OOIR: Observatory of International Research

Papers

(The TQCC of IRAL-International Review of Applied Linguistics in Language Teaching 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 2021-05-01 to 2025-05-01.)

Article	Citations
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	29
Frontmatter	26
Frontmatter	23
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	22
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	21
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	21
Frontmatter	17
Frontmatter	14
Miscommunicated referent tracking in L2 English: a case-by-case analysis	13
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	12
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	12
The use of blocking and inhibition training in processing instruction	11
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	10
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	10
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	9
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	9
Listenership always matters: active listening ability in L2 business English paired speaking tasks	9
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	9
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK	8
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	8
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	8
Frontmatter	8
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	8
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	7
Consolidating EFL content and vocabulary learning via interactive reading	7

Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	7
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	7
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	7
L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles	7
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	7
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	7
Focus on form in task repetition through oral and written task modeling	7
Teacher behaviour and student engagement with L2 writing feedback: a case study	7
L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	6
Discipline-specific attitudinal differences of EMI students towards translanguaging	6
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	6
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	6
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	6
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	6
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	6
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	6
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	5
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	5
The influence of task complexity and task modality on learners’ topic and turn management	5
Emotion labor in teacher collaboration: towards developing emotional reflexivity	5
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	5
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	5
Toward a better understanding of student engagement with peer feedback: a longitudinal study	5
The stone left unturned: boredom among young EFL learners	4
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	4
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	4
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	4
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	4
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	4
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	4
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	4
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	4
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	4
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	4
Frontmatter	4
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	4
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	4
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	4
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	4
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	4
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	3
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	3
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	3
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study	3
Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms	3
Perception of English semivowels by Japanese-speaking learners of English	3
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	3
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	3
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	3
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance	3

Frontmatter	3
The structure of L2 lexical-semantic networks as seen from a social network perspective	3
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	3
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	3
Teaching mental processes to EFL learners: a blended-learning proposal	3
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	3
Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings	3
Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	3
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	3