Recall

Papers
(The H4-Index of Recall is 20. 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 2022-07-01 to 2026-07-01.)
ArticleCitations
The flow must go on: Evaluating the impact of a collocation writing assistant on self-revision151
Online informal learning of English and receptive vocabulary knowledge: Purpose matters78
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases68
Digital technology and language learning: insights from teachers of adult migrant learners59
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs54
Editorial51
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers41
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation33
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review32
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings30
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners29
Cultivating CLIL preservice teachers’ CALL competencies through a TPACK-based teacher training program29
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app28
Informal digital learning of English in teachers: development and validation of a scale26
Editorial24
Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)22
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition21
LMOOC research 2014 to 2021: What have we done and where are we going next?20
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening20
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study20
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