OOIR: Observatory of International Research

Papers

(The median citation count of Recall is 5. 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 2022-08-01 to 2026-08-01.)

Article	Citations
The flow must go on: Evaluating the impact of a collocation writing assistant on self-revision	171
Digital technology and language learning: insights from teachers of adult migrant learners	81
The effectiveness of computerized dynamic assessment in improving L2 performance: A three-level meta-analysis	72
Online informal learning of English and receptive vocabulary knowledge: Purpose matters	64
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases	59
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs	42
Editorial	34
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers	33
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation	33
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review	31
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings	30
WeChat-based collaborative self-regulated learning program: Exploring self-regulated learning strategy use, writing performance, and learning behaviors	30
Cultivating CLIL preservice teachers’ CALL competencies through a TPACK-based teacher training program	27
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners	25
Informal digital learning of English in teachers: development and validation of a scale	25
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app	25
Editorial	24
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis	20
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition	20
Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)	20
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening	19
LMOOC research 2014 to 2021: What have we done and where are we going next?	19
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning	18
Involving AI in the development of intercultural competence: Exploring the role of ChatGPT in fostering cognitive flexibility	18
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM	16

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study	15
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022	15
Migrants’ and refugees’ digital literacies in life and language learning	15
Digital oratory: a multi-data analysis of L2 speakers’ public speaking anxiety and nonverbal speech performance in digital contexts	14
Investigating the status of mixed-methods research in CALL published research articles	13
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	12
Evaluating GPT-generated feedback for beginning-level Spanish writing: An exploratory study	12
Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants	11
Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool	11
Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators	11
Editorial	10
Dialogue-based computer-assisted language learning systems for second language speaking development: A three-level meta-analysis	9
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency	8
Foreign language speaking anxiety online: Mitigating strategies and speaking practices	8
Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom	8
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024	7
Computer-assisted pronunciation training: A systematic review	7
Understanding the potential role of GenAI-mediated informal digital learning of English (GenAI-IDLE) in the Global South: AI literacy, emotions, and willingness to communicate as outcomes	7
Development and validation of an LMOOC Quality Evaluation Scale: A large-scale mixed-method approach	6
ReCALL editorial September 2023 issue	6
Learners’ priority criteria for evaluating data-driven learning tools: An analytic hierarchy process study with traditional and GenAI-based concordancers	6
A scoping review of AI-mediated informal language learning: Mapping out the terrain and identifying future directions	5
Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study	5
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms	5
Gauging the effectiveness of a mobile application for learning English phrasal verbs	5
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit	5