OOIR: Observatory of International Research

Papers

(The H4-Index of System is 46. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Book review	277
Book review	193
Book review	156
Aggregating the evidence of automatic speech recognition research claims in CALL	154
Institutional leaders and teacher research: Roles, interactions, and impacts	124
A narrative autobiographical exploration of language-in-education policy roles in a youth reengagement program	122
Exploring Chinese EFL student teachers' emotions and emotion-regulation strategies in receiving peer feedback on microteaching	119
How engagement dynamics shape collaborative writing processes: Perspectives from EAL learners	109
EFL students’ self-regulated learning, motivation, and perceived teacher support in cooperative learning: A network analysis perspective	109
The effect of pre-reading morphological intervention on the acquisition and retention of morphologically complex words	104
Subtitles for vocabulary learning: Assessing the effects of L2, L1, and bilingual subtitles over time	104
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation	101
Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale	98
Validating word lists that represent learner knowledge in EFL contexts: The impact of the definition of word and the choice of source corpora	96
The effects of task complexity on lexical complexity in L2 writing: An exploratory study	92
Resilience in language classrooms: Exploring individual antecedents and consequences	91
Exploring factors affecting English language teacher wellbeing: insights from positive psychology	88
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs	81
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners	80
English-as-a-foreign language university instructors' perceptions of integrating artificial intelligence: A Turkish perspective	79
Emotion and agency in building a Language Other Than English Teacher's research-teaching nexus	79
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and l	75
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany	75
Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students	73
How are personality factors connected to EFL learners’ oral performance? A psychological network analysis	69

Pinpointing the pivotal mediating forces of directed motivational currents (DMCs): Evidence from the Q methodology	67
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry	66
Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach	66
Editorial Board	62
Book review	60
Book review	59
Book review	59
Mapping the research on language teacher emotion: A systematic literature review	58
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production	57
Teacher professional development in focus: Dealing with students’ chat-based contributions in online teaching	57
“This dissertation intricately explores…”: ChatGPT's shell noun use in rephrasing dissertation abstracts	53
Examining EFL learners’ oral advice production: The role of pragmatic demands and task complexity	52
“Like porcupines and hedgehogs”: Building positive teacher-student relationships in L2 classroom assessment from a relationships motivation theory perspective	51
A typology of metalinguistic feedback	49
Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education	49
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout	48
Corrigendum to “Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective” [System 127 (2024) 10	48
The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership	48
A systematic review of research on emotional artificial intelligence in English language education	47
Analysing preservice teachers' enactment of the UDL framework to support diverse students in a remote teaching context	47
Reflective teaching, teacher immunity, and burnout: Investigating possible links	46
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project	46