OOIR: Observatory of International Research

Papers

(The TQCC of ELT Journal is 3. 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
Translanguaging as a political stance: implications for English language education	87
An agenda for well-being in ELT: an ecological perspective	75
Activity-induced boredom in online EFL classes	68
English medium instruction and the English language practitioner	59
Critical language pedagogy: an introduction to principles and values	34
English medium higher education in China: challenges and ELT support	34
Critical antiracist pedagogy in ELT	30
Coping with COVID-19-related online English teaching challenges: teacher educators’ suggestions	20
Teacher strategies in implementing English medium instruction	20
Emotional labour and professional development in ELT	19
Towards a Global Englishes-aware National English Curriculum of China	18
Teachers’ digital technology use after a period of online teaching	18
Insights into emergency remote teaching in EFL	16
Synchronous video computer-mediated communication in English language teaching	16
Rethinking the roles of ELT in English-medium education in multilingual university settings: an introduction	14
Exploring LGBTQ+ pedagogy in Japanese university classrooms	12
Focusing on ESOL teachers’ well-being during COVID-19 and beyond	12
Addressing LGBTQ erasure through literature in the ELT classroom	12
Multimodality	12
Positive Psychology in Second and Foreign Language Education	11
Self-efficacy	11
Introduction: comprehensive sexuality education in ELT	10
Cross-fertilisation, not bifurcation, of EMI and EAP	10
Moving beyond ‘infancy’: towards a cross-fertilization between EMI and EAP scholarship	10
Changing views of English through study abroad as teacher training	10

Enhancing long-term learner engagement through project-based learning	10
Translanguaging and the shifting sands of language education	9
The challenges of EMI for art and design students in the UAE	9
A critical discussion of inclusive approaches to sexualities in ELT	8
Translingual arts-based practices for language learners	8
ESL students’ reverse linguistic stereotyping of English teachers	8
Pronunciation in course books: English as a lingua franca perspective	7
Teacher agency and washback: insights from classrooms in rural Bangladesh	7
Decolonization as pedagogy: a praxis of ‘becoming’ in ELT	7
Enhancing EFL students’ participation through translanguaging	7
Understanding students’ motivation in L2 collaborative writing	7
The challenges of English medium instruction for subject lecturers: a shared viewpoint	7
Translanguaging options for note-taking in EAP and EMI	6
WhatsApp as part of an EFL programme: participation and interaction	6
Helping English language teachers become gender aware	6
Flipped primary EFL classrooms: impact, feasibility, and potential	6
Children’s and teachers’ views on digital games in the EFL classroom	6
Still taboo? Using machine translation for low-level EFL writers	6
Digital multimodal composing in English language teaching	6
Developing the multilingual agenda in EMI higher educational institutions	5
Freire’s problem-posing model: critical pedagogy and young learners	5
Decentring ELT: teacher associations as agents of change	5
Learner-centredness	5
Incorporating reading circles into a task-based EAP reading scheme	5
Engaging Language Learners in Contemporary Classrooms	5
Learner-initiated exploratory practice: revisiting curiosity	5
Phonetic symbols vs keywords in perceptual training: the learners’ views	5
Affinity and the classroom: informal and formal L2 learning	5
Engaging in pedagogical translanguaging in a Shanghai EFL high school class	4
English-medium instruction (EMI)	4
Knowledge co-construction in professional reading group discussions	4
Virtual exchange in teacher education: focus on L2 writing	4
A plea to stop debating and erasing queer lives in ELT	4
Does planning before writing help? Options for pre-task planning in the teaching of writing	4
Comprehensive sexuality education: an Argentinean experience	4
Design-based research approach for teacher learning: a case study from Singapore	4
ELT teachers’ agency for wellbeing	4
Trust and translanguaging in English-medium instruction	4
Teaching pronunciation: toward intelligibility and comprehensibility	4
Do students’ oral corrective feedback beliefs matter to teachers?	4
Mapping a way forward: toward a shared EMI and EAP research agenda	4
Translanguaging: a paradigm shift for ELT theory and practice	4
Innovation in ELT revisited	4
Social robots for English language teaching	3
The representation of source use in academic writing textbooks	3
Teaching English by teaching about race in Brazil	3
Student engagement with digital video production	3
Towards the new construct of academic English in the digital age	3
Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions	3
CEFR and the ELT practitioner: empowerment or enforcement?	3

Motivational dynamics in learning English in Second Life	3
Organizing talk in group speaking tests: learning from high-scoring students	3
From learners to users—errors, innovations, and universals	3
Exploring English as a ‘glocal language’ in online EMEMUS	3
Transepistemic English language teaching for sustainable futures	3
Qualities of good homework activities: teachers’ perceptions	3
Pedagogies in English for Academic Purposes: Teaching and Learning in International Contexts	3
Tertiary-level STEM and EMI: where EFL and content meet to potentiate each other	3
Engaging students in dialogic interactions through questioning	3