| 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 | 142 | 2019 |
| Language learning strategy research in System: Looking back and looking forward LJ Zhang, N Thomas, TL Qin System 84, 87-92, 2019 | 133 | 2019 |
| English medium instruction: Teachers’ challenges and coping strategies JKH Pun, N Thomas ELT journal 74 (3), 247-257, 2020 | 100 | 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 | 55 | 2021 |
| Manipulating texture and cohesion in academic writing: A keystroke logging study NEJA Bowen, N Thomas Journal of Second Language Writing 50, 100773, 2020 | 48 | 2020 |
| 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 | 41 | 2021 |
| A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies N Thomas, NEJA Bowen, H Rose System 103, 102619, 2021 | 40 | 2021 |
| Exploring feedback and regulation in online writing classes with keystroke logging NEJA Bowen, N Thomas, N Vandermeulen Computers and Composition 63, 102692, 2022 | 39 | 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 | 37 | 2022 |
| 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 | 35 | 2021 |
| Vocabulary acquisition through viewing captioned and subtitled video: A scoping review and meta-analysis BL Reynolds, Y Cui, CW Kao, N Thomas Systems 10 (5), 133, 2022 | 33 | 2022 |
| 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 | 22 | 2022 |
| Towards deeper learning in EMI lectures: the role of English proficiency and motivation in students’ deep processing of content knowledge S Zhou, D Fung, N Thomas Journal of Multilingual and Multicultural Development, 1-16, 2023 | 21 | 2023 |
| 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 | 21 | 2021 |
| 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 | 19 | 2021 |
| Chinese pre-service English teachers’ beliefs about English as an international language (EIL) E Christou, N Thomas, J McKinley Journal of Multilingual and Multicultural Development 45 (10), 4166-4181, 2024 | 18 | 2024 |
| The key to self-regulated learning: A systematic approach to maximising its potential H Reinders, L Phung, S Ryan, N Thomas Oxford: Oxford University Press, 2023 | 17 | 2023 |
| 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 | 17 | 2020 |
| 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 | 16 | 2020 |
| To survive or to thrive? Synthesizing the narrative trajectories of students’ self-regulated listening practice in an EMI transnational higher education context S Zhou, N Thomas Language and Education 39 (1), 270-289, 2023 | 13 | 2023 |