OOIR: Observatory of International Research

Papers

(The TQCC of Language Awareness is 4. 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 2021-02-01 to 2025-02-01.)

Article	Citations
Language awareness and cultural awareness in international online cooperation: a mixed-method approach	16
L2 reader-writers’ prior beliefs and integrated representations of controversial information sources: the moderating effects of strategic source processing	14
Languaging and language awareness in the global age 2020–2023: digital engagement and practice in language teaching and learning in (post-)pandemic times	14
Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices	12
The interplay of critical language pedagogy and young Arabic EFL learners	11
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices	11
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	11
Raising business communication students’ awareness of nonverbal features of interaction	9
List of reviewers	9
Using the L1 in university-level EMI: attitudes among lecturers in Spain	8
Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues	8
Time distribution and intentional vocabulary learning through repeated reading: a partial replication and extension	8
Developing critical language awareness in future English language educators across institutions and courses	8
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	8
Contextualizing feedback in L2 writing: the role of teacher scaffolding	7
‘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	7
Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study	7
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better	7
Developing teacher awareness and action plans for teaching English as an international language	7
Correction	7
Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions	7
Metalinguistic terms, teacher feedback, and learner uptake in ESL classrooms	6
Qatari student writers’ metalinguistic understanding of transitions in L2 English written argument	6
The effects of listening-based lexical focus-on-form on the learning of morphologically complex words	6
Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’	6

Critical multilingual language awareness: the role of teachers as language activists and knowledge generators	6
Centering critical multilingual language awareness in language teacher education: towards more evidence-based instructional practices	6
Reflections on translanguaging as a pedagogical framework in Japanese higher education	5
The native speaker model in Japan: constant and changing attitudes	5
Words that don’t translate: investing in decolonizing practices through translanguaging	5
To cure sometimes, to relieve often, to publicise always: a case study of linguistic medicine landscapes in a (post)pandemic era	5
Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia	5
CFL learners’ real-time processing of Chinese radicals: an eye-tracking study	5
Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective	4
Discourse-based grammar instruction in ESL academic writing: a mixed methods study	4
The native/non-native teacher debate: insights into variables at play	4
Immediate vs. delayed prompts, individual differences in working memory, and L2 development	4
From perceptual dialectology to perceptual multilingualism: a Hong Kong case study	4
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes	4