OOIR: Observatory of International Research

Papers

(The TQCC of Applied Linguistics Review 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
Foreign language learning boredom: Conceptualization and measurement	104
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe	56
“I never make a permanent decision based on a temporary emotion”: unveiling EFL teachers’ perspectives about emotions in assessment	37
The relationships between young FL learners’ classroom emotions (anxiety, boredom, & enjoyment), engagement, and FL proficiency	35
A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success	30
Translanguaging design in a third grade Chinese Language Arts class	25
Epistemic injustice and neoliberal imaginations in English as a medium of instruction (EMI) policy	21
EMI in Chinese higher education: the Muddy water of ‘Englishisation’	20
“You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms	20
Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’	18
Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major	18
Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education	17
The mundanity of translanguaging and Aboriginal identity in Australia	16
Motivations to enrol in EMI programmes in China: an exploratory study	16
Learner-internal and learner-external factors for boredom amongst Chinese university EFL students	16
Foreign language peace of mind: a positive emotion drawn from the Chinese EFL learning context	15
A typology of secondary research in Applied Linguistics	15
Illuminating insights into subjectivity: Q as a methodology in applied linguistics research	14
English medium of instruction in Chinese higher education: a systematic mapping review of empirical research	14
How to kill two birds with one stone: EMI teachers’ needs in higher education in China	13
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms	12
What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019)	12
Choreographing linguistic landscapes in Singapore	12
Boredom in practical English language classes: a longitudinal confirmatory factor analysis-curve of factors model	12
Transl[iter]ating Dubai’s linguistic landscape: a bilingual translation perspective between English and Arabic against a backdrop of globalisation	11

Tourism, commodification of Dongba script and perceptions of the Naxi minority in the linguistic landscape of Lijiang: a diachronic perspective	11
A translanguaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programme	10
Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and	10
A latent profile analysis of L2 writing emotions and their relations to writing buoyancy, motivation and proficiency	10
Translanguaging as a decolonising approach: students’ perspectives towards integrating Indigenous epistemology in language teaching	10
The incentivisation of English medium instruction in Chinese universities: policy misfires and misalignments	9
The production and perception of Turkish evidentiality markers by Turkish-German returnees	9
Artificial intelligence and posthumanist translation: ChatGPT versus the translator	9
Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South	9
Observing a teacher’s interactional competence in an ESOL classroom: a translanguaging perspective	9
Deaf signing diversity and signed language translations	9
Hearing parents learning American Sign Language with their deaf children: a mixed-methods survey	8
English as a medium of instruction in Chinese higher education: looking back and looking forward	8
Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools	8
Why can’t I teach English? A case study of the racialized experiences of a female Ugandan teacher of English in an EFL context	8
Integrating translanguaging into assessment: students’ responses and perceptions	7
A systematic review of meta-analyses in second language research: current practices, issues, and recommendations	7
L2 university students’ motivational self system in English writing: a sociocultural inquiry	7
Chinese graduate students’ translanguaging practice in the context of academic writing in English	7
Young children’s language-based agency in multilingual contexts in Luxembourg and Israel	7
English-medium instruction and impact on academic performance: a randomized control study	7
Commodification or shared ownership? A case study of Chinese communities in the linguistic landscape of Bendigo	7
A scientometric analysis of applied linguistics research (1970–2022): methodology and future directions	7
Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program	7
Study abroad, language usage, and the development of multilingual identities: The case of 1.5 generation Korean–American students	6
The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers	6
Immersing learners in English listening classroom: does self-regulated learning instruction make a difference?	6
A think-aloud method of investigating translanguaging strategies in learning Chinese characters	6
“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher	6
Academic emotions in giving genre-based peer feedback: an emotional intelligence perspective	6
Examining the role of writing proficiency in students’ feedback literacy development	6
Towards an understanding of multilingual investment: multilingual learning experiences among mainland Chinese students in Hong Kong	6
Study abroad experiences count: Motivational profile of EFL listeners and its impact on top-down and bottom-up processing	5
Translanguaging in writing: a bilingual PhD student’s reflection	5
“Not a bad thing”: a commentary on translanguaging among Chinese bilinguals	5
Translanguaging pedagogies in developing morphological awareness: the case of Japanese students learning Chinese in China	5
Learning semantic and thematic vocabulary clusters through embedded instruction: effects on very young English learners’ vocabulary acquisition and retention	5
Effects of Group Dynamic Assessment on L2 Chinese learners’ literacy development: Learners’ responsiveness to interactive mediation	5
Opening the methodological black box of research synthesis in language education: where are we now and where are we heading?	5
Translanguaging in self-praise on Chinese social media	5
Facilitating learners’ participation through classroom translanguaging: comparing a translanguaging classroom and a monolingual classroom in Chinese language teaching	5
Creativity, criticality and translanguaging in assessment design: perspectives from Bangladeshi higher education	5
Using PowerPoint slides as a resource for coordinating understanding during presentation consultations at an L2 speaking center	5
Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom	5
Translingual English discrimination: loss of academic sense of belonging, the hiring order of things, and students from the Global South	5
Teacher resilience and triple crises: Confucius Institute teachers’ lived experiences during the Covid-19 pandemic	5
Communicating the cultural other: trust and bias in generative AI and large language models	5
Generative AI for professional communication training in intercultural contexts: where are we now and where are we heading?	4
Development and validation of the questionnaire on EFL students’ perceptions of authorial stance in academic writing	4
Culture machines	4

Written corrective feedback, learner-internal cognitive processes, and the acquisition of regular past tense by Chinese L2 learners of English	4
Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners	4
Policing language in the world of new work: the commodification of workplace communication in organizational consulting	4
Translanguaging practices of Chinese/English bilingual engineers’ communications in the workplace	4
The cognitive-conceptual, planning-organizational, affective-social and linguistic-discursive affordances of translanguaging	4
Towards interculturally adaptive conversational AI	4
Orienting to the language learner role in multilingual workplace meetings	4
Transidiomatic favela: language resources and embodied resistance in Brazilian and South African peripheries	4
Distribution and translation	4