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 2022-08-01 to 2026-08-01.)

Article	Citations
Frontmatter	50
Frontmatter	43
Frontmatter	39
Gender assignment errors in adult L2 Spanish: incorrect assignment or unavailable assignment?	28
Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement	27
Fluency across modes: an exploratory study of L1 and L2 spoken and written fluency	26
Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions	25
Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications	24
Translanguaging On Country : trauma responsive pedagogy in Australian Aboriginal early childhood education	22
Bridging the function-form gap: a multidimensional move analysis of English research article introductions in applied linguistics by L1 English and L1 Chinese scholars	21
The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English	21
Phrasal complexity in EFL learners’ oral performance: The role of task type and proficiency	21
The combined effects of task repetition and post-task teacher-corrected transcribing on complexity, accuracy and fluency of L2 oral performance	19
Listenership always matters: active listening ability in L2 business English paired speaking tasks	19
A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students	18
The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance	18
A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance	17
Comprehension of English articles by Korean learners of L2 English and L3 Spanish	16
Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners	16
Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context	16
From Yi Language to Mandarin: translanguaging practices and identity construction between actual and ought-to L1 selves	15
A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production	15
Frontmatter	15
Contributions of significant others to second language teacher well-being: a self-determination theory perspective	15
Investigating optimal spacing schedules for incidental acquisition of L2 collocations	14

Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan	14
Teacher behaviour and student engagement with L2 writing feedback: a case study	14
Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language	14
Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language	13
L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction	13
Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers	12
Incidental and planned focus on form in EMI science classes: possible role of teachers’ past ESL/EFL teaching experience	12
“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation	11
Discipline-specific attitudinal differences of EMI students towards translanguaging	11
The association between socioeconomic status and Chinese secondary students’ English achievement: mediation of self-efficacy and moderation of gender	11
Emotion labor in teacher collaboration: towards developing emotional reflexivity	10
Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations	10
Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance	10
The influence of task complexity and task modality on learners’ topic and turn management	10
The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels	10
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production	10
The dynamics of changes in linguistic complexity and writing scores in timed argumentative writing among beginning-level EFL learners	9
Effects of working memory and task type on syntactic complexity in EFL learners’ writing	9
Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication	9
Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL	9
A Q methodological study into pre-service Chinese as a foreign language (CFL) teachers’ mindsets about teaching competencies	9
Toward a better understanding of student engagement with peer feedback: a longitudinal study	9
Verb-construction integration in L2 spoken production: a comparative analysis of EFL and ESL learners	8
The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners	8
Frontmatter	8
Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis	7
The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective	7
Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices	7
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?	7
Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition	7
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context	7
Learner beliefs about vocabulary teaching in secondary ESL classrooms: a proficiency and grade-level analysis	7
“I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers	7
Frontmatter	6
Examining the impact of foreign language anxiety and language contact on oral proficiency: a study of Chinese as a second language learners	6
Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement	6
Perceived L2 oral fluency, working memory, foreign language enjoyment and foreign language anxiety: identifying distinct patterns of relationship	6
The stone left unturned: boredom among young EFL learners	6
Factor structures of speed and breakdown fluency in EFL learners’ story retelling performances	6
Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers	6
The acquisition of L3 French present simple and present progressive by adult L1 Chinese speakers of L2 English	6
Time pressure in careful on-line planning: comparing its effects on L2 speaking task performance and strategy use	6
Scaffolding in genre-based L2 writing classes: Vietnamese EFL teachers’ beliefs and practices	6
Teaching mental processes to EFL learners: a blended-learning proposal	6
Diagnosing EFL writers’ development of discourse competence in disciplinary writing: an ecological approach	6
Collaborative writing in an EFL secondary setting: the role of task complexity	5
Frontmatter	5
Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings	5
What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation	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

Exploring the dynamic metaphor patterns in describing English public speaking anxiety among Chinese learners	5
Cognitive fatigue induced by spaced and massed practice: effects on idiom accuracy across L2 proficiency levels	5
Young L2 learners in diverse instructional contexts	5
Effects of task complexity and task condition on Chinese EFL learners’ word engagement and incidental vocabulary learning	5
The impact of different glossing conditions on the learning of EFL single words and collocations in reading	5
Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French	5
Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks	5
Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China	5
The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development	5
Exploring relationships between L1 and L2 writing strategy use and integrated writing performance: a cross-linguistic perspective	5
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
Assessing self-efficacy, working memory, and proficiency in a multimedia writing environment	5
Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China	5
Effects of textual enhancement on L2 development: a meta-analysis	5