OOIR: Observatory of International Research

Papers

(The median citation count of Studies in Second Language Learning and Teaching is 2. 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 2020-03-01 to 2024-03-01.)

Article	Citations
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions	83
Taking stock: A meta-analysis of the effects of foreign language enjoyment	53
Expanding the theoretical base for the dynamics of willingness to communicate	37
Dynamic properties of language anxiety	28
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout	25
Another look at boredom in language instruction: The role of the predictable and the unexpected	22
Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks	21
Potential sources of foreign language learning boredom: A Q methodology study	20
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes	19
Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension	18
Task repetition and collaborative writing by EFL children: Beyond CAF measures	16
High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion	15
Second language listening comprehension: The role of anxiety and enjoyment in listening metacognitive awareness	14
Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency	13
Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice	12
The dynamism of strategic learning: Complexity theory in strategic L2 development	11
Investigating academic achievement of English medium instruction courses in Turkey	11
Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA	11
Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?	10
A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners	10
Through the looking glass of student perception: How foreign language students see teacher trait emotional intelligence and why it matters	9
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico	9
Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education	9
Directed motivational currents: A systematic review	9
“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	9

How do differences in exposure affect English language learning? A comparison of teenagers in two learning environments	9
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding	8
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university	6
The use of refusal strategies in interlanguage speech act performance of Korean and Norwegian users of English	6
Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs	6
Topic familiarity and story continuation in young English as a foreign language learners’ writing tasks	5
Working memory and second language development: A complex, dynamic future?	5
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study	5
Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension	5
On the fractal nature of complex syntax and the timescale problem	5
A state-of-the-art review of distribution-of-practice effects on L2 learning	5
A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China	5
Gender differences in foreign language classroom anxiety: Results of a meta-analysis	5
My many selves are still me: Motivation and multilingualism	5
Further exploring the dynamicity, situatedness, and emergence of the self: The key role of context	5
Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships	4
Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives	4
Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system	4
Examining the role of English language proficiency, language learning anxiety, and self-regulation skills in EMI students’ academic success	4
Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language	4
The gender factor in the perception of English segments by non-native speakers	4
Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals	4
The interface between task-modality and the use of previously known languages in young CLIL English learners	4
Learner- vs. expert-constructed outlines: Testing the associations with L2 text comprehension and multiple intelligences	4
Language learners’ emotion regulation and enjoyment in an online collaborative writing program	4
EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction	3
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors	3
Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds	3
The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading	3
WCF processing in the L2 curriculum: A look at type of WCF, type of linguistic item, and L2 performance	3
Introduction to the special issue on English medium instruction: Areas of research needing urgent attention	3
When time matters: Mechanisms of change in a mediational model of foreign language playfulness and L2 learners’ emotions using latent change score mediation model	3
Vocabulary development in a CLIL context: A comparison between French and English L2	3
A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing	3
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
Editorial: Introduction to the special issue on teaching English reading and writing to young learners	2
Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement	2
The role of cognitive individual differences in digital versus pen-and-paper writing	2
English medium instruction (EMI) in Moroccan secondary schools: Science teachers’ perception	2
Creative writing for publication: An action research study of motivation, engagement, and language development in Argentinian secondary schools	2
Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners	2
Developments in classroom-based research on L2 writing	2
Oral English performance in Danish primary school children: An interactional usage-based approach	2
Unraveling EMI as a predictor of English proficiency in Vietnamese higher education: Exploring learners’ backgrounds as a variable	2
Let’s get positive: How foreign language teaching enjoyment can create a positive feedback loop	2
Reexamining feedback on L2 digital writing	2
Editorial	2
Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020	2