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 2020-11-01 to 2024-11-01.)

Article	Citations
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during COVID‐19 pandemic	34
Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning	30
Was Krashen right? Forty years later	26
Multimodality and translanguaging in negotiation of meaning	25
Zooming across cultures: Can a telecollaborative video exchange between language learning partners further the development of intercultural competences?	23
Anxiety in language teachers: Exploring the variety of perceptions with Q methodology	23
Videoconferencing and the development of intercultural competence: Insights from students' self‐reflections	19
Factors affecting the quality of online learning in a task‐based college course	16
Gamifying the foreign language classroom for brain‐friendly learning	15
Language teacher perspectives on stress and coping	15
Assessing academic writing self‐efficacy belief and writing performance in a foreign language context	14
Le français non‐binaire: Linguistic forms used by non‐binary speakers of French	14
Teaching foreign language grammar: New solutions, old problems	14
Predictors of willingness to communicate in a second language (L2 WTC): Toward an integrated L2 WTC model from the socio‐psychological perspective	13
Foreign language speaking competence and self‐regulated speaking motivation	13
The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar	13
Mindfulness meditation and foreign language classroom anxiety: Findings from a randomized control trial	13
Facilitating technology‐based character learning in emergency remote teaching	13
Evaluating the reading and listening outcomes of beginning‐level Duolingo courses	13
Critical language awareness and L2 learners of Spanish: An action‐research study	13
Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency	12
Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context	11
Gender‐just language teaching and linguistic competence development	10
Understanding the role of personality in explaining L2 learners’ DMC disposition	10
Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design	10

The effects of oral discussion and text chat on L2 Chinese writing	9
Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates	9
The pragmatic resistance of Chinese learners of Korean	8
Teaching intercultural citizenship through intercultural service learning in world language education	8
Playing a new game—An argument for a teacher‐focused field around games and play in language education	8
The other side of heritage language education: Understanding Spanish heritage language teachers in the United States	8
Language ideologies among Japanese foreign language teachers: Keigo and L2 speakers	7
Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization	7
Culture and vision in virtual reality narratives	7
Exploring the connection between language use and oral performance during study abroad: Results from the Daily Language Questionnaire 2	7
Self‐directed learning with anime: A case of Japanese language and culture	7
Speaking ability progress of language learners in online and face‐to‐face courses	7
Issues in world language teacher preparation: ACTFL/CAEP standards and oral proficiency	7
A corpus‐driven, curriculum‐based Chinese elicited imitation test in US universities	7
The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling	6
L2 learners' language attitudes and their assessment	6
Early oral language in Chinese heritage language reading development	6
Discourses of foreign language development in study abroad: Social networks and other intervening factors	5
Receptive vocabulary knowledge in L2 learners of Spanish: The role of high‐frequency words	5
Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance	5
Role of developing language attitudes in a study abroad context on adoption of dialectal pronunciations	5
Collaborative and individual vocabulary learning in the Arabic classroom: The role of engagement and task demands	5
The Seal of Biliteracy: A 10‐year retrospective	5
Consequential choices: A language ideological perspective on learners' (non‐)adoption of a dialectal variant	5
A tale of two language ideologies: Discursive co‐construction of L2 learner identity in Japanese CMC interactions	5
Analytic visual word recognition among Chinese L2 learners	5
Summer study abroad in Japan: Maximizing intercultural competency development through self‐guided cultural exploration and reflection tasks	4
Was Krashen right? An instructed second language acquisition perspective	4
Self‐study in language learning: Relationships among time, activities, and learning outcomes	4
Examining target language proficiency among in‐service K‐12 language teachers	4
Systemic and personal factors that affect students' elective language other than English enrollment decisions	4
Engaging with the world: Applying connected learning in a university language learning context	4
Looks like google to me: Instructor ability to detect machine translation in L2 Spanish writing	4
“Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens	4
The effect of NNS–NNS and NNS–NS videoconferencing on the development of second language confidence	4
The associations between foreign language anxiety and the effectiveness of immediate and delayed corrective feedback	4
The contributory role of grammar vs. vocabulary in L2 reading: An SEM approach	4
Navigating a policy vacuum in the New Latino Diaspora: Teaching Spanish as a heritage language in Tennessee high schools	4
L2 French students' conversations during interactive writing tasks and their interaction mindset	4
Recruitment and retention of world language teacher education majors: Perspectives of teacher candidates and alumni to remedy a global shortage	4
The effect of graph complexity and planning on graph writing performance and descriptive strategies	4
World language programming and leadership in K–12 Massachusetts public schools	4
Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement	4
Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program	3
Building a classroom discourse community in university Spanish courses: What high‐achieving language teachers do	3
Investigating L2 writers' uses of machine translation and other online tools	3
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions	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
Leadership matters: World language program leadership & teacher practices	3
Putting local on the MAP: A model for engaging foreign language students with local cultures	3

The development of L2 interactional competence in Arabic: The case of multiple requests	3
Bringing the state seal of biliteracy to higher education: A case for expansion	3
Enhancing foreign language motivation through the magic of cooperative learning: Dream or reality?	3
Barriers toward equity: Recognizing biliteracy of all students in Minnesota	3
Synchronous and asynchronous online collaborative writing: A study on Chinese language learners	3
Making exemption the exception, not the rule: Inclusion of all students in foreign language education	3
Native English speakers and Hindi consonants: From cross‐language perception patterns to pronunciation teaching	3
Twitter as an online educational community in the Spanish literature classroom	3
Perceived impact of short‐term professional development for foreign language teachers of adults: A case study	3
Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction	3