OOIR: Observatory of International Research

Papers

(The H4-Index of System is 37. 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
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions	449
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers	242
Remote teaching during COVID-19: Implications from a national survey of language educators	190
Boredom in online classes in the Iranian EFL context: Sources and solutions	174
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers	87
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety	87
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?	78
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context	65
Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes	63
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach	62
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language	61
Exploring EFL teacher resilience in the Chinese context	59
The antecedents of boredom in L2 classroom learning	58
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs	58
Teaching and learning languages online: Challenges and responses	57
Predictors of English Medium Instruction academic success: English proficiency versus first language medium	56
Language learners’ enjoyment and emotion regulation in online collaborative learning	56
Exploring “Flow” in young Chinese EFL learners’ online English learning activities	55
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	52
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	51
Understanding English teachers’ non-volitional use of online teaching: A Chinese study	50
Learning Chinese as a second language in China: Positive emotions and enjoyment	49
Pushing the edge in narrative inquiry	48
Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China	46
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors	46

High school to university transitional challenges in English medium instruction in Japan	43
Relationship between self-efficacy and language proficiency: A meta-analysis	43
The interaction patterns of pandemic-initiated online teaching: How teachers adapted	43
Reducing anxiety in the foreign language classroom: A positive psychology approach	41
Language teacher agency in emergency online teaching	41
The role of emotion labor in English language teacher identity construction: An activity theory perspective	41
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment	40
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons	39
Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?	38
Multimodal pedagogy in TESOL teacher education: Students’ perspectives	38
Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain	37
Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT	37