OOIR: Observatory of International Research

Papers

(The H4-Index of System is 34. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions	396
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers	184
Remote teaching during COVID-19: Implications from a national survey of language educators	169
Boredom in online classes in the Iranian EFL context: Sources and solutions	140
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language	107
Investigating factors responsible for boredom in English classes: The case of advanced learners	79
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context	67
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?	65
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety	63
Teachers’ beliefs about multilingualism in a course on translanguaging	56
Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes	56
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers	54
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach	50
Implementing pedagogical translanguaging in trilingual schools	49
Exploring EFL teacher resilience in the Chinese context	48
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	48
Exploring L2 grit in the Chinese EFL context	48
Pedagogical translanguaging: An introduction	47
Predictors of English Medium Instruction academic success: English proficiency versus first language medium	46
Exploring “Flow” in young Chinese EFL learners’ online English learning activities	45
The antecedents of boredom in L2 classroom learning	44
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs	43
Understanding English teachers’ non-volitional use of online teaching: A Chinese study	42
Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China	40
Translanguaging pedagogy in teaching English for Academic Purposes: Researcher-teacher collaboration as a professional development model	39

Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges	39
Language learners’ enjoyment and emotion regulation in online collaborative learning	38
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language	38
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit	36
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors	36
Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience	36
Learning Chinese as a second language in China: Positive emotions and enjoyment	35
Language teacher agency in emergency online teaching	35
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency	35
The interaction patterns of pandemic-initiated online teaching: How teachers adapted	34
Effect of interaction strategy instruction on learner engagement in peer interaction	34