OOIR: Observatory of International Research

Papers

(The TQCC of Language Teaching Research is 6. 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
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	28
Student engagement with teacher oral feedback in EFL university classrooms	28
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	27
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
Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective	26
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
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
Exploring phonetic cues to persuasive oral presentation: A study with British English speakers and English L2 learners	22

Psychometric properties of a self-efficacy scale for English language learners in Vietnam	22
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	21
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	21
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	21
Post-beginner L2-learner knowledge of ultra-frequent English words	20
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	20
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	20
Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions	19
Public primary school teachers’ perceptions and assessment of young learners’ engagement	18
Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach	18
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	18
Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms	18
Synchronous computer-mediated communication and task-based learning in the EFL classroom	18
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	17
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	17
Notes on contributors	17
Processing instruction with structured/unstructured output: Does it make any changes in automatic/non-automatic explicit grammar knowledge?	16
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	16
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	15
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	15
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	15
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	15
Comparing different L3s and factors that affect motivation to learn LOTEs	15
Notes on Contributors	15
The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea	14
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	14
The limited effects of visual and audio modalities on second language listening comprehension	14
Applying cognitive linguistics to teaching Chinese classifiers: Evidence from teaching Chinese as a heritage language in Germany	14
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	13
Notes on Contributors	13
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	13
Interthinking in asynchronous online talk: A study of Hong Kong English as a second language learners	13
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	13
Fluency development through freewriting and transfer to other more structured tasks	13
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	13
The interplay between corrective feedback timing and foreign language anxiety in L2 development	13
Incorporating iterative continuation tasks into EFL writing courses	12
An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus	12
Notes on Contributors	12
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	12
Exploring emotions in language learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course	12
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	12
Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	12
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	11
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	11
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	11
Second language pedagogy: Learners and teachers	11
Learning specialized vocabulary in the second language: Does transfer from the first language help?	11
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	11
Measuring depth of academic vocabulary knowledge	10

Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	10
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	10
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	10
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	10
Effects of participation in an online intercultural exchange on drivers of L2 learning motivation	10
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	10
Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes	10
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	9
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill	9
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	9
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	9
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	9
Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence	9
Technology-mediated tasks for the development of L2 pragmatics	9
Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation	9
Notes on Contributors	9
The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) feedback on EFL learners’ willingness to communicate	9
Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making	8
Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom	8
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	8
Notes on Contributors	8
Pronunciation assessment of learners, by learners, and for learners: Effects, validity and reliability, and learners’ perception	8
Generalizing linguistic patterns through data-driven learning: A study of the dative alternation in Japanese learners of English	8
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	8
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	8
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	8
What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status	8
Puzzles in exploratory practice: The role of why questions	8
Understanding teachers’ perspectives: A qualitative study on non-specialist early foreign language teachers’ educational and curricular needs	8
The effects of proactive form-focused instruction and individual differences on second language acquisition	8
The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study	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
Improving second language vocabulary learning and retention by leveraging memory enhancement techniques: A multidomain pedagogical approach	8
The influence of Exploratory Practice (EP): How a group of former Brazilian ELT teacher-learners perceive the value of EP years after graduation	8
Measuring the effects of repeated exposure to children’s graded readers	8
Reconciling opposites to reach compromise during ELT textbook development	8
A comparative analysis of language choices in written peer feedback provided by high- and low-proficiency Japanese EFL students	8
Notes on Contributors	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	7
Researching learners’ perceptions: The use of the repertory grid technique	7
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	7
How storytelling can work as a pedagogy to facilitate children’s English as a foreign language learning	7
Towards necessities and challenges of implementing translanguaging pedagogy in secondary EFL education in China	7
Self-determination mini-theories in second language learning: A systematic review of three decades of research	7
The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency	7
Notes on Contributors	7
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	7
Motivational languaging intervention for L2 learners: The differential effect of individual and group writing	7
Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills	7
Going beyond practicing English: Language alternation in an L2 book club’s Zoom meetings	7
Content knowledge attainment in English medium instruction: Does academic English literacy matter?	7
Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance	7
Relations between teacher–student relationship quality, emotional engagement, and writing performance	7
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	7
A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development	6
Improvement of students’ self-directed learning readiness through problem-based English language learning in Korea	6
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	6
Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships	6
When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course	6
The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach	6
Effects of prior knowledge and reasoning demands on Chinese EFL writing performance	6
A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations	6
Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration	6
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework	6
Whose English should be talked and taught? Views from international English teachers in Thai higher education	6
Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers	6
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	6
A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness	6
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	6
An investigation into English majors’ self-regulated writing strategies in an online learning context	6
Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners	6
Fluency development in an EFL setting: A one-semester study	6
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	6
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	6
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	6
The effects of Processing Instruction on the acquisition and processing of grammatical gender in German	6
Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency	6
Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing	6
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	6
When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice	6