OOIR: Observatory of International Research

Papers

(The H4-Index of Language Teaching Research is 22. 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
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	80
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	79
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	74
Comparing different L3s and factors that affect motivation to learn LOTEs	55
Synchronous computer-mediated communication and task-based learning in the EFL classroom	41
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	38
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	37
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	35
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	35
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	35
Student engagement with teacher oral feedback in EFL university classrooms	33
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	32
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	30
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	30
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	29
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	28
Notes on Contributors	27
The interplay between corrective feedback timing and foreign language anxiety in L2 development	27
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	26
Fluency development in an EFL setting: A one-semester study	24
Researching learners’ perceptions: The use of the repertory grid technique	23
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Model texts as a feedback instrument in second language writing: A systematic review	22
The effects of proactive form-focused instruction and individual differences on second language acquisition	22