Studies in Second Language Learning and Teaching

Papers
(The TQCC of Studies in Second Language Learning and Teaching is 5. 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
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
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
Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education12
Investigating EFL children’s task motivation concerning the use of models as written corrective feedback11
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system11
Relative complexity in a model of word difficulty: The role of loanwords in vocabulary size tests9
The effects of implicit corrective feedback on production of lexical stress in L2 English9
Reviewers for Volume 14/20248
A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China7
The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking7
Listener perception of appropriateness of L1 and L2 refusals in English7
Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals6
Introduction to the special issue on Introducing bibliometrics in applied linguistics6
Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context6
An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language6
Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks6
Dialogic investigations: Motivation in Japanese language learning5
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop5
Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension5
Language learners’ emotion regulation and enjoyment in an online collaborative writing program5
Taking stock: A meta-analysis of the effects of foreign language enjoyment5
Editorial5
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective5
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