OOIR: Observatory of International Research

Papers

(The H4-Index of Language Teaching Research is 24. 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 2021-07-01 to 2025-07-01.)

Article	Citations
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	85
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	80
Comparing different L3s and factors that affect motivation to learn LOTEs	77
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	58
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	43
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	41
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	40
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	37
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	37
Synchronous computer-mediated communication and task-based learning in the EFL classroom	35
Student engagement with teacher oral feedback in EFL university classrooms	35
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	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
The interplay between corrective feedback timing and foreign language anxiety in L2 development	28
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	27
Notes on Contributors	27
Fluency development in an EFL setting: A one-semester study	26
Does writing words in notes contribute to vocabulary learning?	25
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	24
The effects of proactive form-focused instruction and individual differences on second language acquisition	24
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	24