OOIR: Observatory of International Research

Papers

(The median citation count of Studies in Second Language Learning and Teaching is 1. 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
Taking stock: A meta-analysis of the effects of foreign language enjoyment	91
Potential sources of foreign language learning boredom: A Q methodology study	34
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout	34
Another look at boredom in language instruction: The role of the predictable and the unexpected	30
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes	25
Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness	22
Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?	20
Investigating academic achievement of English medium instruction courses in Turkey	20
Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA	20
High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion	19
Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension	19
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach	18
Gender differences in foreign language classroom anxiety: Results of a meta-analysis	15
Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency	14
Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success	13
Directed motivational currents: A systematic review	13
How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments	13
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding	13
“I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages	12
Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension	11
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico	11
Language learners’ emotion regulation and enjoyment in an online collaborative writing program	10
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model	9
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop	8
On the fractal nature of complex syntax and the timescale problem	8

Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives	7
The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English	7
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university	7
WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance	7
A state-of-the-art review of distribution-of-practice effects on L2 learning	6
Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals	6
Introduction to the special issue on English medium instruction: Areas of research needing urgent attention	5
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system	5
A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China	5
Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire	5
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors	5
Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks	5
Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement	5
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study	5
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020	5
Shifting focus through a small lens: Discursive and introspective perspectives on the emergence of L2 study emotions	4
Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships	4
Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable	4
Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds	4
Reexamining feedback on L2 digital writing	4
The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context	4
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing	4
The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading	4
“A smooth transition or a giant leap?” The challenges posed by the transition from secondary education to higher education in relation to EMI in Sri Lanka	4
The gender factor in the perception of English segments by non-native speakers	4
Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks	4
Editorial: Introduction to the special issue on conducting research syntheses on individual differences in SLA	3
English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception	3
The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis	3
The role of cognitive individual differences in digital versus pen-and-paper writing	3
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools	3
Developments in classroom-based research on L2 writing	3
Introduction to the special issue on Introducing bibliometrics in applied linguistics	3
Learner variables in the development of intercultural competence: A synthesis of home and study abroad research	2
The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class	2
Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252	2
Interaction in written texts: A bibliometric study of published research	2
Are enjoyment, anxiety and attitudes/motivation different in English foreign language classes compared to LOTE classes?	2
Editorial: Introduction to the special issue on teaching English reading and writing to young learners	2
Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view	2
Collaboration network of applied linguistics research articles with different methodological orientations	2
Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis	1
Specialized vocabulary across languages: The case of traditional Chinese medicine	1
Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings	1
Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences	1
Research on the learning/teaching of L2 listening: A bibliometric review and its implications	1
The effectiveness of comprehension-based visual arts instruction and production-based flashcard instruction in young English language learners’ vocabulary acquisition and retention	1
Exploring learners’ understanding of technical vocabulary in Traditional Chinese Medicine	1
The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence	1
Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice	1

A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies	1
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English	1
The use of lexical retrieval strategies by creative second language learners: A computational analysis of clustering and switching	1
Timing of form-focused instruction: Effects on EFL learners’ grammar learning	1
Modelling trait and state willingness to communicate in a second language: An experience sampling approach	1
The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking	1