners’ metaphor awareness	4
Understanding text-based studies of linguistic development through goals for academic writing	4
Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach	4
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies	3
List of reviewers	3
Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective	3
Developing teacher awareness and action plans for teaching English as an international language	3
The rising insecurity of language teaching jobs in higher education and its effects on research	3
Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication	3
Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems	3
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary: an exploratory study	3
L2 reader-writers’ prior beliefs and integrated representations of controversial information sources: the moderating effects of strategic source processing	3
Multilingual pragmatic awareness in collaborative writing	3
Cross-curricular collaboration and teachers’ language awareness in bilingual education	3
How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity	3
Language awareness and cultural awareness in international online cooperation: a mixed-method approach	3
To cure sometimes, to relieve often, to publicise always: a case study of linguistic medicine landscapes in a (post)pandemic era	3
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes	2
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study	2
Raising business communication students’ awareness of nonverbal features of interaction	2
‘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	2
Words that don’t translate: investing in decolonizing practices through translanguaging	2
Experts’ views on the contribution of language awareness and translanguaging for minority language education	2
Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing	2
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective	2
Explicit embodiment of narrative worlds: a case study of student-teacher concept-led grammar conferencing for writing	2
Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach	2

Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times	2
Immediate vs. delayed prompts, individual differences in working memory, and L2 development	2
Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration	2
Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility	2
Using the third-person singular pronoun they in academic writing: perspectives from English language teachers in Philippine universities	2
Exploring Chinese multilingual students’ metacognitive knowledge, strategies, and experiences in academic writing	2
Developing critical language awareness in future English language educators across institutions and courses	2
L2 learning of complex form-meaning mapping: how learners may become more aware but not necessarily learn	2
Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language	2