OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Multilingual and Multicultural Development is 28. 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 2022-01-01 to 2026-01-01.)

Article	Citations
A netnographic study of translanguaging in multilingual game localisation	160
Change and continuity in our post-pandemic techno-social lives	93
Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study	87
Language choices in parent-child interactions in Maghreb and Turkish immigrant families, a study in five European countries	83
Narratives of sacrifice and aspiration: Turkish middle-class families and educational migration to London	82
A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students	81
Towards a comprehensive effectiveness scale for university students’ perception of English medium instruction in Vietnam and Taiwan: an importance-performance analysis	77
Chinese Signs: An Introduction to China’s Linguistic Landscape	77
Migrant identities in multilingual contexts: Nigerian migrants’ language use in public spaces in Cape Town	75
Navigating EMI learning through note-taking in higher education	72
Minority language testing: the social impact of the Zhuang language proficiency test in China	66
The joy of reading – Emirati fathers’ insights into shared reading with young children in a multilingual context	61
Multilingualism in higher education: (What) do European university alliances deliver?	58
‘Sank you’ or ‘thank you’? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme	55
A systematic review of international students’ experiences transitioning from non-Anglophone high schools to universities in Anglophone settings	46
Grit as the predictor of flow and buoyancy among Duolingo multiple language learners: the mediating roles of perceived competence and competitiveness	44
Narrating translingual teacher cognition: theorising the knowledge base of teaching Chinese as a first and second language in Hong Kong schools	43
The contribution of grit, emotions and personal bests to foreign language learning	40
Hearing parents as sign language learners: describing and evaluating the ASL skills of parents learning ASL with their deaf children	39
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement	37
Essential Mapuche knowledge for an effective intercultural school education: perspectives of traditional educators	34
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language	31
Necessary and sufficient conditions for social science undergraduates’ academic success in English medium instruction settings: a crisp set qualitative comparative analysis	31
Linguistic landscape in the Spanish speaking world	31
Making sense of ‘Bad English’: an introduction to language attitudes and ideologies Making sense of ‘Bad English’: an introduction to language attitudes and ideologies ,	30

One hundred years of Irish language policy, 1922–2022 One hundred years of Irish language policy, 1922–2022 , by John Walsh, Bern and New York, Peter Lang, 2022, Pp. vii	30
‘Not that We’re not Hard-Working Ourselves, but Germans are the Model’: mediatising Germans as the national other in the video project Easy Languages	30
Emotionality, spatiality and relationality: deciphering the emotional geographies of Chinese language education in Australia	29