OOIR: Observatory of International Research

Papers

(The TQCC of Language Teaching Research is 7. 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
The interplay between corrective feedback timing and foreign language anxiety in L2 development	27
Notes on Contributors	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
Shifting perceptions of inclusive practitioner research: Epistemological affordances of exploratory practice	23
Researching learners’ perceptions: The use of the repertory grid technique	23
The effects of proactive form-focused instruction and individual differences on second language acquisition	22
Model texts as a feedback instrument in second language writing: A systematic review	22
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	21

L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement	21
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	21
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	21
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	20
To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task	20
Does writing words in notes contribute to vocabulary learning?	19
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	19
Professional development for science and engineering professors offering English-medium instruction	19
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	18
Effects of internal and external attentional manipulations and working memory on second language vocabulary learning	18
Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension	17
The differential effect of oral and written corrective feedback on learners’ explicit versus implicit knowledge	17
The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing	17
Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing	17
A serial mediation model testing associations between teacher–student relationship, resilience, autonomous learning and academic performance in the Chinese EFL context	17
A phenomenographic study of engineering students’ conceptions of learning English as a foreign language	17
Debate as a pedagogical tool for developing speaking skills in second language education	17
Exploring Chinese higher vocational college teachers’ perceptions of reading and teaching reading in English	16
Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words	16
Potential influence of extensive reading on controlled productive vocabulary	16
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching	16
Exploring student engagement in task-based and communicative language classrooms	15
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	15
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	15
Enhancing student writing with do-it-yourself corpora on a PhD pre-sessional programme	14
Digitizing the story-writing process for EFL primary learners: An exploratory study	14
Constructing and validating the teaching strategies for alleviating Chinese EFL graduate students’ foreign language anxiety	14
Robotics and Weblog integration into EFL curriculum of middle and secondary schools: Exploratory study	14
Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse	13
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	13
Qualitative research synthesis of project-based (language) learning and teaching in East and Southeast Asia: 2002–24	13
Role-based interaction analysis for FLL: A sociocognitive UBL perspective	13
Notes on Contributors	13
Abdominal enhancement techniques for L2 English phoneme pronunciation: Comparing the effectiveness of the techniques for Mandarin and Cantonese speakers	13
A major change for ESP for nursing: Pivoting towards discourse through a new course design with communicative engagement as a focal concept	13
Chinese heritage children learning to read characters: The effects of group reading and frequency of character exposure	13
The interplay of glossing with text difficulty and comprehension levels	13
Reading ability and challenges in a project-based academic report writing course: A test of the threshold hypothesis	13
Discourses of writing and learning to write in L2 writing curriculum in Chinese universities	12
Evaluating a task-based language teaching course for low-proficiency learners in ESP classrooms in Japan	12
Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension	12
The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English	12
Implications of dispositions for foreign language writing: The case of the Arabic–English learner	11
Comparing the effectiveness of verb-focused and particle-focused exercise formats on the recall and recognition of phrasal verbs	11
Longitudinal videoconferencing and confidence development: The impact of perceived interlocutor cultural depth, richness, and self-involvement	11
Designing for diversity in Aotearoa / New Zealand Chinese language classrooms	11
Teaching second language pragmatics in the current era of globalization: An introduction	11
The effects of a cognitive linguistic approach on college students’ learning English tenses in Taiwan	11
Positive psychology in action: Exploring the role of altruistic teaching in enhancing English reading comprehension among L2 learners	11
Erratum to Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT	11

Language learners’ stereotypical representations of France: Insights for teaching French as L3 with implications for minority foreign language crisis in China	11
The pedagogical content knowledge of two novice Chinese early childhood EFL teachers	10
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	10
Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level	10
Fluency development through freewriting and transfer to other more structured tasks	10
The impact of textual enhancement and frequency manipulation on incidental learning of collocations from reading	10
Learners’ behavioral engagement and performance on linguistically difficult L2 reading tasks: The effects of effort feedback, self-efficacy, and attributions	10
L2 learners’ mindfulness in relation to their memorization/learning of L2 phrasal verbs	10
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	10
Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultu	10
Primary school children’s peer interaction: Exploring EFL teachers’ perceptions and practices	10
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	10
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach	10
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	10
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	10
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	9
Notes on Contributors	9
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	9
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	9
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	9
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	8
Intentional and incidental vocabulary acquisition through multi-component storytelling: The case of German L2 primary school students	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	8
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	8
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	8
The limited effects of visual and audio modalities on second language listening comprehension	8
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	8
Notes on Contributors	8
English L2 vocabulary acquisition through storytelling for adolescents with and without learning disabilities	8
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	8
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	8
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	8
Accuracy and response-time effects of structured input on the acquisition of English passive and active constructions: A self-paced reading study of native and non-native processing behaviours	8
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	8
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Developing a reading proficiency scale for US college-level CSL courses: A complement to the ACTFL guidelines	8
Debate pedagogy as a conducive environment for L2 argumentative essay writing	8
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
Notes on Contributors	7
The effects of incidental focus on form on learning vocabulary, grammar, and pronunciation	7
The auditory picture vocabulary test for English L2: A spoken receptive meaning-recognition test intended for Dutch-speaking L2 learners of English	7
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	7
Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements	7
Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	7
Addressing discourse differences in the writing of Russian engineering students and international researchers	7
How effective is task-based language teaching to enhance second language learning? A technical comment on Bryfonski and McKay (2019)	7
The pedagogical and socio-affective dimensions of identity tensions and teacher agency: Case studies of university English teachers teaching online	7
Impact of exercise format and repetition on learning verb–noun collocations	7
Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study	7
Effects of text messaging using digital Pinyin input on literacy skills of elementary school Chinese immersion learners	7
L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT	7
The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English	7
Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory	7
Fostering pre-service teachers’ perceived ability to implement dialogic teaching in Turkey: Examining the contributing factors of an intensive short-term teacher education program from the teacher-lea	7
Faith or path? Profiling the motivations of multilingual Chinese as a foreign language teachers using Q methodology	7
Becoming teachers of emergent bilinguals: Navigating ideological and identity tensions	7
Developing and validating an L2 writing willingness to communicate scale: A sequential embedded mixed-methods approach	7