OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 13. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)

Article	Citations
Virtual exchange: moving forward into the next decade	64
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	58
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	48
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	48
Social media as a language learning environment: a systematic review of the literature (2008-2019)	48
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications	46
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	46
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	43
Web-based language learning and speaking anxiety	43
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	43
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	42
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	40
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	38
The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction	37
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	37
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	35
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	32
Interaction and collaboration in robot-assisted language learning for adults	32
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students	31
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	28
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	27
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	26
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	26
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing	26
Students’ perceptions about the effects of collaborative digital storytelling on writing skills	26

Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	25
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model	25
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	25
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	25
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	25
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning	25
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	24
“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching	24
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	24
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	23
Types, features, and effectiveness of technologies in collaborative writing for second language learning	23
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety	23
Online language learning using virtual classrooms: an analysis of teacher perceptions	23
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	23
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers	22
The impact of mobile application features on children’s language and literacy learning: a systematic review	21
A review of AWE feedback: types, learning outcomes, and implications	21
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	21
Digital flashcards vs. wordlists for learning technical vocabulary	21
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	21
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	20
Using spoken dialogue technology for L2 speaking practice: what do teachers think?	19
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	19
L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative	18
Quizlet and podcasts: effects on vocabulary acquisition	18
Editorial position paper: how virtual is your research?	17
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	17
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	17
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	17
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	16
Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships	16
Review of research on computer-assisted language learning with a focus on intercultural education	16
Mobile or hostile? Using smartphones in learning English as a foreign language¹	16
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	16
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	15
A critical review of design features of LMOOCs	15
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	15
Extending language learning beyond the EFL classroom through WhatsApp	14
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	14
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	14
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	14
A person-centred approach to L2 learners’ informal mobile language learning	13
The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis	13
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	13
Enhancing the learning of multi-level undergraduate Chinese language with a 3D immersive experience - An exploratory study	13
Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective	13
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support	13
A study of vocabulary learning using annotated 360° pictures	13
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	13