OOIR: Observatory of International Research

Papers

(The H4-Index of Language Teaching Research is 26. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	123
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	90
Notes on Contributors	76
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	55
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	53
Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning	49
A comparative study of Spanish discourse marker use among Chinese learners: associations with language proficiency and study abroad experience	47
Synchronous computer-mediated communication and task-based learning in the EFL classroom	45
The interplay between corrective feedback timing and foreign language anxiety in L2 development	42
Comparing different L3s and factors that affect motivation to learn LOTEs	40
Unraveling the effects of task type and proficiency level on second language learner engagement	39
The effects of machine translation (MT) use on the writing quality and perceptions of L2 writers across proficiency levels: A longitudinal examination	39
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	38
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	35
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	35
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	32
Approaches to Boost Foreign Language Learners’ Positive Emotions: A Qualitative Study on Learners’ and Teachers’ Perspectives in the Modern Foreign Language Context in England	32
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	31
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	28
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	27
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	27
Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context, considering gender and proficiency level	26
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	26
Notes on contributors	26
Noticing, models, written recasts, the sociocognitive-transformative approach, and EFL writing: Complexity, accuracy, and fluency	26

The interplay between foreign language enjoyment and willingness to communicate among tertiary CSL learners: The mediating roles of growth language mindset and classroom environment