OOIR: Observatory of International Research

Papers

(The TQCC of Language Awareness 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 2020-05-01 to 2024-05-01.)

Article	Citations
Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms	22
Using the L1 in university-level EMI: attitudes among lecturers in Spain	12
Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension	11
‘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	10
Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education	10
Experts’ views on the contribution of language awareness and translanguaging for minority language education	10
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach	9
Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching	8
Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective	8
‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties	8
“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning	8
Multilingual learners’ perceptions of cross-linguistic distances: a proposal for a visual psychotypological measure	8
Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes	8
A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S.	7
Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products	7
Teacher and learner perceptions of adult foreign language learners’ engagement with consciousness-raising tasks in four languages	7
Explicit instruction through task repetition: effects on explicit and implicit knowledge development	7
Developing critical language awareness in future English language educators across institutions and courses	7
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	6
Nonnative English learners’ use and understanding of singularthey	6
Use and understanding of connectives: an embedded case study of ESL learners of different proficiency levels	6
What does language awareness look like? Visual methodologies in language learning and teaching research (2000–2018)	6
Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’	6
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?	6
Chinese international students’ multicultural identity and second language development: gesture awareness and use	5

Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks	5
‘I don’t want to be distinguished by others’: language ideologies and identity construction among North Korean refugees in South Korea	5
Words that don’t translate: investing in decolonizing practices through translanguaging	5
Development and demonstration of metalinguistic awareness in adult ESL learners with emergent literacy	5
Contextualizing feedback in L2 writing: the role of teacher scaffolding	5
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study	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
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	4
Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity	4
Urgently needed: a praxis of language awareness among pre-service primary teachers	4
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	4
How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity	4
Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication	4
Metaphor in second language academic writing	4
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions	4