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h5 指数:41
h5 中位数:58

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

#10 Foreign Language Learning

标题/作者	引用次数	年份
Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change J Han, P Hiver Journal of Second Language Writing 40, 44-59	162	2018
Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? LS Teng, LJ Zhang Journal of Second Language Writing 48, 100701	156	2020
Synchronous and asynchronous teacher electronic feedback and learner uptake in ESL composition E Ene, TA Upton Journal of Second Language Writing 41, 1-13	134	2018
Investigating written corrective feedback:(Mis) alignment of teachers’ beliefs and practice SS Mao, P Crosthwaite Journal of Second Language Writing 45, 46-60	130	2019
Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course R Negretti, L McGrath Journal of Second Language Writing 40, 12-31	112	2018
Syntactic complexity and writing quality in assessed first-year L2 writing JE Casal, JJ Lee Journal of Second Language Writing 44, 51-62	109	2019
Translingualism revisited: Language difference and hybridity in L2 writing J Gevers Journal of Second Language Writing 40, 73-83	106	2018
Assessing digital multimodal composing in second language writing: Towards a process-based model CA Hafner, WYJ Ho Journal of Second Language Writing 47, 100710	103	2020
Digital multimodal composing and investment change in learners' writing in English as a foreign language L Jiang Journal of Second Language Writing 40, 60-72	90	2018
Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes: An analysis of journal submission guidelines J McKinley, H Rose Journal of Second Language Writing 42, 1-11	89	2018
Analysis of the empirical research in the journal of second language writing at its 25th year (1992–2016) M Riazi, L Shi, J Haggerty Journal of Second Language Writing 41, 41-54	82	2018
Exploring student engagement with peer feedback on L2 writing Y Fan, J Xu Journal of Second Language Writing 50, 100775	66	2020
Developing an authorial voice in PhD multilingual student writing: The reader’s perspective J Morton, N Storch Journal of Second Language Writing 43, 15-23	65	2019
English language teaching of attitude and emotion in digital multimodal composition L Unsworth, KA Mills Journal of Second Language Writing 47, 100712	64	2020
The associations between working memory and the effects of four different types of written corrective feedback S Li, S Roshan Journal of Second Language Writing 45, 1-15	63	2019
Anguish and anxiety, stress and strain: Attending to writers’ stress in the dissertation process L Russell-Pinson, ML Harris Journal of Second Language Writing 43, 63-71	62	2019
Translingualism≠ code-meshing: A response to Gevers’“Translingualism revisited”(2018) BR Schreiber, M Watson Journal of Second Language Writing 42, 94-97	62	2018
Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers J Lim, C Polio Journal of Second Language Writing 47, 100713	61	2020
Development of metalanguage for multimodal composing: A case study of an L2 writer’s design of multimedia texts D Shin, T Cimasko, Y Yi Journal of Second Language Writing 47, 100714	60	2020
Effects of teacher-scaffolded and self-scaffolded corrective feedback compared to direct corrective feedback on grammatical accuracy in English L2 writing JA Boggs Journal of Second Language Writing 46, 100671	59	2019

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