OOIR: Observatory of International Research

Papers

(The TQCC of RELC Journal is 6. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Facilitating Synchronous Online Language Learning through Zoom	113
ChatGPT for Language Teaching and Learning	102
Exploring Emotions in Language Teaching	81
Not a First Language but One Repertoire: Translanguaging as a Decolonizing Project	76
E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons	59
Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong	48
Multimodal Composing and Traditional Essays: Linguistic Performance and Learner Perceptions	43
Translanguaging Theory and Practice: How Stakeholders Perceive Translanguaging as a Practical Theory of Language	37
Computer-Assisted Pronunciation Training (CAPT): Current Issues and Future Directions	36
Responses of the English-Language-Teaching Community to the COVID-19 Pandemic	36
Language Learner Engagement During Speaking Tasks: A Longitudinal Study	31
A Typology of English-Medium Instruction	31
Boredom as an Aversive Emotion Experienced by English Majors	29
Pedagogical Translanguaging and Its Application to Language Classes	27
Embracing Diversity, Inclusion, Equity and Access in EMI-TNHE: Towards a Social Justice-Centered Reframing of English Language Teaching	21
Translanguaging in Language Teaching and Learning: Current Practices and Future Directions	21
Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities	19
A Pedagogical Chatbot: A Supplemental Language Learning Tool	19
Using Kahoot! to Gamify Learning in the Language Classroom	18
Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach	17
Effects of Translanguaging in Online Peer Feedback on Chinese University English-as-a-Foreign-Language Students’ Writing Performance	17
“COVID-19 is an Opportunity to Rediscover Ourselves”: Reflections of a Novice EFL Teacher in Central America	16
A Corpus-based Study of Vocabulary in the New Concept English Textbook Series	16
Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain	16
Integrating Technology into ESL/EFL Writing through Grammarly	16

Global Englishes and Teacher Education: Present Cases and Future Directions	15
Not More Technology but More Effective Technology: Examining the State of Technology Integration in EAP Programmes	15
Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers	15
Teaching Pronunciation: The State of the Art 2021	15
Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly	14
English as a Foreign Language Teachers’ Pedagogical Beliefs About Teacher Roles and Their Agentic Actions Amid and After COVID-19: A Case Study	14
Corpus-Based Vocabulary Analysis of English Podcasts	13
Gather.Town: A Gamification Tool to Promote Engagement and Establish Online Learning Communities for Language Learners	13
Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners	13
Exploring Discipline-Specific Vocabulary Retention in L2 through App Design: Implications for Higher Education Students	12
Perennial Language Learners or Competent Language Users: An Investigation of International Students’ Attitudes towards Their Own and Native English Accents	12
‘Do as WE Do’: Teaching World Englishes in a General English Course to Thai Students	12
Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators	12
Teacher, Learner and Student-Teacher Identity in TESOL	11
A Window into the Classroom: How Teachers Integrate Pronunciation Instruction	11
EFL Reformed Curriculum in Vietnam: An Understanding of Teachers’ Cognitions and Classroom Practices	11
Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?	11
Research of Language Teacher Identity: Status Quo and Future Directions	11
Pronunciation and Task-Based Instruction: Effects of a Classroom Intervention	10
‘We Teach Who We Are’: Contemplation, Reflective Practice and Spirituality in TESOL	10
Fostering EFL Learners’ Digital Empathy through Multimodal Composing	10
Teacher Agency in Creating a Translingual Space in Nepal’s Multilingual English-Medium Schools	10
Learning with Immersive Virtual Reality: An Exploratory Study of Chinese College Nursing Students	10
Phonetic Symbols in Contemporary Pronunciation Instruction	9
Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study	9
Expanding English Vocabulary Knowledge through Reading: Insights from Eye-tracking Studies	9
Lexical Features of Reading Passages in English-language Textbooks for Vietnamese High-school Students: Do they Foster both Content and Vocabulary Gain?	9
Developing Student Feedback Literacy Through Peer Review Training	9
The Roads not Taken: Greater Emphasis Needed on “Sounds”, “Actual Listening”, and “Spoken Input”	9
Unpacking the Teachers’ Multimodal Pedagogies in the Primary English Language Classroom in Singapore	9
‘Stop Measuring Black Kids with a White Stick’: Translanguaging for Classroom Assessment	9
The Functions and Features of ELT Textbooks and Textbook Analysis: A Concise Review	9
Affordances and Constraints of Intelligent Personal Assistants for Second-Language Learning	8
The Contribution of Individual Differences to L2 Pronunciation Learning: Insights from Research and Pedagogical Implications	8
Introducing Translanguaging in an EAP Course at a Joint-Venture University in China	8
Formative Assessment for Learning How to Learn: Exploring University Student Learning Experiences	8
Student Engagement with Written Feedback: Critical Issues and Way Forward	8
Editorial: Introduction to this Special Issue: English for Academic and Professional Purposes in the Digital Era	8
Engagement and Challenges in Supervisory Feedback: Supervisors’ and Students’ Perceptions	8
Translingual Practices and English as an Additional Language: A Conversation with Professor Suresh Canagarajah	8
Language Teachers as Materials Developers	8
Scientific Mapping of English Language Teaching Research in the Philippines: A Bibliometric Review of Doctoral and Master’s Theses (2010–2018)	7
Social Factors and the Teaching of Pronunciation: What the Research Tells Us	7
Multimodal Second-Language Communication: Research Findings and Pedagogical Implications	7
Self-Regulated Learning Development in Undergraduate ESL Writing Classrooms: Teacher Feedback Versus Self-Assessment	7
Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers	7
Inspiring Pre-service English Language Teachers to Become ELF-aware	6
Enhancing Listening Comprehension through Kinesthetic Rhythm Training	6
Grammarly’s Tone Detector: Helping Students Write Pragmatically Appropriate Texts	6
Language Teacher Identity and English Education Policy in Japan: Competing Discourses Surrounding “Non-native” English-speaking Teachers	6

Tales from a Shared Journey of Teaching and Researching Translanguaging	6
Representations of the English as a Lingua Franca Framework: Identifying ELF-aware Activities in Portuguese and Turkish Coursebooks	6
Glocalizing ELT Reform in China: A Perspective from the Use of English in the Workplace	6
Effects of Prior English Exposure on Hong Kong Tertiary Science Students’ Experiences in EMI Learning	6
Re-envisioning Academic Publication: From “Publish or Perish” to “Publish and Flourish”	6
Plan, Act, Observe, Reflect, Identity: Exploring Teacher Identity Construction across the Stages of Action Research	6
In Conversation with Ernesto Macaro on English Medium Instruction	6
Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings	6
English Writing Instruction in Chinese Students’ Experience: A Survey Study	6