OOIR: Observatory of International Research

Papers

(The TQCC of Foreign Language Annals is 3. 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
Planned online language education versus crisis‐prompted online language teaching: Lessons for the future	149
Language anxiety and the online learner	80
Collaborative tasks for online language teaching	63
Developing L2 productive language skills online and the strategic use of instructional tools	35
The effectiveness of app‐based language instruction for developing receptive linguistic knowledge and oral communicative ability	33
The new normal?: A pandemic of task engagement in language learning	33
Creating and sustaining virtual language communities	30
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID‐19 pandemic	29
Teacher professional development and online instruction: Cultivating coherence and sustainability	26
Zooming out of the crisis: Language and human collaboration	26
Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning	21
Establishing professional online communities for world language educators	21
Anxiety in language teachers: Exploring the variety of perceptions with Q methodology	19
Metaphors for social media‐enhanced foreign language teaching and learning	18
Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences?	18
Multimodality and translanguaging in negotiation of meaning	18
Was Krashen right? Forty years later	17
Negotiating displacement, regaining community: The Harvard Language Center's response to the COVID‐19 crisis	16
Corpora as open educational resources for language teaching	15
Le français non‐binaire: Linguistic forms used by non‐binary speakers of French	14
Using games for language learning in the age of social distancing	14
Videoconferencing and the development of intercultural competence: Insights from students' self‐reflections	13
Language teacher perspectives on stress and coping	13
Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency	12
Gamifying the foreign language classroom for brain‐friendly learning	11

Digitally mediated remote learning of pragmatics	11
Critical language awareness and L2 learners of Spanish: An action‐research study	11
Teaching foreign language grammar: New solutions, old problems	11
Towards growth for Spanish heritage programs in the United States: Key markers of success	11
Evaluating the reading and listening outcomes of beginning‐level Duolingo courses	9
Foreign language speaking competence and self‐regulated speaking motivation	9
Factors affecting the quality of online learning in a task‐based college course	9
Understanding the role of personality in explaining L2 learners’ DMC disposition	9
Assessing academic writing self‐efficacy belief and writing performance in a foreign language context	9
Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial	8
Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective	8
Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences	8
The effects of oral discussion and text chat on L2 Chinese writing	8
Facilitating technology‐based character learning in emergency remote teaching	8
The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar	8
Pueblo Pequeño, Infierno Grande: Shifting the burden of Latinx Spanish teacher retention in the rural South	7
The other side of heritage language education: Understanding Spanish heritage language teachers in the United States	7
Gender‐just language teaching and linguistic competence development	7
Speaking ability progress of language learners in online and face‐to‐face courses	7
Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context	7
Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates	7
Playing a new game—An argument for a teacher‐focused field around games and play in language education	6
Teaching intercultural citizenship through intercultural service learning in world language education	6
Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design	6
A corpus‐driven, curriculum‐based Chinese elicited imitation test in US universities	6
Early oral language in Chinese heritage language reading development	6
Developing metaphorical awareness and competence in Chinese as a foreign language through concept‐based instruction	6
Language ideologies among Japanese foreign language teachers: Keigo and L2 speakers	5
Consequential choices: A language ideological perspective on learners' (non‐)adoption of a dialectal variant	5
Culture and vision in virtual reality narratives	5
Emotional scaffolding in text chats between Japanese language learners and native Japanese speakers	5
Role of developing language attitudes in a study abroad context on adoption of dialectal pronunciations	5
L2 learners' language attitudes and their assessment	5
Issues in world language teacher preparation: ACTFL/CAEP standards and oral proficiency	5
Receptive vocabulary knowledge in L2 learners of Spanish: The role of high‐frequency words	5
World language programming and leadership in K–12 Massachusetts public schools	4
Analytic visual word recognition among Chinese L2 learners	4
The native speaker fallacy in a U.S. university Japanese and Chinese program	4
The pragmatic resistance of Chinese learners of Korean	4
A comparative case study: Administrators' and students' perceptions of the Seal of Biliteracy	4
The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence	4
Storytelling for the foreign language classroom	4
Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools	4
Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance	3
Summer study abroad in Japan: Maximizing intercultural competency development through self‐guided cultural exploration and reflection tasks	3
¡Profesores Adelante! Recruiting teachers in the target language	3
Discourses of foreign language development in study abroad: Social networks and other intervening factors	3
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions	3
Perceived impact of short‐term professional development for foreign language teachers of adults: A case study	3
Barriers toward equity: Recognizing biliteracy of all students in Minnesota	3

Exploring the connection between language use and oral performance during study abroad: Results from the Daily Language Questionnaire 2	3
Was Krashen right? An instructed second language acquisition perspective	3
Self‐study in language learning: Relationships among time, activities, and learning outcomes	3
The effect of dialogic reading paired with multisensory learning of Chinese characters and morphological awareness skills for L2 Chinese young learners at Hong Kong kindergartens	3
The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling	3
Editor's Message	3
L2 French students' conversations during interactive writing tasks and their interaction mindset	3
Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization	3
Twitter as an online educational community in the Spanish literature classroom	3
Leadership matters: World language program leadership & teacher practices	3
A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions	3