OOIR: Observatory of International Research

Papers

(The H4-Index of Language Teaching Research is 24. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Language exposure and English digital reading achievement in East Asia: Examining the role of students’ socioeconomic status	125
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	110
Notes on Contributors	82
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	72
Student engagement with teacher oral feedback in EFL university classrooms	66
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	59
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	48
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	48
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	44
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	39
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	38
A comparative study of Spanish discourse marker use among Chinese learners: associations with language proficiency and study abroad experience	37
Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning	37
Unraveling the effects of task type and proficiency level on second language learner engagement	37
Synchronous computer-mediated communication and task-based learning in the EFL classroom	35
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	34
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	33
Comparing different L3s and factors that affect motivation to learn LOTEs	31
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	30
Notes on contributors	28
The interplay between corrective feedback timing and foreign language anxiety in L2 development	28
Exploring the relationship between mindfulness and second language writing anxiety in the Bangladeshi EFL context, considering gender and proficiency level	26
Conceptualizing and enhancing student engagement through technology: Perspectives from foreign language teachers in Estonia	26
Noticing, models, written recasts, the sociocognitive-transformative approach, and EFL writing: Complexity, accuracy, and fluency	26
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	24