OOIR: Observatory of International Research

Papers

(The TQCC of Innovation in Language Learning and Teaching 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 2020-11-01 to 2024-11-01.)

Article	Citations
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model	68
How does teacher support contribute to learners’ grit? The role of learning enjoyment	53
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S.	38
Translanguaging in the development of EFL learners’ foreign language skills in Turkish context	33
Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability	33
Language learning affordances of Instagram and TikTok	26
To praise or not to praise? Examining the effects of ability vs. effort praise on speaking anxiety and willingness to communicate in EFL classrooms	26
English language teaching reforms in Vietnam: EFL teachers’ perceptions of their responses and the influential factors	20
The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university	19
The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge	18
Examining the domain-specificity of language mindset: a case of L2 reading comprehension	17
Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach	17
Intercultural communicative competence beliefs and practices of Iranian pre-service and in-service EFL teachers	15
Exploring pre-service language teachers’ mindsets using a sorting activity	14
Motivation, self-construal, and gender in project-based learning	13
The effectiveness of multimedia input on vocabulary learning and retention	12
Higher-proficiency students’ engagement with and uptake of teacher and Grammarly feedback in an EFL writing course	11
Measuring real-time learner engagement in the Japanese EFL classroom	10
Humor strategies in the foreign language class	10
A review of research on AR-supported language learning	10
Using screencasting to give feedback for academic writing	10
Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety	10
Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook	10
Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach	9
Developing a ‘Virtual Go mode’ on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study	9

Chatbot-based training on logical fallacy in EFL argumentative writing	9
Foreign language learner autonomy in online learning environments: the teachers’ perspectives	9
Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation	8
Contributions of a genre-based teacher education course to second language writing teachers’ cognitions	8
Prof-teaching: an English-medium instruction professional development program with a digital, linguistic and pedagogical approach	8
Mindsets and language-related problem-solving behaviors during interaction in the classroom	8
Integrating goal-setting and automated feedback to improve writing outcomes: a pilot study	7
Mindsets in language learning and teaching: an introduction to the special issue	7
Emotions in second language poetry writing: a poetic inquiry into Japanese EFL students’ language learning experiences	7
Implementing digital multimodal composing in L2 writing instruction: a focus on developing L2 student writers	7
Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions	7
Revolutionizing L2 speaking proficiency, willingness to communicate, and perceptions through artificial intelligence: a case of Speeko application	6
Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition	6
Modern foreign language learning: exploring the possible impact of parental experiences on student motivation	6
Metadiscourse use when shifting from L1 to EMI lecturing: implications for teacher training	6
Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan	6
Agency in conflict with contextual idiosyncrasies: implications for second language teacher identity construction	6
Teachers learn to use critical incidents as a professional development tool in teaching young English learners	5
Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic	5
Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study	5
Multimodal postcards to future selves: exploring pre-service language teachers’ process of transformative learning during one-year teacher education programme	5
‘I think it's boring if you now only speak English’: enhancing learner investment in EFL learning through the use of plurilingual tasks	5
Understanding motivation and classroom modes of regulation in collaborative learning: an exploratory study	5
Designing and providing inclusive ELT materials in times of the global pandemic: a Chilean experience	5
Motivation for learning EFL in Tunisia: an eclectic theoretical approach and a structural equation modeling approach	4
Materials development in flexible learning amid the pandemic: perspectives from English language teachers in a Philippine state university	4
Multimodality and pronunciation in ICLHE (Integration of Content and Language in Higher Education) training	4
L2 communicative competence analysis via synchronous computer-mediated communication (SCMC) as an alternative to formal classrooms	4
The coming of age of LMOOC research. A systematic review (2019-21)	4
OASIS: one resource to widen the reach of research in language studies	4
Language learning playware: a ‘playful learning’ approach to ELT materials development	4
Empowering students with authentic tasks to learn English beyond the classroom: a club-based model	4
Developing L2 speaking skills in English-medium EFL higher education	4
Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: the Turkish context	4