OOIR: Observatory of International Research

Papers

(The median citation count of Language Awareness is 2. 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
Using the L1 in university-level EMI: attitudes among lecturers in Spain	16
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach	14
Explicit instruction through task repetition: effects on explicit and implicit knowledge development	13
Experts’ views on the contribution of language awareness and translanguaging for minority language education	12
“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning	12
‘Am I aware of my roles as a learner?’ the relationships of learner autonomy, self-direction and goal commitment to academic achievement among Turkish EFL learners	11
Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension	11
Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching	11
Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education	10
A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S.	9
‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties	9
Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes	8
Multilingual learners’ perceptions of cross-linguistic distances: a proposal for a visual psychotypological measure	8
Words that don’t translate: investing in decolonizing practices through translanguaging	8
Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective	8
Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products	8
Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks	7
Contextualizing feedback in L2 writing: the role of teacher scaffolding	7
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?	7
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions	7
Use and understanding of connectives: an embedded case study of ESL learners of different proficiency levels	7
Developing critical language awareness in future English language educators across institutions and courses	7
How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity	6
‘I don’t want to be distinguished by others’: language ideologies and identity construction among North Korean refugees in South Korea	6
Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’	6

Nonnative English learners’ use and understanding of singularthey	6
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	6
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	6
Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication	6
Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching	6
Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity	5
Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance	5
Failure attributions and metacognitive awareness of EFL learners	5
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	5
Multilingual pragmatic awareness in collaborative writing	4
Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language	4
Investigating ESL learners’ awareness of semantic prosody across proficiency levels	4
Do societal and individual multilingualism lead to positive perceptions of multilingualism and language learning? A comparative study with Australian and German pre-service teachers	4
Developing teacher awareness and action plans for teaching English as an international language	4
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study	4
Learning and teaching trans-inclusive language and register hybridity for multilingual writers	4
Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices	3
From perceptual dialectology to perceptual multilingualism: a Hong Kong case study	3
A preliminary development and validation of the Translingual Disposition Questionnaire with Latinx students	3
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes	3
The native/non-native teacher debate: insights into variables at play	3
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective	3
Foreign language students’ views on FL and critical literacies	3
Multimodality in translation: a look into EFL and JSL classrooms	3
Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia	3
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes	3
Understanding text-based studies of linguistic development through goals for academic writing	3
Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration	3
The emergence of critical multilingual language awareness in teacher education: the role of experience and coursework	2
The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study	2
Assumptions of speaker ethnicity and the effect on ratings of accentedness, comprehensibility, and intelligibility	2
Linguistic purism and loanword adaptation techniques: the case of Polish	2
Explicit embodiment of narrative worlds: a case study of student-teacher concept-led grammar conferencing for writing	2
Critical multilingual language awareness: the role of teachers as language activists and knowledge generators	2
The role of learners’ socioeconomic status and perception of technology use in their second language learning motivation and achievement	2
Be(com)ing multilingual listeners: preparing (monolingual) teacher candidates to work with multilingual learners in mainstream classrooms	2
Strategies for interactive listening in modern foreign language learning	2
The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French	2
What do students in human resource management know about accent bias?	2
The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infel	2
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	2
Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems	2
Developing a reading proficiency scale for Chinese as a second language: a confirmatory factor analysis approach	2
Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education: Within- and Cross-Case Findings from Grades 1, 7 and 11	2
Vocabulary learning strategy instruction in the EFL secondary classroom: an exploratory study	2
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study	2
Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters	2
Raising business communication students’ awareness of nonverbal features of interaction	2