OOIR: Observatory of International Research

Papers

(The H4-Index of Language Teaching Research is 23. 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
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	254
More than migrants? Representations of wo/men of colour in Dutch language textbooks	74
The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University	73
Debate pedagogy as a conducive environment for L2 argumentative essay writing	64
Foreign language anxiety and self-disclosure in online university French classes	58
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	53
Communication and the student experience in the time of Covid-19: An autoethnography	49
A posthumanist orientation and cross-national, online bilingual digital storytelling	37
The effects of pre-task explicit instruction on L2 oral self-repair behaviour	34
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	32
Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study	32
Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency	29
Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks	29
Student engagement with teacher oral feedback in EFL university classrooms	28
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	28
An ecological exploration of the intersection between English language teachers’ agency and social justice instruction	27
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	27
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	27
Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research	26
Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives	26
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	26
Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective	26
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	24
Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization	23