OOIR: Observatory of International Research

Papers

(The H4-Index of Journal of Multilingual and Multicultural Development is 21. 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
Classroom social climate, growth language mindset, and student engagement: the mediating role of boredom in learning English as a foreign language	95
The interplay of EFL teachers’ immunity, work engagement, and psychological well-being: Evidence from four Asian countries	55
Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context	47
The contribution of grit, emotions and personal bests to foreign language learning	46
Developing resilience among Chinese and Iranian EFL teachers: A multi-dimensional cross-cultural study	45
Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research	43
Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: a structural equation modeling approach	42
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students	41
Investigating the interplay of Chinese EFL teachers’ proactive personality, flow, and work engagement	41
Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China	40
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour	39
Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model	38
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement	31
Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement	31
Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review	29
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English	28
Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom	23
Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage	23
The family as a space: multilingual repertoires, language practices and lived experiences	22
Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate	21
Official bilingualism in a multilingual nation: a study of the 2030 bilingual nation policy in Taiwan	21