OOIR: Observatory of International Research

Papers

(The TQCC of ELT Journal is 6. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Challenging native speakerism in a Korean college English course	134
Leveraging transnational identities of refugee-background students	97
Children’s and teachers’ views on digital games in the EFL classroom	48
Digital multimodal composing pedagogy in a university writing course	44
Bridging extramural English and formal instruction	40
Digital whiteboards: engaging with active learning	38
Teaching English to Young Arabic Speakers: Assessing the Influence of Instructional Materials, Narratives and Cultural Norms	33
Critical literacy supplementary materials in high school EFL	26
The Routledge Handbook of Materials Development for Language Teaching	25
Translanguaging and the shifting sands of language education	23
Trauma-sensitive English teaching and SEL amid war in Ukraine	22
Global English and Political Economy	21
Correction to: Using learning journals to promote learner autonomy	19
ELT teachers’ agency for wellbeing	18
Centring on students’ needs by engaging in translanguaging shifts	18
Raising awareness among the TESOL community about the professional identity tensions of women EFL teachers in Africa	17
Social-emotional learning in ESOL with ninth-grade newcomers	17
ChatGPT in ELT: disruptor? Or well-trained teaching assistant?	17
Pop Culture in Language Education: Theory, Research, Practice	17
CEFR and the ELT practitioner: empowerment or enforcement?	16
Language teacher wellbeing: an individual–institutional pact	16
Mapping a way forward: toward a shared EMI and EAP research agenda	15
The challenges of EMI for art and design students in the UAE	14
Screen capture technology in ELT	14
Developing Intercultural Language Materials	13

Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions	12
Cambridge Elements in Language Teaching	12
Generative artificial intelligence and ELT	11
A Kazakhstani English Language teacher’s perspective on multilingual practices	11
Vocabulary and the Four Skills. Pedagogy, Practice, and Implications for Teaching Vocabulary	10
Fluency revisited	10
A case for ELF feito no Brasil	10
Ways of implementing ELF in the classroom	10
How does generative AI promote autonomy and inclusivity in language teaching?	10
Writing conferences via an online meeting platform	9
A digital pedagogy for transculturing ELT through Global Englishes	9
Erratum to: Translanguaging as a political stance: implications for English language education	9
‘I feel like a snake changing its skins’: a plurilingual project	9
The Routledge Handbook of Materials Development for Language Teaching	9
Engaging students in dialogic interactions through questioning	9
Facilitating professional growth through materials-based assessments	9
“Feeling Closer to Nature” through Ecocritical ELT	8
Three stakeholders’ reflections on language assessment literacy	8
Primary EFL teachers’ perceptions of technology to support speaking	8
Tracking trends in coursebooks for young learners	8
Implementing rubric co-construction in ESL writing teaching	8
Children’s learning through digital technologies: an introduction	8
Code-switching and translanguaging: why they have a lot in common	8
Black Lives Matter in an EFL speaking class	8
Language Education in a Changing World: Challenges and Opportunities	8
Supporting part-time ELT faculty in a Japanese university	8
The Art of Foreign Language Teaching: Improvisation and Drama in Teacher Development and Language Learning (second edition)	7
Can novice teachers detect AI-generated texts in EFL writing?	7
Digital literacy as ideological practice	7
Translanguaging: a paradigm shift for ELT theory and practice	6
Worked examples for peer interaction: a feedback and learning resource	6
Implementing a reading-to-learn programme in EFL bilingual teaching	6
ESOL classes as trauma-sensitive physical spaces	6
Teacher strategies in implementing English medium instruction	6
Teacher input prompts and student listening strategies in EMI classes	6
Take-home tests as an assessment for learning strategy	6
Decolonizing classroom discourse: insights from interactional research	6
Moving beyond ‘infancy’: towards a cross-fertilization between EMI and EAP scholarship	6
Listening in interaction: reconceptualizing a core skill	6
International youth literature in the Chinese EFL classroom	6