Modern Language Journal

Papers
(The TQCC of Modern Language Journal 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 2020-02-01 to 2024-02-01.)
ArticleCitations
A Control–Value Theory Approach to Boredom in English Classes Among University Students in China97
The Development and Validation of the Short Form of the Foreign Language Enjoyment Scale59
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology45
Empirically Defining Language Learning and Teaching Materials in Use Through Sociomaterial Perspectives39
The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future35
Academic Perseverance in Foreign Language Learning: An Investigation of Language‐Specific Grit and Its Conceptual Correlates35
The Relationship Between Utterance and Perceived Fluency: A Meta‐Analysis of Correlational Studies33
Incidental Vocabulary Learning Through Listening to Teacher Talk29
Continuing to Explore the Multidimensional Nature of Lexical Sophistication: The Case of Oral Proficiency Interviews29
How Effective Are Intentional Vocabulary‐Learning Activities? A Meta‐Analysis27
Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective24
Rewilding Language Education: Emergent Assemblages and Entangled Actions23
Land as Interlocutor: A Study of Ojibwe Learner Language in Interaction on and With Naturally Occurring ‘Materials’23
Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times21
Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles21
Translation as Translingual Writing Practice in English as an Additional Language21
Mindsets Matter for Linguistic Minority Students: Growth Mindsets Foster Greater Perceived Proficiency, Especially for Newcomers19
The Dynamic Multicausality of Age of First Bilingual Language Exposure: Evidence From a Longitudinal Content and Language Integrated Learning Study With Dense Time Serial Measurements18
Grammatical and Lexical Development During Short‐Term Study Abroad: Exploring L2 Contact and Initial Proficiency18
Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk18
Pathways Forward for Indigenous Language Reclamation: Engaging Indigenous Epistemology and Learning by Observing and Pitching in to Family and Community Endeavors18
Student Self‐Initiated Use of Smartphones in Multilingual Writing Classrooms: Making Learner Agency and Multiple Involvements Visible17
Effects of Written Versus Spoken Production Modalities on Syntactic Complexity Measures in Beginning‐Level Child EFL Learners16
Digital Game‐Based Learning of Formulaic Expressions in Second Language Chinese16
Coda: An Expanding Research Agenda for the Use of Instructional Materials16
Toward the Establishment of a Data‐Driven Learning Model: Role of Learner Factors in Corpus‐Based Second Language Vocabulary Learning16
Learners’ Engagement in L2 Computer‐Mediated Interaction: Chat Mode, Interlocutor Familiarity, and Text Quality15
Pronunciation Can Be Acquired Outside the Classroom: Design and Assessment of Homework‐Based Training15
Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood: A Longitudinal Intervention Study15
Small Samples in Instructed Second Language Acquisition Research15
After Study Abroad: The Maintenance of Multilingual Identity Among Anglophone Languages Graduates13
Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students13
Misconduct and Questionable Research Practices: The Ethics of Quantitative Data Handling and Reporting in Applied Linguistics12
Analytic Versus Holistic Recognition of Chinese Words Among L2 Learners12
Thriving? Or Surviving? An Approach–Avoidance Perspective on Adult Language Learners’ Motivation12
Rethinking Mobility and Language: From the Global South12
Effect‐Driven Sample Sizes in Second Language Instructed Vocabulary Acquisition Research11
Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning11
Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers’ Student‐Generated Materials Use10
May I See Your Credentials, Please? Displays of Pedagogical Expertise by Language Teaching Researchers10
Teachers and Supervisors Negotiating Identities of Experience and Power in Feedback Talk10
Nurturing Teachers’ Research Mindset in an Inquiry‐Based Language Teacher Education Course10
Collaborative Mobilizations of Interbodied Communication for Cooperative Action9
The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction9
Bridging the Gap Between Willingness to Communicate and Learner Talk9
A Q Methodology Study Into Vision of Italian L2 University Students: An Australian Perspective9
Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research‐Oriented Universities9
The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice8
Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration8
Exploring Evolving Motivation to Learn Two Languages Simultaneously in a Study‐Abroad Context8
The Negotiation of Meaning in Aviation English as a Lingua Franca: A Corpus‐Informed Discursive Approach8
Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala8
Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue8
Communicative Effectiveness in BELF (English as a Business Lingua Franca) Meetings: ‘Explaining’ as a Pragmatic Strategy8
Materials‐in‐Action: Pedagogical Ergonomics of a French‐as‐a‐Foreign‐Language Classroom8
Learning Potentials Afforded by a Film in Task‐Based Language Classroom Interactions8
Toward a New Multilingual Educational Policy in Israel: Attitudes and Perceptions of Teachers and Students7
Bridging the Gap Between Researchers and Teachers: A Curricular Perspective7
Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue7
Second Language Learners’ Attitudes Toward French Varieties: The Roles of Learning Experience and Social Networks7
Localized Globalization: Directives in Augmented Reality Game Interaction7
The Hare and the Tortoise: The Race on the Course of L2 Learning7
Functional Diversification and Progressive Routinization of a Multiword Expression in and for Social Interaction: A Longitudinal L2 Study7
Stance‐Taking in Heritage Language Writing6
Sociomateriality of Semiscripted Pair‐Work Prompts in Beginner‐Level Japanese‐as‐a‐Foreign‐Language Classrooms6
Performance Profiles on Second Language Speaking Tasks6
Space Oddities: The Acquisition of Agreement Verbs by L2 Learners of Sign Language of the Netherlands6
Researcher‐Supported Professional Learning and Development for Instructors in Adult L2 Programs: Factors Leading to Ongoing Communities of Practice6
At the Intersection of SLA and Sociolinguistics: The Predictive Power of Social Networks During Study Abroad5
Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept‐based language instruction5
“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing5
Visualizing Emergent Turn Construction: Seeing Writing While Speaking5
Noun‐Phrase Complexity Measures in Chinese and Their Relationship to L2 Chinese Writing Quality: A Comparison with Topic–Comment‐Unit‐Based Measures5
The Relative Contribution of Language Complexity to Second Language Video Lectures Difficulty Assessment5
Retention and Attrition in Early‐Career Foreign Language Teachers in Austria and the United Kingdom5
Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue5
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers: The Simple View of Reading Model5
By the Old Gods and the New: The Effect of the Congruence and Incongruence of Foreign Language Classroom Anxiety and Enjoyment on Self‐Perceived Proficiency5
In it Together: Teachers, Researchers, and Classroom SLA5
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