OOIR: Observatory of International Research

Papers

(The TQCC of IRAL-International Review of Applied Linguistics in Language 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 2022-05-01 to 2026-05-01.)

Article	Citations
Frontmatter	44
Frontmatter	38
Frontmatter	36
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	25
Gender assignment errors in adult L2 Spanish: incorrect assignment or unavailable assignment?	21
Translanguaging On Country : trauma responsive pedagogy in Australian Aboriginal early childhood education	20
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	20
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	19
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	19
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	16
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	16
Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars	16
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	16
Listenership always matters: active listening ability in L2 business English paired speaking tasks	15
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	14
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	14
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	14
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	14
Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	13
Frontmatter	13
Consolidating EFL content and vocabulary learning via interactive reading	13
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	13
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	13
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	12
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	12

L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	12
From Yi Language to Mandarin: translanguaging practices and identity construction between actual and ought-to L1 selves	12
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	12
Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	12
Teacher behaviour and student engagement with L2 writing feedback: a case study	12
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	12
Discipline-specific attitudinal differences of EMI students towards translanguaging	12
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	11
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	11
Incidental and planned focus on form in EMI science classes: possible role of teachers’ past ESL/EFL teaching experience	10
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	9
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	9
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	9
Emotion labor in teacher collaboration: towards developing emotional reflexivity	9
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	9
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production	9
Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss	9
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	9
The influence of task complexity and task modality on learners’ topic and turn management	9
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	8
Verb-construction integration in L2 spoken production: a comparative analysis of EFL and ESL learners	8
Toward a better understanding of student engagement with peer feedback: a longitudinal study	8
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	8
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	8
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	8
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	8
Frontmatter	8
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	8
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	8
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	7
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	7
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	7
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	7
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	7
Frontmatter	6
High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus	6
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	6
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	6
The stone left unturned: boredom among young EFL learners	6
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	6
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	6
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	6
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	6
Exploring the interplay of growth mindset, mindfulness, and L2 self-efficacy in second language achievement: a mixed-methods study	5
Perception of English semivowels by Japanese-speaking learners of English	5
Frontmatter	5
Teaching mental processes to EFL learners: a blended-learning proposal	5
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	5
Effects of task complexity and task condition on Chinese EFL learners’ word engagement and incidental vocabulary learning	5
Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings	5

Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	5
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	5
Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	5
Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?	5
Unpacking the positioning of being “disengaged” and “disrespectful” in class through nexus analysis: an international student’s navigation of institutional and interactional university norms	5
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	5
When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons	5