Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Extensive Reading in the Second Language Classroom
1998756 citationsWilly A. Renandya, George M. Jacobs et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by George M. Jacobs
Since
Specialization
Citations
This map shows the geographic impact of George M. Jacobs's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by George M. Jacobs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites George M. Jacobs more than expected).
Fields of papers citing papers by George M. Jacobs
This network shows the impact of papers produced by George M. Jacobs. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by George M. Jacobs. The network helps show where George M. Jacobs may publish in the future.
Co-authorship network of co-authors of George M. Jacobs
This figure shows the co-authorship network connecting the top 25 collaborators of George M. Jacobs.
A scholar is included among the top collaborators of George M. Jacobs based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with George M. Jacobs. George M. Jacobs is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Jacobs, George M., et al.. (2020). Infusing Cooperative Learning in Distance Education.. Teaching English as a Second or Foreign Language--TESL-EJ. 24(1).8 indexed citations
6.
Renandya, Willy A., Stephen Krashen, & George M. Jacobs. (2018). The Potential of Series Books: How Narrow Reading Leads to Advanced L2 Proficiency.. 11(2). 148–154.8 indexed citations
Farrell, Thomas S. C. & George M. Jacobs. (2016). Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning.. Teaching English as a Second or Foreign Language--TESL-EJ. 19(4).18 indexed citations
12.
Jacobs, George M., et al.. (2016). Incivility among Group Mates in English Classes at a Japanese Women's University.. Teaching English as a Second or Foreign Language--TESL-EJ. 19(4).1 indexed citations
Jacobs, George M.. (2014). Introverts and Collaborative Learning. 4. 83–93.1 indexed citations
16.
Jacobs, George M., et al.. (2012). Global Education in Second Language Teaching. International Journal of Physical and Social Sciences. 2(8). 1–22.2 indexed citations
Jacobs, George M. & Thomas J. Farrell. (2001). Paradigm Shift: Understanding and Implementing Change in Second Language Education.. Teaching English as a Second or Foreign Language--TESL-EJ. 1(1). 1–17.69 indexed citations
Renandya, Willy A. & George M. Jacobs. (1998). Learners and language learning.37 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.