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 2021-02-01 to 2025-02-01.)

Article	Citations
Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing	230
Incorporating iterative continuation tasks into EFL writing courses	200
Torn between socio-political mandates and professional identity: Teachers’ collaborative reflection on their identity tensions	73
Arab Israeli EFL teachers’ perceptions and practices vis-à-vis teaching higher-order thinking skills: A complicated relationship	68
Interthinking in asynchronous online talk: A study of Hong Kong English as a second language learners	51
Vocabulary, corrective feedback and intervention studies	51
To impart knowledge or to adhere to policy: Unpacking language ideologies and practices in Chinese EMI courses through a translanguaging lens	49
The impact of altruism on the emotions and English summary writing skills of L2 learners: An intervention study in light of positive psychology	49
Achievement goals, emotions and willingness to communicate in EFL learning: Combining variable- and person-centered approaches	45
Gestures as scaffolding for L2 narrative recall: The role of gesture type, task complexity, and working memory	35
Statistical learning of L2 lexical bundles through unimodal, bimodal, and multimodal stimuli	32
Student engagement with teacher oral feedback in EFL university classrooms	30
Notes on Contributors	30
Evaluating the impact of spaced practice using computer-assisted language learning (CALL) on vocabulary learning in the classroom	27
Notes on Contributors	27
High variability phonetic training facilitates categorical perception of Mandarin lexical tones in L2 older adults: A link to auditory processing	27
Writing fluency instructional practices for college-level multilinguals in a U.S. intensive writing course: From an activity theory perspective	27
Emblematic gestures learning in Spanish as L2/FL: Interactions between types of gestures and tasks	26
Metalinguistic explanations and their impact on incidental grammar acquisition: An eye-movement study	26
Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study	26
Fluency development through freewriting and transfer to other more structured tasks	25
Learning specialized vocabulary in the second language: Does transfer from the first language help?	23
Variable effects of speakers’ visual cues and accent on L2 listening comprehension: A mixed-methods approach	23
The relationships between spoken and written input beyond the classroom and young EFL learners’ proficiency	23
An ecological inquiry into the identity formation of a novice TESOL research mentor: Critical autoethnographic narratives in focus	22

Exploring English language teachers’ beliefs about future readiness: Developing pedagogical practices for the 21st century	21
EFL learners’ versus instructors’ attributions of success and failure factors: A complexity theory perspective	21
What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status	21
Dynamic positioning in identity development: Case studies of Chinese university English language teachers	20
Motivational intensity and self-perceived Chinese language proficiency: A moderated mediation model of L2 enjoyment and boredom	19
Foreign language anxiety and self-disclosure in online university French classes	18
Public primary school teachers’ perceptions and assessment of young learners’ engagement	18
The impact of a critical fiction analysis based on using augmented reality technology on developing students’ critical thinking and critical writing at Tabuk University	18
Nothing ventured, nothing gained: The impact of enjoyment and boredom on willingness to communicate in online foreign language classrooms	18
The effects of pre-task explicit instruction on L2 oral self-repair behaviour	18
EMI as a problem, a right or a resource: Exploring misalignments in stakeholders’ views at one university in Taiwan	17
Comparing different L3s and factors that affect motivation to learn LOTEs	17
The effects of reference of comparison (self-referential vs. normative) and regulatory focus (promotion vs. prevention) feedback on EFL learners’ willingness to communicate	17
Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain	17
Pushing vocabulary knowledge from receptive to productive mastery: Effects of task type and repetition frequency	16
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill	16
More than migrants? Representations of wo/men of colour in Dutch language textbooks	16
Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level	15
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era	15
Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs	14
Debate pedagogy as a conducive environment for L2 argumentative essay writing	14
Effects of participation in an online intercultural exchange on drivers of L2 learning motivation	14
Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices	14
Notes on contributors	14
Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers	13
Communication and the student experience in the time of Covid-19: An autoethnography	13
Measuring depth of academic vocabulary knowledge	13
Exploring emotions in language learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course	13
Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme	13
Translating Willingness to Communicate into Learner Talk in a Chinese as a Foreign Language (CFL) Classroom	13
Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation	13
Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction	13
Practicing to sing in chorus: Challenges and opportunities of collaborative inquiry-based learning in an Iranian EFL secondary school context	13
Enhancing L2 sound learning through the integration of audio-visual information: Phonetic training in the classroom	12
Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT)	12
Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers	12
The interplay between corrective feedback timing and foreign language anxiety in L2 development	12
Technology-mediated tasks for the development of L2 pragmatics	12
Second language pedagogy: Learners and teachers	11
Promoting L2 writing development via a concept-based approach to teaching genre: A sociocultural intervention study in Chinese EFL writing classrooms	11
Comparing traditional and task-based approaches to teaching pragmatics: Task design processes and learning outcomes	11
Exploring phonetic cues to persuasive oral presentation: A study with British English speakers and English L2 learners	11
Psychometric properties of a self-efficacy scale for English language learners in Vietnam	11
A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary	10
Applying cognitive linguistics to teaching Chinese classifiers: Evidence from teaching Chinese as a heritage language in Germany	10
The limited effects of visual and audio modalities on second language listening comprehension	10
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model	10
Parental involvement and children’s L2 learning motivation and engagement: A person-centered approach	10
Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research	10
A posthumanist orientation and cross-national, online bilingual digital storytelling	10

The models of co-teaching and a spectrum for assessing collaboration: Examining English language co-teaching practices in South Korea	10
A study of the effect of multimodal input on vocabulary acquisition: Evidence from online Chinese language learners	10
Pre-service Chinese language teachers’ conceptions of assessment: A person-centered perspective	10
A Q method study on Turkish EFL learners’ perspectives on the use of AI tools for writing: Benefits, concerns, and ethics	10
An analysis of pragmatic content in EFL textbooks for young learners in Croatia	9
Social psychological accounts of peer emotion transfer in EFL classrooms: A doubly latent multilevel analysis	9
L1 mediation in Chinese English learners’ mental lexicon: Evidence from word association tests	9
Processing instruction with structured/unstructured output: Does it make any changes in automatic/non-automatic explicit grammar knowledge?	9
Structured instructional design for integrated language skill development: College students’ perspectives on collaborative reading-to-write activities using a cloud-based tool	9
Synchronous computer-mediated communication and task-based learning in the EFL classroom	9
Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence	9
Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment	8
Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education	8
The effects of motivational dispositions on oral L2 task emotions and performance: A regulatory focus perspective	8
The role of modality and working memory capacity in L2 production	8
Notes on contributors	8
Whose English should be talked and taught? Views from international English teachers in Thai higher education	8
Developing crosslinguistic awareness through plurilingual consciousness-raising tasks	8
Salience in EFL speakers’ perceptions of formality: (In)formal greetings and address forms combined with (in)formal nouns, verbs, and adjectives	8
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective	8
Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization	8
Notes on Contributors	8
The effectiveness of second-language listening strategy instruction: A meta-analysis	8
Exploring mono/multilingual practices on the CELTA course: What trainers say	8
Teachers’ practices of proactive and reactive classroom management strategies and the relationship to their self-efficacy	8
The associations between individual differences in language aptitude and working memory, and the effectiveness of input and output based instruction	8
A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness	7
A situated examination of the complex dynamic nature of L2 listening in EMI	7
When big ideas meet critical thinking in lesson study: Insights from a pre-service language teacher education course	7
Self-efficacy and professional development of Chinese language teachers in North Carolina secondary schools	7
Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships	7
Collaborative learning between Chinese and international students in an English as a medium of instruction environment: Friend or foe?	7
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates	7
Analysing the use of particle verbs in German as a foreign language: Unproductive particle separation and a proposal for a data-driven learning intervention	7
The contribution of guessing from context and dictionary use to receptive and productive vocabulary knowledge: A structural equation modeling approach	7
Student teachers’ experience with improvisation activities for spontaneous speech practice in English	7
EFL students’ profiles of English reading self-efficacy: Relations with reading enjoyment, engagement, and performance	7
Motivational profiles of EFL learners: A person-centered approach to uncovering gender differences	7
The foreign-accentedness, comprehensibility, and intelligibility of L2 Arabic speech	7
Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?	7
Test preparation pedagogy for international study: Relating teacher cognition, instructional models and academic writing skills	7
Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency	7
The effects of Processing Instruction on the acquisition and processing of grammatical gender in German	7
Identity position and pedagogical agency negotiation in teaching EAP writing: A case study	7
Referencing word and phrase lists in an online vocabulary notebook	7
When we learn together: Teachers and students as co-practitioners of learning and living through exploratory practice	7
Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration	7
A hierarchical clustering analysis of classroom emotional profiles of Grade-4-to-5 EFL learners: Classroom emotions, motivation, family backgrounds, and proficiency development	6
Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour	6
Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making	6
Lexical coverage in dialogue listening	6
Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis	6
The effects of proactive form-focused instruction and individual differences on second language acquisition	6
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity	6
Reconciling opposites to reach compromise during ELT textbook development	6
The effects of topic familiarity on emotionality and linguistic complexity in EAP writing	6
Fluency development in an EFL setting: A one-semester study	6
A poetic inquiry into a Japanese pre-service teacher’s English language learning trajectory: Pedagogical and methodological implications for teacher education	6
Notes on Contributors	6
Motivational languaging intervention for L2 learners: The differential effect of individual and group writing	6
Does writing words in notes contribute to vocabulary learning?	6
An investigation into English majors’ self-regulated writing strategies in an online learning context	6
‘The wisdom of crowds’: When teacher judgments outperform word-frequency as a predictor of students’ vocabulary knowledge	6
Teachers’ perceptions of linguistic mediation in the curriculum for advanced English in Madrid secondary schools	6
Integrating Chinese cultural elements in senior high school English textbooks: A comparative study	6
Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China	6
Students’ performance and English as a medium of instruction: Do students learn less?	6
L2 vocabulary learning in a mixed-proficiency community-engaged program: Designing vocabulary instruction for college students	6
Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods	6
Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers	6
Exploring the relations among foreign language enjoyment, ideal L2 self, grit, and growth mindset in EFL learners: A cross-lagged analysis	6
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty	6