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

Article	Citations
Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages	103
A person-specific perspective on the dynamics of anxiety in foreign language learning: A dynamic P-technique factor analysis	39
English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception	34
Review of Understanding formulaic language: A second language acquisition perspective; Editors: Anna Siyanova-Chanturia, Ana Pellicer-Sánchez; Publisher: Routledge, 2019; ISBN: 9781138634978; Pages: 2	33
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools	30
Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks	25
Directed motivational currents: A systematic review	25
Editorial: Introduction to the special issue on teaching English reading and writing to young learners	25
Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks	20
Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable	20
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing	19
Learner variables in the development of intercultural competence: A synthesis of home and study abroad research	15
The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves	13
Foundational principles of task-based language teaching	13
Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds	13
Exploring collocation development in L2 German from students’ perspective: A contrasting case study	13
Heritage language identity matters: Tracing the trajectory of a Chinese heritage mother and contested Chinese dual language bilingual education	12
Investigating EFL children’s task motivation concerning the use of models as written corrective feedback	11
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico	11
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system	11
Relative complexity in a model of word difficulty: The role of loanwords in vocabulary size tests	10
The effects of implicit corrective feedback on production of lexical stress in L2 English	9
Listener perception of appropriateness of L1 and L2 refusals in English	7
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020	7
An ecological perspective on the flow of compassion among Iranian learners of English as a foreign language	7

Reviewers for Volume 14/2024	7
The impact of input, input repetition, and task repetition on L2 lexical use and fluency in speaking	6
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective	6
Introduction to the special issue on Introducing bibliometrics in applied linguistics	6
Research on the learning/teaching of L2 listening: A bibliometric review and its implications	5
Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals	5
Language learners’ emotion regulation and enjoyment in an online collaborative writing program	5
A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China	5
Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks	5
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop	5
Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives	4
Editorial	4
Exploring the psychometric properties of the Grammar Learning Strategy Inventory in the Chinese EFL context	4
Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension	4
Another look at boredom in language instruction: The role of the predictable and the unexpected	4
“Profesora is doing a great job!” or “Online learning sucks”: The relationship between students’ profiles and online language learning	4
Dialogic investigations: Motivation in Japanese language learning	4
Editorial	4
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout	4
Modeling quality and prestige in applied linguistics journals: A bibliometric and synthetic analysis	4
Taking stock: A meta-analysis of the effects of foreign language enjoyment	4
Editorial	4
A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies	3
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university	3
The gender factor in the perception of English segments by non-native speakers	3
Second language psychological speaking and listening needs: Scale development, symbiosis, and demographic differences	3
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding	3
SLA as an interdiscipline: A bibliometric study	3
Modelling trait and state willingness to communicate in a second language: An experience sampling approach	3
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes	2
Modified output and metalanguage during conversational interaction: A qualitative look at interactional feedback	2
How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension	2
How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments	2
Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA	2
Potential sources of foreign language learning boredom: A Q methodology study	2
Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice	2
A state-of-the-art review of distribution-of-practice effects on L2 learning	1
The role of cognitive individual differences in digital versus pen-and-paper writing	1
Collaboration network of applied linguistics research articles with different methodological orientations	1
“Nonnative? Next!” Native-speakerism in world language job advertisements	1
Recast frequency and the acquisition of English articles in a computer-mediated context	1
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study	1
When to switch captions off? Exploring the effects of L2 proficiency and vocabulary knowledge on comprehension of captioned and uncaptioned TV	1
Investigating academic achievement of English medium instruction courses in Turkey	1
Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement	1
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach	1
Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?	1
Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings	1
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors	1
Introduction to the special issue on English medium instruction: Areas of research needing urgent attention	1

Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness	1
Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning	1
CEFR-informed learning, teaching and assessment: A practical guide	1