Rosemary Erlam

3.6k total citations · 1 hit paper
38 papers, 1.8k citations indexed

About

Rosemary Erlam is a scholar working on Language and Linguistics, Literature and Literary Theory and Developmental and Educational Psychology. According to data from OpenAlex, Rosemary Erlam has authored 38 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Language and Linguistics, 19 papers in Literature and Literary Theory and 17 papers in Developmental and Educational Psychology. Recurrent topics in Rosemary Erlam's work include EFL/ESL Teaching and Learning (26 papers), Second Language Learning and Teaching (18 papers) and Second Language Acquisition and Learning (15 papers). Rosemary Erlam is often cited by papers focused on EFL/ESL Teaching and Learning (26 papers), Second Language Learning and Teaching (18 papers) and Second Language Acquisition and Learning (15 papers). Rosemary Erlam collaborates with scholars based in New Zealand, Australia and United Kingdom. Rosemary Erlam's co-authors include Shawn Loewen, Rod Ellis, Catherine Elder, Hayo Reinders, Rob Batstone, Jenefer Philp, Keiko Sakui, John Read, Janet von Randow and Julia Beaumont and has published in prestigious journals such as Modern Language Journal, Applied Linguistics and System.

In The Last Decade

Rosemary Erlam

33 papers receiving 1.5k citations

Hit Papers

align trajectories

What are hit papers?

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.

IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

2006 618 citations Rod Ellis, Shawn Loewen et al. Studies in Second Language Acquisition profile →

Peers

Rosemary Erlam

LL

DEP

LLT

EDUCA

LL

Marı́a del Pilar Garcı́a Mayo Spain

ZhaoHong Han United States

James F. Lee United States

YouJin Kim United States

Natsuko Shintani New Zealand

Martin Bygate United Kingdom

Noriko Iwashita Australia

Andrea Révész United Kingdom

Folkert Kuiken Netherlands

Renée Jourdenais United States

Marı́a del Pilar Garcı́a Mayo Spain

Rosemary Erlam

1.4k ×1.0

LL

1.0k ×0.9

DEP

1.1k ×1.2

LLT

249 ×0.8

EDUCA

234 ×1.5

LL

Citations per year, relative to Rosemary Erlam Rosemary Erlam (= 1×) peers Marı́a del Pilar Garcı́a Mayo

Countries citing papers authored by Rosemary Erlam

Since Specialization

Citations

This map shows the geographic impact of Rosemary Erlam'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 Rosemary Erlam with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rosemary Erlam more than expected).

Fields of papers citing papers by Rosemary Erlam

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Rosemary Erlam. 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 Rosemary Erlam. The network helps show where Rosemary Erlam may publish in the future.

Co-authorship network of co-authors of Rosemary Erlam

This figure shows the co-authorship network connecting the top 25 collaborators of Rosemary Erlam. A scholar is included among the top collaborators of Rosemary Erlam 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 Rosemary Erlam. Rosemary Erlam is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

1.

Erlam, Rosemary, et al.. (2025). Exploring the dual impact of AI in post-entry language assessment: Potentials and pitfalls. Annual Review of Applied Linguistics. 45. 274–293.

2.

Erlam, Rosemary, et al.. (2022). Pedagogical Realities of Implementing Task-based Language Teaching. Directory of Open access Books (OAPEN Foundation). 21 indexed citations

3.

Erlam, Rosemary, et al.. (2021). The importance of increased processing demands in the design of Elicited Imitation tests. Language Teaching Research. 28(4). 1472–1500. 3 indexed citations

4.

Erlam, Rosemary, et al.. (2021). Teaching Languages to Adolescent Learners. Cambridge University Press eBooks. 2 indexed citations

5.

Erlam, Rosemary, et al.. (2021). Teaching Languages to Adolescent Learners: From Theory to Practice. ResearchSpace (University of Auckland).

6.

Clark, Judy & Rosemary Erlam. (2019). A fairer assessment of the reading level of English language learners. set Research Information for Teachers. 29–35.

7.

Erlam, Rosemary, et al.. (2017). Employer demand for language skills in the Auckland workforce: A Follow-up study. ResearchSpace (University of Auckland). 43. 7.

8.

Erlam, Rosemary, et al.. (2017). Opportunities to attend to language form in the adolescent near-beginner foreign language classroom. Language Awareness. 26(2). 59–77. 7 indexed citations

9.

Erlam, Rosemary. (2016). Using evaluation to promote change in language teacher practice. ResearchSpace (University of Auckland). 41–65. 2 indexed citations

10.

Erlam, Rosemary, et al.. (2016). The effect of timing on the quantity and quality of test takers' writing. ResearchSpace (University of Auckland). 6 indexed citations

11.

Erlam, Rosemary, et al.. (2016). Employer demand for speakers of languages other than English. ResearchSpace (University of Auckland). 1 indexed citations

12.

Erlam, Rosemary. (2015). Why the Interact standard is good for your classroom.. ResearchSpace (University of Auckland). 2 indexed citations

13.

Erlam, Rosemary. (2014). Affordances and constraints: Training language teachers in New Zealand for the Malaysian context. ResearchSpace (University of Auckland). 20(1). 5. 5 indexed citations

14.

Erlam, Rosemary, Janet von Randow, & John Read. (2013). Investigating an online rater training program: product and process. 1–29. 5 indexed citations

15.

Beaumont, Julia & Rosemary Erlam. (2010). It's Not All Greek to Me: Teaching Word Parts and Word Part Strategy to Intermediate Pasifika Students. 16(2). 17. 1 indexed citations

16.

Ellis, Rod, Shawn Loewen, Catherine Elder, et al.. (2009). Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Channel View Publications eBooks. 47 indexed citations

17.

Erlam, Rosemary, et al.. (2008). The Effect and the Influence of the Use of Video and Captions on Second Language Learning. 14(2). 25. 35 indexed citations

18.

Erlam, Rosemary & Koji Sakui. (2005). Case studies of effective teaching practice in the French and Japanese classroom. ResearchSpace (University of Auckland).

19.

Erlam, Rosemary. (2005). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research. 9(2). 147–171. 111 indexed citations

20.

Erlam, Rosemary. (2003). EVALUATING THE RELATIVE EFFECTIVENESS OF STRUCTURED-INPUT AND OUTPUT-BASED INSTRUCTION IN FOREIGN LANGUAGE LEARNING. Studies in Second Language Acquisition. 25(4). 559–582. 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.

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