| Do language learning strategies need to be self‐directed? Disentangling strategies from self‐regulated learning N Thomas, H Rose Tesol Quarterly 53 (1), 248-257, 2019 | 114 | 2019 |
| Language learning strategy research in system: looking back and looking forward LJ Zhang, N Thomas, TL Qin System 84, 87-92, 2019 | 108 | 2019 |
| English medium instruction: teachers’ challenges and coping strategies JKH Pun, N Thomas ELT Journal 74 (3), 247-257, 2020 | 73 | 2020 |
| Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China J An, N Thomas Linguistics and Education 65, 100972, 2021 | 40 | 2021 |
| Manipulating texture and cohesion in academic writing: A keystroke logging study NEJA Bowen, N Thomas Journal of Second Language Writing 50, 100773, 2020 | 37 | 2020 |
| Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings N Thomas, H Rose, P Pojanapunya Applied linguistics review 12 (2), 353-369, 2021 | 31 | 2021 |
| A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies N Thomas, NEJA Bowen, H Rose System 103, 102619, 2021 | 29 | 2021 |
| Legitimising teacher identity: Investment and agency from an ecological perspective NEJA Bowen, N Satienchayakorn, M Teedaaksornsakul, N Thomas Teaching and Teacher Education 108, 103519, 2021 | 28 | 2021 |
| Exploring feedback and regulation in online writing classes with keystroke logging NEJA Bowen, N Thomas, N Vandermeulen Computers and Composition 63, 102692, 2022 | 25 | 2022 |
| Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School J Pun, N Thomas, NEJA Bowen Sustainability 14 (4), 2168, 2022 | 17 | 2022 |
| A systematic review of the core components of language learning strategy research in Taiwan N Thomas, NEJA Bowen, BL Reynolds, C Osment, JKH Pun, ... English Teaching & Learning 45 (3), 355-374, 2021 | 15 | 2021 |
| Building on Dewaele’s (2018) L1 versus LX Dichotomy: The Language-Usage-Identity State Model N Thomas, C Osment Applied Linguistics 41 (6), 1005-1010, 2020 | 15 | 2020 |
| Resilience in the face of emergency remote teaching: EAL pupils’ experiences during the COVID‐19 pandemic N Thomas, G Lucski, E McCulloch TESOL Journal 12 (2), 2021 | 14 | 2021 |
| The third wind of language learning strategies research N Thomas, H Rose, AD Cohen, XA Gao, A Sasaki, ... Language Teaching 55 (3), 417-421, 2022 | 12 | 2022 |
| Incidental L2 vocabulary learning: Recent developments and implications for future research N Thomas University of Hawaii National Foreign Language Resource Center 32 (1), 49-60, 2020 | 11 | 2020 |
| Idea Sharing: Are Analytic Assessment Scales More Appropriate than Holistic Assessment Scales for L2 Writing and Speaking?. N Thomas PASAA: Journal of Language Teaching and Learning in Thailand 59, 236-251, 2020 | 9 | 2020 |
| Practitioners respond to Michael Swan's ‘Applied Linguistics: A consumer's view’ N Thomas, P Brereton Language Teaching 52 (2), 275-278, 2019 | 8 | 2019 |
| Teaching L2 Speaking: Recommending a Holistic Approach N Thomas REFLections 26 (1), 134-145, 2019 | 3 | 2019 |
| Sloganization in Language Education Discourse: Conceptual Thinking in the Age of Academic Marketization. Barbara Schmenk, Stephan Breidbach, and Lutz Küster (Eds.). Mutilingual … N Thomas System 85, 102129, 2019 | 2 | 2019 |
| Anna Uhl Chamot and Vee Harris (eds): Learning Strategy Instruction in the Language Classroom: Issues and Implications N Thomas Applied Linguistics 43 (4), 829-832, 2022 | 1 | 2022 |
