| Doing away with ‘study skills’ U Wingate Teaching in higher education 11 (4), 457-469, 2006 | 802 | 2006 |
| ‘Argument!’helping students understand what essay writing is about U Wingate Journal of English for academic purposes 11 (2), 145-154, 2012 | 501 | 2012 |
| A framework for transition: Supporting ‘learning to learn’in higher education U Wingate Higher Education Quarterly 61 (3), 391-405, 2007 | 448 | 2007 |
| The best of both worlds? Towards an English for Academic Purposes/Academic Literacies writing pedagogy U Wingate, C Tribble Studies in higher education 37 (4), 481-495, 2012 | 443 | 2012 |
| Academic literacy and student diversity: The case for inclusive practice U Wingate Multilingual Matters, 2015 | 384 | 2015 |
| Using Academic Literacies and genre-based models for academic writing instruction: A'literacy’journey U Wingate Journal of English for academic purposes 11 (1), 26-37, 2012 | 368 | 2012 |
| The impact of formative feedback on the development of academic writing U Wingate Approaches to Assessment that Enhance Learning in Higher Education, 29-43, 2014 | 278 | 2014 |
| Embedding academic writing instruction into subject teaching: A case study U Wingate, N Andon, A Cogo Active learning in higher education 12 (1), 69-81, 2011 | 234 | 2011 |
| Academic literacy across the curriculum: Towards a collaborative instructional approach U Wingate Language Teaching 51 (3), 349-364, 2018 | 219 | 2018 |
| From text to corpus–A genre-based approach to academic literacy instruction C Tribble, U Wingate System 41 (2), 307-321, 2013 | 121 | 2013 |
| The effectiveness of different learner dictionaries: An investigation into the use of dictionaries for reading comprehension by intermediate learners of German U Wingate Walter de Gruyter GmbH & Co KG, 2016 | 96 | 2016 |
| Dictionary use—the need to teach strategies U Wingate Language Learning Journal 29 (1), 5-11, 2004 | 82 | 2004 |
| From sixth form to university: motivation and transition among high achieving state‐school language students E Macaro*, U Wingate Oxford Review of Education 30 (4), 467-488, 2004 | 68 | 2004 |
| Developing students’ academic literacy: an online approach U Wingate, C Dreiss Journal of Academic Language and Learning 3 (1), A14-A25, 2009 | 67 | 2009 |
| Staff and students’ perceptions of English language policies and practices in international universities: a case study from the UK J Jenkins, U Wingate Higher Education Review 47 (2), 47-73, 2015 | 57 | 2015 |
| Lots of games and little challenge–a snapshot of modern foreign language teaching in English secondary schools U Wingate The Language Learning Journal 46 (4), 442-455, 2018 | 53 | 2018 |
| A comparison of ‘additional’and ‘embedded’approaches to teaching writing in the disciplines. U Wingate Writing in the disciplines, 65-87, 2011 | 41 | 2011 |
| Motivation, authenticity and challenge in German textbooks for key stage 3 N Andon, U Wingate Critical perspectives on language teaching materials, 182-203, 2013 | 35 | 2013 |
| ‘Can you talk me through your argument’? Features of dialogic interaction in academic writing tutorials U Wingate Journal of English for Academic Purposes 38, 25-35, 2019 | 32 | 2019 |
| Achieving transformation through collaboration: the role of academic literacies U Wingate Journal of Learning Development in Higher Education 15, 2019 | 31 | 2019 |
