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h5 指数:37
h5 中位数:48

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2018-2022 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#14 Foreign Language Learning

标题/作者	引用次数	年份
The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy R Ruegg The Language Learning Journal 46 (2), 87-102	149	2018
The comprehending teacher: scaffolding in content and language integrated learning (CLIL) KR Mahan The Language Learning Journal 50 (1), 74-88	128	2022
Students’ perspective on the benefits of EFL literature education J Bloemert, A Paran, E Jansen, W van de Grift The Language Learning Journal 47 (3), 371-384	105	2019
Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents G Pujadas, C Muñoz The Language Learning Journal 47 (4), 479-496	104	2019
Exploring the relationship between productive vocabulary knowledge and second language oral ability T Uchihara, K Saito The Language Learning Journal 47 (1), 64-75	88	2019
Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences E Puimège, E Peters The Language Learning Journal 47 (4), 424-438	83	2019
L2 vocabulary learning and testing: the use of L1 translation versus L2 definition P Joyce The Language Learning Journal 46 (3), 217-227	76	2018
Explaining motivation in language learning: a framework for evaluation and research K Bower The Language Learning Journal 47 (5), 558-574	67	2019
Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China Y Liu, F Mishan, A Chambers The Language Learning Journal 49 (2), 131-146	63	2021
The measurement of implicit and explicit knowledge R Ellis, C Roever The Language Learning Journal 49 (2), 160-175	58	2021
The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation S Côté, C Gaffney The Language Learning Journal 49 (1), 105-116	57	2021
Multilingualism at the primary level in South Tyrol: how does multilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3? B Hofer, U Jessner The Language Learning Journal 47 (1), 76-87	56	2019
CLIL-ised EMI in practice: issues arising B Moncada-Comas, D Block The Language Learning Journal 49 (6), 686-698	56	2021
Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries L Pintado Gutiérrez The Language Learning Journal 49 (2), 219-239	54	2021
Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference? MM Suárez, F Gesa The Language Learning Journal 47 (4), 497-517	52	2019
CLIL and elitism: myth or reality? ML Pérez Cañado The Language Learning Journal 48 (1), 4-17	52	2020
The relationship between receptive and productive vocabulary knowledge: a perspective from vocabulary use in sentence writing HF Zhong The Language Learning Journal 46 (4), 357-370	51	2018
The history of language learning and teaching in Britain N McLelland The Language Learning Journal 46 (1), 6-16	49	2018
The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills K Forbes, L Fisher The Language Learning Journal 46 (2), 173-185	48	2018
The contribution of CLIL to learners’ international orientation and EFL confidence J Goris, E Denessen, L Verhoeven The Language Learning Journal 47 (2), 246-256	48	2019

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