OOIR: Observatory of International Research

Papers

(The median citation count of Innovation in Language Learning and Teaching is 1. 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 2020-05-01 to 2024-05-01.)

Article	Citations
Individual trajectories of boredom in learning English as a foreign language at the university level: insights from three students’ self-reported experience	34
How does teacher support contribute to learners’ grit? The role of learning enjoyment	31
Language-specific grit: exploring psychometric properties, predictive validity, and differences across contexts	29
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S.	28
A pedagogical framework for digital multimodal composing in the English Language classroom	27
Translanguaging in the development of EFL learners’ foreign language skills in Turkish context	25
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model	24
To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms	23
Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability	23
Language learning affordances of Instagram and TikTok	19
The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university	15
Augmented reality and visuospatial bootstrapping for second-language vocabulary recall	15
The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge	13
Examining the domain-specificity of language mindset: a case of L2 reading comprehension	13
Intercultural communicative competence beliefs and practices of Iranian pre-service and in-service EFL teachers	13
English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors	12
Motivation, self-construal, and gender in project-based learning	11
Contributions of assessment-related critical incidents to language teacher identity development	11
The effectiveness of multimedia input on vocabulary learning and retention	10
Foreign language learner autonomy in online learning environments: the teachers’ perspectives	9
Developing a ‘Virtual Go mode’ on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study	9
Exploring pre-service language teachers’ mindsets using a sorting activity	9
Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language	9
Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach	8
Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach	7

Measuring real-time learner engagement in the Japanese EFL classroom	7
Using screencasting to give feedback for academic writing	7
Emotions in second language poetry writing: a poetic inquiry into Japanese EFL students’ language learning experiences	6
Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety	6
Higher-proficiency students’ engagement with and uptake of teacher and Grammarly feedback in an EFL writing course	6
Mindsets and language-related problem-solving behaviors during interaction in the classroom	6
Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training	6
A review of research on AR-supported language learning	5
Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach	5
‘I think it's boring if you now only speak English’: enhancing learner investment in EFL learning through the use of plurilingual tasks	5
L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms	5
Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan	5
Promoting positive feelings and motivation for language learning: the role of a confidence-building diary	5
Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study	5
Contributions of a genre-based teacher education course to second language writing teachers’ cognitions	5
Understanding motivation and classroom modes of regulation in collaborative learning: an exploratory study	5
Modern foreign language learning: exploring the possible impact of parental experiences on student motivation	5
Reflective learning practice for promoting adolescent EFL learners’ attention to form	5
Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook	5
Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions	4
Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation	4
Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction	4
Mindsets in language learning and teaching: an introduction to the special issue	4
Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme	4
Chatbot-based training on logical fallacy in EFL argumentative writing	4
Empowering students with authentic tasks to learn English beyond the classroom: a club-based model	4
Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers	4
Developing L2 speaking skills in English-medium EFL higher education	4
The coming of age of LMOOC research. A systematic review (2019-21)	3
Guiding and assessing development of L2 writing process: the role of peer collaboration	3
Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic	3
Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context	3
Motivation for learning EFL in Tunisia: an eclectic theoretical approach and a structural equation modeling approach	3
Designing and providing inclusive ELT materials in times of the global pandemic: a Chilean experience	3
Using literature circles to teach graded readers in English: an investigation into reading performance and strategy use	3
Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training	3
Teachers learn to use critical incidents as a professional development tool in teaching young English learners	3
Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university	3
Humor strategies in the foreign language class	3
Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition	3
Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning	2
Administrative staff learning and using English to communicate with international students	2
A goal-based writing program in the EFL writing context: implementation and results	2
Hands-on operation with a Rolling Alphabet-AR System improves English learning achievement	2
Rethinking the role of classroom communication: learning from older learners	2
Towards more learning-centred English-medium education: promoting the combination of backward design and community of practice in teacher training	2
Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography	2
Multimodal input during technology-assisted teacher instruction and English learner's learning experience	2
Using Third Space and Literature Circles (TSLC) as transformative pedagogy for marginalized EFL learners	2
Negotiating pre-service EFL teachers’ identity orientations through telecollaboration	2

OASIS: one resource to widen the reach of research in language studies	2
Development and validation of an Inventory on Teachers’ Beliefs about Action Research (ITBAR) in second language education	2
Fluctuations in self-perceived foreign language anxiety during visits to Second Life: a case study	1
Supporting the academic staff of the internationalised university: a project at the Department of Management	1
The effect of empowerment on English language teachers’ commitment to schools: the mediation of teachers’ attitudes towards curriculum reform	1
‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student	1
Multilingual teacher training in South Tyrol: strategies for effective linguistic input with young learners	1
Context-specific multilingual instruction: evolution of an instructional design	1
Using model essays in conjunction with noticing as a feedback instrument in IELTS writing preparation	1
The idiodynamic method in individual differences research: a review of applications and contributions	1
Theorizing and analyzing language teacher agency	1
Teaching is therapy for me. The subjective wellbeing of Austrian ICLHE teachers: learning to balance challenges and resources through teacher development	1
Language learning playware: a ‘playful learning’ approach to ELT materials development	1
The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties	1
Automated speech scoring of dialogue response by Japanese learners of English as a foreign language	1
The effect of lexical tools and applications on L2 vocabulary learning: a case of English academic core words	1
Facilitating EFL learners’ willingness to communicate amidst the pandemic: a digital storytelling-based online flipped learning approach	1
Psychometric properties of speaking anxiety scale and an interdisciplinary investigation with serial mediation analysis	1
Revisiting Saudi EFL learners’ autonomy: a quantitative study	1
Teacher professional development for the integration of content and language in higher education	1
Team teaching in languages: a scoping review of approaches and practices in higher education	1
Language learning opportunities in native vs. non-native EMI lecturer input: insights for a language-aware approach to EMI teacher training	1
The role of attitudes in knowledge acquisition through informal problem-solving: the case of Bulgarian second and foreign language teachers	1
Multimedia glosses and their impact on second language vocabulary acquisition: insights from a meta-analysis and document co-citation analysis	1
EFL learners’ perceptions and their association with the effectiveness of model texts as a feedback tool	1
A multimodal approach to higher order literacy development of low-level EFL university students in Japan	1
Self-regulated pedagogical guidance for out-of-class listening practice: an empirical study of Japanese EFL learners	1
L2 skill-specific anxiety and communication apprehension: the role of extramural English in the Turkish context	1
Reimagining crisis teaching through autoethnography: a case of an online Japanese course	1
Preliminary development and validation of basic psychological needs fulfillment for ESP teachers in online instruction	1