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 2021-12-01 to 2025-12-01.)

Article	Citations
List of reviewers	26
Addendum	19
The effect of task modality on the production of language-related episodes and learning of form	19
Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues	15
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?	15
Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better	12
Assessing U.S. teachers’ perceived confidence in practising linguistically and culturally responsive content teaching (LcRCT) with multilingual learners	11
Unveiling the discourses of coloniality: Mexican Student-Teachers’ language awareness in personal stories and language practices	11
The effects of synchronous written corrective feedback on learning speech acts through technology-mediated collaborative writing	10
Learning from Tina: a case study with a selective speaker	10
Obituary for Helga Donnerer	9
Reflections on translanguaging as a pedagogical framework in Japanese higher education	9
Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions	9
Teacher’s awareness of intercultural pragmatics in adult EALD classrooms: an exploratory study in the multicultural context of Australia	9
Setting them up for (grammatical) success: on the impact of metalinguistic explanations on young learners’ metalinguistic awareness and language learning aptitude	8
Raising L2 readers’ awareness of English as a Lingua Franca in a language classroom	8
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar	8
Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts	8
EFL teachers learning to translanguage through loop input: implications for their identity-reconstruction	8
Translanguaging dynamics in the digital landscape: insights from a social media corpus	8
EFL writers’ cognitive engagement with AWE feedback	8
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study	8
Speaking ‘Tinglish’: a bridge or barrier?	7
Teacher cognition about intercultural communicative competence (ICC): a comparative study of English-major and German-major pre-service teachers in China	6
A longitudinal case study of Japanese informants’ attitudinal development after completing Global Englishes-oriented instruction: examining its long-term effects	6

‘White ways of being isn’t the only way’: disrupting dominance in elementary language/literacies education	6
Investigating critical language awareness and critical cultural awareness in EFL materials use	6
Variations in novice and experienced L2 teachers’ pedagogical cognitions and the associated antecedents in tertiary-level online instructional contexts	6
Second language reading and recall processes under different reading purposes: an eye-tracking, keystroke-logging, and stimulated recall study	5
Fostering language awareness through Citizen Science: results and implications of a project with Polish teenagers doing language-related research	5
Embrace or resist? EFL teachers on adopting ChatGPT as a teaching and feedback tool	5
Correction	5
Translingual practices in English education radio shows in Korea: implications for translingual teachers of English	5
Cultivating decolonial translanguaging: pedagogical maneuvering to support multilingual writing and non-dominant knowledge systems	5
Prompting language learners to guess the meaning of idioms: do wrong guesses linger?	5
Addendum	5
The native speaker model in Japan: constant and changing attitudes	5
The native/non-native teacher debate: insights into variables at play	5
Understanding text-based studies of linguistic development through goals for academic writing	4
The effects of listening-based lexical focus-on-form on the learning of morphologically complex words	4
Negotiating power and identity: novice-expert dynamics in Spanish heritage and second language speaker interactions	4
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes	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
Second language listeners interactions with playback controls in technology-enhanced listening	4
Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context	4
Morphological knowledge as a predictor of receptive vocabulary for Swedish L1 and L2 school-aged children	4
“It ain’t what you say. It’s the way you say it”: adapting the matched guise technique (MGT) to raise awareness of accentedness stereotyping effects among Swedish pre-service teachers	4
Developing an MLA-test for young learners – insights from measurement theory and language testing	4
CFL learners’ real-time processing of Chinese radicals: an eye-tracking study	4
Changeability of pre-service teachers’ beliefs about multilingualism: a person- and transition-centered approach	4
Working with teachers to disrupt Anglonormativity: a reflective account from the South	4