Studies in Second Language Learning and Teaching

Papers
(The H4-Index of Studies in Second Language Learning and Teaching is 13. 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.)
ArticleCitations
Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages127
A person-specific perspective on the dynamics of anxiety in foreign language learning: A dynamic P-technique factor analysis54
English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception49
Research on the learning/teaching of L2 listening: A bibliometric review and its implications44
Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 233
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools32
Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks30
Directed motivational currents: A systematic review28
Editorial: Introduction to the special issue on teaching English reading and writing to young learners27
Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable22
Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks22
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing19
Learner variables in the development of intercultural competence: A synthesis of home and study abroad research18
Foundational principles of task-based language teaching13
Exploring collocation development in L2 German from students’ perspective: A contrasting case study13
Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds13
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 202013
The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves13
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