OOIR: Observatory of International Research

Papers

(The TQCC of IRAL-International Review of Applied Linguistics in Language Teaching is 2. 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
Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative–qualitative divide	29
The idiodynamic method: willingness to communicate and anxiety processes interacting in real time	26
The associations between working memory and the effects of multimedia input on L2 vocabulary learning	22
Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment	17
Measures of variability in transitional phases in second language development	16
Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students	15
The complex dynamics of adaptive teaching: observing teacher-student interaction in the language classroom	14
Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality	14
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance	13
Contribution of English aural vocabulary size levels to L2 listening comprehension	13
The effects of task types on L2 oral production and learner engagement	11
Classroom assessment and learning motivation: insights from secondary school EFL classrooms	11
Unlearning the boundary-crossing constraint: processing instruction and the acquisition of motion event construal	10
Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain	9
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	9
Emergent bilinguals in a digital world: a dynamic analysis of long-term L2 development in (pre)primary school children	9
Enjoyment in language teaching: a study into EFL teachers’ subjectivities	9
Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation	8
Concordancing in writing pedagogy and CAF measures of writing	8
The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes	8
Advanced learners’ responses to Chinese greetings in study abroad	8
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	7
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	7
Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading	7
Learning aspect in Italian as additional language. The role of second languages	7

The same cloze for all occasions?	7
Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study	6
L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency	6
Lexical measures as a proxy for bilingual language dominance?	6
Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners	6
Examining resilience in EFL contexts: a survey study of university students in China	6
Glossing and incidental vocabulary learning in L2 reading: a cognitive load perspective	6
“Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK	5
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	5
Revisiting after-class boredom via exploratory structural equation modeling	5
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	5
Elicited metaphoric competence in a second language: a construct associated with vocabulary knowledge and general proficiency?	5
Individual perceptions of group work environment, motivation, and achievement	5
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	5
The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners	5
Phraseological complexity and low- and intermediate-level L2 learners’ writing quality	5
Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach	5
Dynamic development of cohesive devices in English as a second language writing	4
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	4
The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: a conservation-of-resources perspective	4
Transdisciplinary research methods and complexity theory in applied linguistics: introduction to the special issue	4
The influence of L1 script directionality and L2 proficiency on Hanzi learning among Arabic and English learners of L2 Chinese	4
Connections between measured and assessed fluency in L2 peer interaction: a problem-solving perspective	4
Immediate and long-term improvement in lexical stress perception: the role of teacher and peer feedback	4
System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective	4
Consolidating EFL content and vocabulary learning via interactive reading	4
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	4
Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches	3
Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers	3
Learning phrasal verbs in the EFL classroom: the effect of prior vocabulary knowledge and opacity	3
The relationship between university EFL teachers’ oral feedback beliefs and practices and the impact of individual differences	3
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	3
Second language listening instruction and learners’ vocabulary knowledge	3
A bibliometric analysis of the IRAL over the past six decades	3
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	3
Acquisition of attributive adjectives and noun adjuncts by L3 learners of French and German: further evidence for the typological primacy model (TPM)	3
Prior processing, foreign language classroom anxiety, and L2 fluency	3
Exploring the professional role identities of English for academic purposes practitioners: a qualitative study	3
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	3
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	3
The cross-sectional development of verb–noun collocations as constructions in L2 writing	3
“They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy	3
Analyzing trends in the aural decoding errors of Japanese EFL learners	3
The effects of extensive reading on young Korean students’ construction development	3
The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency	3
Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development	3
Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam	3
Comparing motivational features between feedback givers and receivers in English speaking class	3
Interculturality and Islam in Indonesia’s high-school EFL classrooms	3
The role of working memory in the effects of models as a written corrective strategy	3

Transfer and unlearning of topic prominence by Chinese learners of English	2
Aural vocabulary, orthographic vocabulary, and listening comprehension	2
Listener engagement: the missing link in research on accented speech	2
Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom	2
Online task planning and L2 oral fluency:does manipulating time pressure affect fluency in L2 monologic oral narratives?	2
Investigating Indonesian EFL learners’ knowledge and use of English causative constructions	2
When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out	2
System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective	2
N-gram use in EFL learners’ retelling and monologic tasks	2
Group trends and individual variability in writing development: a descriptive grammatical complexity analysis	2
Low-level visual processing of motion events as a window into language-specific effects on perception	2
Emotion labor in teacher collaboration: towards developing emotional reflexivity	2
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	2
Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes	2
Focus on form in task repetition through oral and written task modeling	2
L2 use of pragmatic markers in peer talk: Mandarin utterance-final particles	2
Explicit grammar instruction in the EFL classroom: studying the impact of age and gender	2
Collaborative writing in an EFL secondary setting: the role of task complexity	2
Individual perceptions of group work environment, motivation, and achievement	2
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development	2
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	2
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China	2
The impact of pragmalinguistic support on video-conferenced collaborative suggestion-giving task	2
Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach	2
Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning	2
Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese	2
Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation	2
Exploring ESOL teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK	2
Expansion of verb-argument construction repertoires in L2 English writing	2
Teacher emotions and the emotional labour of modern language (ML) teachers working in UK secondary schools	2
L2 writing development through two types of writing task repetition	2
Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective	2
(Mis) perception of consonant clusters and short vowels in English as a foreign language	2
How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes	2
Non-canonical word order as a measure of syntactic complexity in advanced L2 German	2
Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies	2