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 2020-03-01 to 2024-03-01.)

Article	Citations
Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms	21
Pre-service teachers’ beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching	18
Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication	18
Using the L1 in university-level EMI: attitudes among lecturers in Spain	11
Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension	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	9
Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: a latent growth curve modelling approach	9
‘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	9
“Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning	8
Multilingual learners’ perceptions of cross-linguistic distances: a proposal for a visual psychotypological measure	8
Experts’ views on the contribution of language awareness and translanguaging for minority language education	8
Multilingual and multimodal mediation in online intercultural conversations: a translingual perspective	8
Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes	8
Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching	7
Teacher and learner perceptions of adult foreign language learners’ engagement with consciousness-raising tasks in four languages	7
Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising	7
Explicit instruction through task repetition: effects on explicit and implicit knowledge development	6
A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S.	6
What does language awareness look like? Visual methodologies in language learning and teaching research (2000–2018)	6
Willingness to engage: the importance of what learners bring to pair work	6
‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties	6
Use and understanding of connectives: an embedded case study of ESL learners of different proficiency levels	6
Developing critical language awareness in future English language educators across institutions and courses	6
Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’	5
Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products	5

Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	5
Exploring how rubric training influences students’ assessment and awareness of interpreting	5
‘I don’t want to be distinguished by others’: language ideologies and identity construction among North Korean refugees in South Korea	4
Development and demonstration of metalinguistic awareness in adult ESL learners with emergent literacy	4
Urgently needed: a praxis of language awareness among pre-service primary teachers	4
Words that don’t translate: investing in decolonizing practices through translanguaging	4
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions	4
Chinese international students’ multicultural identity and second language development: gesture awareness and use	4
Nonnative English learners’ use and understanding of singularthey	4
Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks	4
Metaphor in second language academic writing	4
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	4
How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity	4
Insights into SHL program direction: student and program advocacy challenges in the face of ideological inequity	4
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?	4
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	4
Contextualizing feedback in L2 writing: the role of teacher scaffolding	4
Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration	3
Investigating ESL learners’ awareness of semantic prosody across proficiency levels	3
Failure attributions and metacognitive awareness of EFL learners	3
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study	3
Understanding text-based studies of linguistic development through goals for academic writing	3
Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication	3
Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching	2
Multilingual pragmatic awareness in collaborative writing	2
Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language	2
The native/non-native teacher debate: insights into variables at play	2
Raising business communication students’ awareness of nonverbal features of interaction	2
Foreign language students’ views on FL and critical literacies	2
Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters	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
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes	2
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	2
The effects of input and output based instruction on the development of L2 explicit and automatised explicit knowledge: a classroom based study	2
The role of bottom-up strategy instruction and proficiency level in L2 listening test performance: an intervention study	2
Multimodality in translation: a look into EFL and JSL classrooms	2
Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching	2
From perceptual dialectology to perceptual multilingualism: a Hong Kong case study	2
Language diaries in the study of language use and language choice: the case of Flemish Sign Language and Scottish Gaelic	2