OOIR: Observatory of International Research

Papers

(The TQCC of Language Teaching Research is 6. 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 2020-10-01 to 2024-10-01.)

Article	Citations
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes	187
Engagement in language learning: A systematic review of 20 years of research methods and definitions	166
The wellbeing of language teachers in the private sector: An ecological perspective	73
Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme	71
Boredom in online English language classes: Mediating variables and coping strategies	67
Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables	51
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	45
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC	41
A longitudinal study of foreign language anxiety and enjoyment	41
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing	40
Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts	38
How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation	37
The flipped classroom in second language learning: A meta-analysis	36
Towards an understanding of translanguaging in EMI teacher education classrooms	34
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach	30
A longitudinal study of foreign language enjoyment and boredom: A latent growth curve modeling	28
The affordances of iPad for constructing a technology-mediated space in Hong Kong English medium instruction secondary classrooms: A translanguaging view	27
Exploring fluctuations in the relationship between learners’ positive emotional engagement and their interactional behaviours	27
Representation of cultures and communities in a global ELT textbook: A diachronic content analysis	26
The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy	23
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension	23
To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task	22
Autonomy of English language learners: A scoping review of research and practice	21
‘English-only’ English medium instruction: Mixed views in Thai and Vietnamese higher education	21
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication	21

‘Let emotion ring’: An autoethnographic self-study of an EFL instructor in Wuhan during COVID-19	20
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	20
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	19
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	19
Self-determination mini-theories in second language learning: A systematic review of three decades of research	19
Task-induced involvement load, vocabulary learning in a foreign language, and their association with metacognition	18
Investigating grit in second language learning: The role of individual difference factors and background variables	18
Applying control-value theory for examining multiple emotions in L2 classrooms: Validating the Achievement Emotions Questionnaire – Second Language Learning	18
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	18
English learners’ readiness for online flipped learning: Interrelationships with motivation and engagement, attitude, and support	18
Foreign language anxiety and achievement: A study of primary school students learning English in China	17
Development of second language speech fluency in foreign language classrooms: A longitudinal study	17
The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views	17
Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement	17
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals	16
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom	16
Constraints on innovation in English language teaching in hinterland regions of China	15
An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence	15
Understanding EFL teachers’ wellbeing: An activity theoretic perspective	15
Intercultural teaching approaches and practices of Chinese teachers in English education: An exploratory mixed methods study	14
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	14
Revisiting the effectiveness of study abroad language programs: A multi-level meta-analysis	13
A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context	13
Professional development for science and engineering professors offering English-medium instruction	13
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	13
Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks	13
Relationships between Chinese university EFL learners’ academic emotions and self-regulated learning strategies: A structural equation model	13
The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students	13
The effects of four instructional strategies on English learners’ English reading comprehension: A meta-analysis	13
A practitioner study on the implementation of strategy instruction for boredom regulation	13
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	13
The effectiveness of second-language listening strategy instruction: A meta-analysis	12
L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?	12
Technology-mediated tasks for the development of L2 pragmatics	12
Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors	12
From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives	12
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	12
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge	12
An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency	11
Grammar teaching in ELT: A cross-national comparison of teacher-reported practices	11
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	11
COVID-19 and the pre-existing language teacher supply crisis	11
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	11
What do second language speakers really need for real-world interaction? A needs analysis of L2 Chinese interactional competence	11
Learner-generated content and the lexical recall of beginning-level learners of Chinese as a foreign language	11
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective	11
Emotion, motivation and willingness to communicate in the language learning experience: A comparative case study of two adult ESOL learners	10
Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university	10
Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development	10
‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective	10

Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation	10
The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis	10
‘May I do something for you?’: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning	10
Effectiveness of written corrective feedback in developing L2 accuracy: A Bayesian meta-analysis	10
Conceptualizing self-regulated reading-to-write in ESL/EFL writing and investigating its relationships to motivation and writing competence	9
Investigating the contribution of L1 fluency, L2 initial fluency, working memory and phonological memory to L2 fluency development	9
Teaching the pragmatics of English as an international language: A focus on pragmatic markers	9
L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis	9
Secondary school students’ enjoyment of English private tutoring: An L2 motivational self perspective	9
Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective	9
Implementation of translingual pedagogies in EAL writing: A systematic review	9
Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement	9
Are think-alouds reactive? Evidence from an L2 written corrective feedback study	9
Effects of teacher intervention and type of peer feedback on student writing revision	8
Effects of the 4/3/2 activity revisited: Extending Boers (2014) and Thai & Boers (2016)	8
Providing vs. receiving peer feedback: Learners’ beliefs and experiences	8
Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies	8
Measuring depth of academic vocabulary knowledge	8
Epilogue: Intercultural dialogue, the arts, and (im)possibilities	8
The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication	8
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	8
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	8
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	8
Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task	8
Effect sizes in quantitative and qualitative research	8
Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training	8
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods	8
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	8
Can willingness to communicate, communication in English anxiety, behavioural inhibition and behavioural action predict perceived L2 fluency?	7
Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and L2 student engagement	7
Researching learners’ perceptions: The use of the repertory grid technique	7
On the acquisition of complex classifier constructions by L2 learners of a sign language	7
The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence?	7
An exploration of the structural and colligational characteristics of lexical bundles in L1–L2 corpora for English language teaching	7
The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis	7
Reconciling opposites to reach compromise during ELT textbook development	7
Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom	7
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective	7
Effects of textual enhancement and task manipulation on L2 learners’ attentional processes and grammatical knowledge development: A mixed methods study	7
Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools	7
Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach	7
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	7
Do beliefs matter? The relationship between beliefs about peer feedback and peer feedback outcomes on pronunciation	7
Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project	7
Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity	7
Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates	6
Seeing teacher identity through teachers’ beliefs: Narratives of pre-service EFL teachers in China	6
A longitudinal study of formulaic sequence use in second language writing: Complex dynamic systems perspective	6
Influencing language mindsets and English writing competence through an EAP program: A longitudinal study with latent transition analysis	6
The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use	6
Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances	6
A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations	6
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	6
Three heads are better than one? Digital multimodal composition completed collaboratively versus individually	6
Flipping EFL low-proficiency students’ learning: An empirical study	6
Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school	6
Online journaling and language learning in intensive summer study abroad programs	6
Drama-in-teacher-education: A ‘metaxical’ approach for juxtaposing EFL teacher identity and tensions	6
Monolingual versus multilingual foreign language teaching: French and Arabic at beginning levels	6
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	6
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	6
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	6
The impact of explicit strategy instruction on EFL secondary school learners’ reading	6
Harnessing the musician advantage: Short-term musical training affects non-native cue weighting of linguistic pitch	6
Mapping reflexivity in situ: A multimodal exploration of negotiated textbook discourses in Korean university EFL classrooms	6
Effect of L2 exposure, length of study, and L2 proficiency on EFL learners’ receptive knowledge of form–meaning connection and collocations of high-frequency words	6
The influence of small groups on leader stability and task engagement in the language classroom	6
Understanding EFL university teachers’ synchronous online teaching belief change	6
The relationships between EFL learners’ anxiety in oral presentations, self-perceived pronunciation, and speaking proficiency	6
Adapting multiple-choice comprehension question formats in a test of second language listening comprehension	6