System

Papers
(The TQCC of System is 8. 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 2020-02-01 to 2024-02-01.)
ArticleCitations
Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions385
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers178
Remote teaching during COVID-19: Implications from a national survey of language educators162
Boredom in online classes in the Iranian EFL context: Sources and solutions137
College students’ writing self-efficacy and writing self-regulated learning strategies in learning English as a foreign language99
Investigating factors responsible for boredom in English classes: The case of advanced learners79
Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context65
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?64
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety59
Teachers’ beliefs about multilingualism in a course on translanguaging56
Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English Medium Instruction mathematics classes52
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers50
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach49
Exploring L2 grit in the Chinese EFL context48
Exploring EFL teacher resilience in the Chinese context46
Implementing pedagogical translanguaging in trilingual schools46
Pedagogical translanguaging: An introduction46
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 context45
The antecedents of boredom in L2 classroom learning43
Predictors of English Medium Instruction academic success: English proficiency versus first language medium43
Exploring “Flow” in young Chinese EFL learners’ online English learning activities43
Understanding English teachers’ non-volitional use of online teaching: A Chinese study42
Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world42
Hong Kong secondary students’ self-regulated learning strategy use and English writing: Influences of motivational beliefs40
Translanguaging pedagogy in teaching English for Academic Purposes: Researcher-teacher collaboration as a professional development model39
Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China39
Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges38
Language learners’ enjoyment and emotion regulation in online collaborative learning38
The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language36
Why stories matter: Exploring learner engagement and metacognition through narratives of the L2 learning experience35
Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit35
Learning Chinese as a second language in China: Positive emotions and enjoyment34
Vocabulary learning in virtual environments: Learner autonomy and collaboration33
The interaction patterns of pandemic-initiated online teaching: How teachers adapted33
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback33
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons32
A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency32
A review of comprehension subskills: A Scientometrics perspective32
Effect of interaction strategy instruction on learner engagement in peer interaction30
Second language writing instructors’ feedback practice in response to automated writing evaluation: A sociocultural perspective30
Language teacher agency in emergency online teaching30
Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference?30
Research on learning and teaching of languages other than English in System30
High school to university transitional challenges in English medium instruction in Japan30
Doing expertise multilingually and multimodally in online English teaching videos29
Relationship between self-efficacy and language proficiency: A meta-analysis29
Studying Chinese language in higher education: The translanguaging reality through learners’ eyes29
Teaching and learning languages online: Challenges and responses29
Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors28
Multimodal pedagogy in TESOL teacher education: Students’ perspectives28
Reducing anxiety in the foreign language classroom: A positive psychology approach27
Students’ academic language-related challenges in English Medium Instruction: The role of English proficiency and language gain27
Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports26
Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-1926
Developing awareness of Global Englishes: Moving away from ‘native standards’ for Thai university ELT26
The predictive power of sociobiographical and language variables on foreign language anxiety of Chinese university students25
Chinese character instruction online: A technology acceptance perspective in emergency remote teaching25
Models of EMI pedagogies: At the interface of language use and interaction25
Addressing the challenges of interaction in online language courses25
Pushing the edge in narrative inquiry25
Implementing Assessment for Learning (AfL) in Chinese university EFL classes: Teachers’ values and practices24
A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language contexts24
Book review24
The relationship between vocabulary and viewing comprehension24
The role of emotion labor in English language teacher identity construction: An activity theory perspective23
Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment23
Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings22
Interactive e-book reading vs. paper-based reading: Comparing the effects of different mediums on middle school students’ reading comprehension22
Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China22
Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors22
Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms22
Motivational profiles and learning experience across Chinese language proficiency levels22
The effects of perception- vs. production-based pronunciation instruction22
Grit and motivation for learning English among Japanese university students22
Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia21
Investigating language learners’ emotion-regulation strategies with the help of the vignette methodology21
Understanding English language learning in tertiary English-medium instruction contexts in China21
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language21
Young EFL learners and collaborative writing: A study on patterns of interaction, engagement in LREs, and task motivation20
Vocabulary in high-school EFL textbooks: Texts and learner knowledge20
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment20
What linguistic features distinguish and predict L2 writing quality? A study of examination scripts written by adolescent Chinese learners of English in Hong Kong20
When language teacher emotions and language policy intersect: A critical perspective20
Using model texts as a form of feedback in L2 writing19
Opening minds to translanguaging pedagogies19
Translanguaging in Conjunction with language revitalization19
Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment18
A framework for positioning analysis: From identifying to analyzing (pre)positions in narrated story lines18
Syntactic complexity in assessing young adolescent EFL learners’ writings: Syntactic elaboration and diversity18
From English as the medium to English as a medium: Perspectives of EMI students in Qatar18
Measuring Chinese junior high school students' language mindsets: What can we learn from young EFL learners’ beliefs in their language ability?17
‘You just appreciate every little kindness’: Chinese language teachers’ wellbeing in the UK17
A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies17
A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations17
Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation17
Methodological orientations, academic citations, and scientific collaboration in applied linguistics: What do research synthesis and bibliometrics indicate?16
Explaining individual differences in young English language learners’ vocabulary knowledge: The role of Extramural English Exposure and motivation16
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit16
Critical language teacher education: A duoethnography of teacher educators’ identities and agency16
Effects of a xu-argument based iterative continuation task on an EFL learner’s linguistic and affective development: Evidence from errors, self-initiated error corrections, and foreign language learni16
Investigating the impact of linguistic and non-linguistic factors on EMI academic success16
Predicting the emotional labor strategies of Chinese English Foreign Language teachers16
Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features16
An investigation into EFL learners’ motivational dynamics during a group communicative task: A classroom-based case study16
The emergence of boredom in an online language class: An ecological perspective16
Syntactic complexity of research article part-genres: Differences between emerging and expert international publication writers15
A methodological review of qualitative research syntheses in CALL: The state-of-the-art15
Self-regulated listening of students at transition from high school to an English medium instruction (EMI) transnational university in China15
The emotional landscape of online teaching: An autoethnographic exploration of vulnerability and emotional reflexivity15
The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners15
Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners15
Parental support for young learners’ online learning of English in a Chinese primary school15
Humour strategies in teaching Chinese as second language classrooms15
The effect of highly focused versus mid-focused written corrective feedback on EFL learners’ explicit and implicit knowledge development15
Metacognitive strategy use in L2 writing assessment15
Exploring the use of models as a written corrective feedback technique among EFL children15
Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence14
Comparing incidental vocabulary learning from reading-only and reading-while-listening14
Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective14
Does asking learners to revise add to the effect of written corrective feedback on L2 acquisition?14
Towards crosslinguistic pedagogy: Demystifying pre-service teachers’ beliefs regarding the target-language-only rule14
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis14
Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia14
The effects of in-class debates on argumentation skills in second language education14
A review of the methodological quality of quantitative mobile-assisted language learning research14
Pre-service language teacher wellbeing as a complex dynamic system14
Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book13
The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies13
Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech13
Stance and engagement in English and Arabic research article abstracts13
Learners' flow experience during peer revision in a virtual writing course during the global pandemic13
English Medium Instruction (EMI) lecturer support needs in Japan and China13
Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance13
The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?13
Translanguaging/trans-semiotizing in teacher-learner interactions on social media: Making learner agency visible and achievable13
Innovating language curriculum design through design thinking: A case study of a blended learning course at a Colombian university13
The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning13
Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies13
The effect of hands-on and hands-off data-driven learning on low-intermediate learners’ verb-preposition collocations13
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement13
Epistemic agency, a double-stimulation, and video-based learning: A formative intervention study in language teacher education12
“I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan12
Examining whether learning outcomes are enhanced when L2 learners’ cognitive styles match listening instruction methods12
Rescuing “emotion labor” from (and for) language teacher emotion research12
Form and rhetorical function of phrase-frames in promotional writing: A corpus- and genre-based analysis12
When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics12
A systematic narrative review of International Posture: What is known and what still needs to be uncovered12
Vocabulary size and depth as predictors of second language speaking ability11
Predicting L2 learners’ noticing of L2 errors: Proficiency, language analytical ability, and interaction mindset11
Research trends in ‘trans-’ studies on writing: A bibliometric analysis11
Comparing the merits of word writing and retrieval practice for L2 vocabulary learning11
Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners11
Chinese ESL learners’ perceptual errors of English connected speech: Insights into listening comprehension11
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom11
Engagement in the foreign language classroom: Micro and macro perspectives11
Why so nervous? Revisiting the sources of speech anxiety in Chinese as a second language10
Navigating ethical challenges in second language narrative inquiry research10
Emotion and identity construction in teachers of young learners of English: An ecological perspective10
Native-English speaking teachers’ experiences in East-Asian language programs10
The effect of input characteristics and individual differences on L2 comprehension of authentic and modified listening tasks10
Teacher agency in perceiving affordances and constraints of videoconferencing technology: Teaching primary school students online10
Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences10
The effect of a digital game-based learning task on the acquisition of the English Article System10
Student engagement with teacher written feedback: Insights from low-proficiency and high-proficiency L2 learners10
Collage of confusion: An analysis of one university’s multiple plagiarism policies10
Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes10
Why do you choose to teach Chinese as a second language? A study of pre-service CSL teachers’ motivations10
Enhancing the content- and language-integrated multiple literacies framework: Systemic functional linguistics for teaching regional diversity10
Predicting content proficiency through disciplinary-literacy variables in English-medium writing10
English for Da'wah? L2 motivation in Indonesian pesantren schools10
The role of learner creativity in L2 semantic fluency. An exploratory study9
Effects of attention to segmental vs. suprasegmental features on the speech intelligibility and comprehensibility of the EFL learners targeting the perception or production-focused practice9
Unravelling students’ perceived EFL teacher support9
Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective9
Space in narrative inquiry on second language learning9
University graduates’ transition into the workplace: How they learn to use English for work and cope with language-related challenges9
Homophones facilitate lexical development in a second language9
Experienced EFL teachers switching to online teaching: A case study from China9
Recurrent restorying through language teacher narrative inquiry9
Uncovering the hidden face of narrative analysis: A reflexive perspective through MAXQDA9
Stimulating learner engagement in app-based L2 vocabulary self-study: Goals and feedback for effective L2 pedagogy9
Examining differences between pre- and in-service teachers’ cognition when lesson planning9
Examining the potential of digital flashcards to facilitate independent grammar learning9
Brain changes associated with language development and learning: A primer on methodology and applications9
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-198
Putting translanguaging into practice: A view from England8
Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development8
Mining opinions on LMOOCs: Sentiment and content analyses of Chinese students’ comments in discussion forums8
The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention8
How can EFL teachers make their questions more interactive with students? Interpersonal patterns of teacher questions8
The effect of spacing on incidental and deliberate learning of L2 collocations8
Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension8
Considered in context: EFL teachers’ views on the classroom as a bilingual space and codeswitching in shared-L1 and in multilingual contexts8
The effect of visuospatial designing elements of zoomable user interfaces on second language vocabulary acquisition8
Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency8
Multimodality in the classroom presentation genre: Findings from a study of Turkish psychology undergraduate talks8
Exploring the role of English proficiency, self-efficacy, and motivation in listening for learners transitioning to an English-medium transnational university in China8
Combining computer-mediated communication with data-driven instruction: EFL learners’ pragmatic development of compliment responses8
Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing8
Negotiation of emotions in emerging language teacher identity of graduate instructors8
Exploring the intricate relationship between foreign language anxiety, attention and self-repairs during L2 speech production8
The effect of task complexity on integrated writing performance: The case of multiple-text source-based writing8
Effects of peer collaboration on EFL learners’ comprehension of conversational implicatures8
Early Chinese heritage language learning in Canada: A study of Mandarin- and Cantonese-speaking children's receptive vocabulary attainment8
Examining the underlying structure of after-class boredom experienced by English majors8
The possibility of improving automated calculation of measures of lexical richness for EFL writing: A comparison of the LCA, NLTK and SpaCy tools8
Influences of process-based instruction on students’ use of self-regulated learning strategies in EFL writing8
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