OOIR: Observatory of International Research

Papers

(The TQCC of Language Awareness is 5. 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
Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products	8
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
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
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
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
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
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
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