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 2020-04-01 to 2024-04-01.)

Article	Citations
L2 grit: Passion and perseverance for second-language learning	152
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes	136
Engagement in language learning: A systematic review of 20 years of research methods and definitions	120
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements	98
The wellbeing of language teachers in the private sector: An ecological perspective	58
Boredom in online English language classes: Mediating variables and coping strategies	52
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme	51
Good qualitative research	42
Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables	34
Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English	33
Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers	31
Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China	31
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts	30
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC	30
Towards an understanding of translanguaging in EMI teacher education classrooms	29
Language teachers’ interpersonal learner-directed emotion-regulation strategies	28
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	27
The flipped classroom in second language learning: A meta-analysis	27
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	25
A longitudinal study of foreign language anxiety and enjoyment	25
The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view	25
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing	24
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	23
Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students	22
Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context	21

Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English	19
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours	19
Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms	18
Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong	18
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension	18
The impact of L2 writing instructional approaches on student writing motivation and engagement	18
Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives	17
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling	17
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	16
‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19	16
Representation of cultures and communities in a global ELT textbook: A diachronic content analysis	16
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education	16
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support	16
Foreign language anxiety and achievement: A study of primary school students learning English in China	15
The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy	15
The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views	14
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	14
Examining the role of the learner and the teacher in language learning motivation	14
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	14
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	14
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	14
Self-determination mini-theories in second language learning: A systematic review of three decades of research	13
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication	13
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom	13
Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class	13
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	13
Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom	12
An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence	12
Development of second language speech fluency in foreign language classrooms: A longitudinal study	11
Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition	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
Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments	11
Investigating grit in second language learning: The role of individual difference factors and background variables	11
Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study	11
The effects of structured input and traditional instruction on the acquisition of the English causative passive forms: An eye-tracking study measuring accuracy in responses and processing patterns	11
Translating translanguaging into our classrooms: Possibilities and challenges	11
Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing	11
Autonomy of English language learners: A scoping review of research and practice	10
Technology-mediated tasks for the development of L2 pragmatics	10
Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis	10
A practitioner study on the implementation of strategy instruction for boredom regulation	10
Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study	10
Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective	10
Literature in contemporary foreign language school textbooks in Russia: Content, approaches, and readability	10
From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives	10
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	10
Motivation, self-regulation, and writing achievement on a university foundation programme: A programme evaluation study	10
Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university	9
Professional development for science and engineering professors offering English-medium instruction	9
Mindfulness in the foreign language classroom: Influence on academic achievement and awareness	9

COVID-19 and the pre-existing language teacher supply crisis	9
Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis	9
Constraints on innovation in English language teaching in hinterland regions of China	9
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context	9
The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis	9
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis	8
Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective	8
The effectiveness of second-language listening strategy instruction: A meta-analysis	8
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	8
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks	8
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	8
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning	8
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	8
Are think-alouds reactive? Evidence from an L2 written corrective feedback study	8
Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors	8
Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	8
L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?	8
Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia	8
Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids	8
Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy	8
The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students	8
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge	8
Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment	8
Implementation of translingual pedagogies in EAL writing: A systematic review	7
Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people	7
An exploratory motivational intervention on the construction of Chinese undergraduates’ ideal LOTE and multilingual selves: The role of near peer role modeling	7
Effect sizes in quantitative and qualitative research	7
The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication	7
Instructor feedback on free writing and automated corrective feedback in drills: Intensity and efficacy	7
Grammar teaching in ELT: A cross-national comparison of teacher-reported practices	7
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	7
‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective	7
The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition	7
Using eye-tracking to examine the role of first and second language glosses	7
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	7
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	7
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods	7
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective	7
Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task	7
Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development	7
Developing EFL students’ pragmatic competence: The case of compliment responses	7
Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)	7
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	7
The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels	7
More than meets the ear: Individual differences in trait and state willingness to communicate as predictors of language learning performance in a Chinese EFL context	7
Reconciling opposites to reach compromise during ELT textbook development	6
On the acquisition of complex classifier constructions by L2 learners of a sign language	6
Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members	6
Effects of teacher intervention and type of peer feedback on student writing revision	6
Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools	6
Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model	6
Use of partial information to learn to read Chinese characters in non-native Chinese learners	6
Researching learners’ perceptions: The use of the repertory grid technique	6
Heritage language learners’ written texts across pair types and interaction mode	6
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	6
A self-paced reading (SPR) study of the effects of processing instruction on the L2 processing of active and passive sentences	6
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	6
Using the translanguaging space to facilitate poetic representation of language and identity	6
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	6
Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions	6
Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher	6
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	6
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	6
Measuring depth of academic vocabulary knowledge	6
The impact of explicit strategy instruction on EFL secondary school learners’ reading	6
Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence	6
Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project	6
The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis	6
‘We acted like ELLs’: A pedagogy of embodiment in preservice teacher education	6
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	6
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels	6
Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language	6