OOIR: Observatory of International Research

Papers

(The median citation count of RELC Journal 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
ChatGPT for Language Teaching and Learning	233
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project	121
E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons	72
Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong	56
Responses of the English-Language-Teaching Community to the COVID-19 Pandemic	47
Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions	47
A Typology of English-Medium Instruction	43
Boredom as an Aversive Emotion Experienced by English Majors	40
Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly	34
Pedagogical Translanguaging and Its Application to Language Classes	33
Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers	27
Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching	27
Translanguaging in Language Teaching and Learning: Current Practices and Future Directions	27
A Pedagogical Chatbot: A Supplemental Language Learning Tool	26
Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities	26
Integrating Technology into ESL/EFL Writing through Grammarly	25
Teaching Pronunciation: The State of the Art 2021	24
Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance	23
Teacher, Learner and Student-Teacher Identity in TESOL	22
A Corpus-based Study of Vocabulary in the New Concept English Textbook Series	22
Using Kahoot! to Gamify Learning in the Language Classroom	22
Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach	20
Corpus-Based Vocabulary Analysis of English Podcasts	19
“COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America	19
Global Englishes and Teacher Education: Present Cases and Future Directions	19

Research of Language Teacher Identity: Status Quo and Future Directions	18
Artificial Intelligence-Based Content Generator Technology for Young English-as-a-Foreign-Language Learners’ Reading Enjoyment	18
Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?	18
‘Stop Measuring Black Kids with a White Stick’: Translanguaging for Classroom Assessment	17
Student Engagement with Written Feedback: Critical Issues and Way Forward	16
English as a Foreign Language Teachers’ Pedagogical Beliefs About Teacher Roles and Their Agentic Actions Amid and After COVID-19: A Case Study	16
Developing Student Feedback Literacy Through Peer Review Training	16
Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools	16
The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications	15
Gather.Town: A Gamification Tool to Promote Engagement and Establish Online Learning Communities for Language Learners	15
Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students	15
‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students	14
Affordances and Constraints of Intelligent Personal Assistants for Second-Language Learning	13
EFL Reformed Curriculum in Vietnam: An Understanding of Teachers’ Cognitions and Classroom Practices	13
Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators	13
Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention	12
Digital Language Teaching 5.0: Technologies, Trends and Competencies	12
A Window into the Classroom: How Teachers Integrate Pronunciation Instruction	12
Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study	11
Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers	11
Introducing Translanguaging in an EAP Course at a Joint-Venture University in China	11
Re-envisioning Academic Publication: From “Publish or Perish” to “Publish and Flourish”	10
The Roads not Taken: Greater Emphasis Needed on “Sounds”, “Actual Listening”, and “Spoken Input”	10
Unpacking the Teachers’ Multimodal Pedagogies in the Primary English Language Classroom in Singapore	10
The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review	10
“Whoa! Incredible!:” Language Learning Experiences in Virtual Reality	10
Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings	10
Language Teachers as Materials Developers	9
English Writing Instruction in Chinese Students’ Experience: A Survey Study	9
Social Factors and the Teaching of Pronunciation: What the Research Tells Us	9
Understanding EFL Instructor Identity Changes During Online Teaching in the COVID-19 Pandemic: A Case Study in China	8
Teaching with Technology in the Post-Pandemic Digital Age: Technological Normalisation and AI-Induced Disruptions	8
Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners	8
Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic	8
Researching Translanguaging as a Feasible Pedagogical Practice: Evidence from Chinese English-as-a-Foreign-Language Students’ Perceptions	8
Language Teacher Identity and English Education Policy in Japan: Competing Discourses Surrounding “Non-native” English-speaking Teachers	8
Translingual Practices and English as an Additional Language: A Conversation with Professor Suresh Canagarajah	8
The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging	8
Grammarly’s Tone Detector: Helping Students Write Pragmatically Appropriate Texts	8
Creating Critical Literacy Praxis: Bridging the Gap between Theory and Practice	7
Tales from a Shared Journey of Teaching and Researching Translanguaging	7
Teachers’ Mindsets about L2 Learning: Exploring the Influences on Pedagogical Practices	7
Global Englishes Pedagogical Activities for English-as-a-Foreign Language Settings and Beyond: Understanding Thai Teachers’ Practices	7
Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey	7
Online Peer Review of Oral Presentations	7
Multimodal Second-Language Communication: Research Findings and Pedagogical Implications	7
Miro: Promoting Collaboration through Online Whiteboard Interaction	6
The Roles of Second-Language Proficiency Level and Working Memory on Vocabulary Learning from Word-Focused Exercises	6
Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace	6
E-Portfolios: What We Know, What We Don’t, and What We Need to Know	6

In Conversation with Ernesto Macaro on English Medium Instruction	6
Inspiring Pre-service English Language Teachers to Become ELF-aware	6
Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research	6
Engaging L2 Learners in Information-gap Tasks: How Task Type and Topic Familiarity Affect Learner Engagement	6
Rethinking the Infusion Approach to Teaching Critical Thinking in Reading in Chinese Tertiary English Classes	5
Speeko: An Artificial Intelligence-Assisted Personal Public Speaking Coach	5
Academic Success in English Medium Courses: Exploring Student Challenges, Opinions, Language Proficiency and L2 Use	5
The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK	5
Effects of Prior English Exposure on Hong Kong Tertiary Science Students’ Experiences in EMI Learning	5
EIL Pronunciation Research and Practice: Issues, Challenges, and Future Directions	5
Which English Should We Stand For? Voices from Lecturers in Thai Multicultural Universities	5
Reflections on teaching and publishing in the field of TESOL during COVID-19	4
Integrating Automated Written Corrective Feedback into E-Portfolios for second language Writing: Notion and Notion AI	4
Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia	4
Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context	4
Validating the Vocabulary Learning Strategies Used by English as a Foreign Language University Students in Taiwan	4
Metacognition in Language Teaching and Research: A Conversation With Professor Lawrence Jun Zhang	4
Inclusive Transnational Education Partnerships: A Case Study of a Master of Arts in TESOL Program	4
Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications	4
Creating the Conditions for Vocabulary Learning with Wordwall	4
Emotions in Student Teachers’ L2 Learning Experiences: Do Language Ideologies Play a Role?	4
The Teaching of Science Subjects through Foreign Languages in Moroccan Secondary Schools: Science Teachers’ Perceptions and Experiences	4
Deepening the Understanding of Translanguaging as a Practical Theory of Language: A Conversation with Professor Li Wei	4
A Systematic Review of Technology Reviews in Language Teaching and Learning Journals	3
Exploring Early-Career EFL Teachers’ Engagement in Professional Learning: Teaching Beliefs and Professional Values	3
Pronunciation Teaching Issues: Answering Teachers’ Questions	3
Dynamic Written Corrective Feedback in First-Year Composition: Accuracy and Lexical and Syntactic Complexity	3
Perusall Encourages Critical Engagement with Reading Texts	3
CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom	3
ChatGPT Over My Friends: Japanese English-as-a-Foreign-Language Learners’ Preferences for Editing and Proofreading Strategies	3
Using Clips in the Language Classroom	3
Dancing K-Pop with Chinese and “English in Class Please”: Policy Negotiations as Relational-Languaging Episodes	3
Book Review: Engaging Language Learners in Contemporary Classrooms	3
Transnational Education in the Anglophone University: A Viewpoint Article	3
An Integrated Framework of Professional Development for Vietnamese Lecturers of English as a Foreign Language	3
Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study	3
English as a Medium of Instruction and Transnational Education	3
Maximizing the Potential of Reflective Practice in Pre-Service Language Teacher Education: The Issue of Authenticity	2
Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall	2
Japanese English Learners’ Perceptions of Filipino Teachers’ Online English Lessons: Implications for Global Englishes Research	2
WordSift: Reading Easier by Understanding Key Words	2
Reflections of (Dis)location: What is “Intercultural Communication” in Transnational Higher Education English-Medium Instruction?	2
Teaching Intercultural Communication in an English as a Lingua Franca Context	2
Book Review: Novice Writers and Scholarly Publication: Authors, Mentors, Gatekeepers	2
The Revision Effects of Varying Degrees of Written Corrective Feedback Explicitness on L2 Learners’ Writings	2
Inferring the Meaning of Idioms: Does Accuracy Matter for Retention in Memory?	2
Book Review: English-Medium Instruction and the Internationalization of Universities	2
Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study	2
Improving Performance and Metacognitive Awareness in Listening through Metacognitive Instruction for Chinese Language Learners	2
A Review of the Kaizena App for Feedback on Second Language Writing	2
Internet-Mediated Joint Construction: Engaging Second Language Learners in Synchronous Online Writing Instruction Through ClassIn	2
Language Teacher Education, Reading, and Curriculum Change in Southeast Asia: A Laotian Perspective	2
The Effects of Communication Strategy Training on Speaking Task Performance	2
Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms	2
Exploring a Collaborative Approach to Peer Feedback in EFL Writing: How Do Students Participate?	2
Multimodal Digital Storytelling Presentations among Middle-School Learners of English as a Foreign Language: Emotions, Grit and Perceptions	2
When Inclusivity Means Playing Safe: Ideological Discourses and Representations in English Testing Materials	2
Avoiders and Embracers: Attitudes towards L1 Use by Indonesian EFL Student Teachers	2
Revisiting Praise as Feedback in L2 Writing: Where are we Going?	2
Exploring the Nature of Teaching for Transfer in EAP: A Case Study	2
Cognitive Diagnosis in Language Assessment: A Thematic Review	2
Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment	2
Chilean English as a Foreign Language Teacher Educators’ Conceptions and Practices of Online Assessment	2