OOIR: Observatory of International Research

Papers

(The median citation count of Recall is 2. 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 2021-05-01 to 2025-05-01.)

Article	Citations
Online informal learning of English and receptive vocabulary knowledge: Purpose matters	101
Digital technology and language learning: insights from teachers of adult migrant learners	43
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases	40
Editorial	37
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review	33
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation	29
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers	26
Learner and teacher perspectives on robot-led L2 conversation practice	25
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology	24
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings	23
Informal digital learning of English in teachers: development and validation of a scale	20
The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids	20
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app	19
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019	19
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners	19
Editorial	18
A meta-analysis examining technology-assisted L2 vocabulary learning	15
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition	15
Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)	14
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening	14
LMOOC research 2014 to 2021: What have we done and where are we going next?	14
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning	13
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study	11
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM	9
Migrants’ and refugees’ digital literacies in life and language learning	8

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners	8
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022	8
Editorial	7
Unpacking second language writing teacher knowledge through corpus-based pedagogy training	7
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	7
Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators	7
Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool	7
Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants	6
Review of research on applications of speech recognition technology to assist language learning	6
Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom	5
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019	5
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency	5
Editorial	4
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024	4
Exploring teachers’ professional development through participation in virtual exchange	4
Computer-assisted pronunciation training: A systematic review	4
The usefulness of graphic illustrations in online dictionaries	4
Gauging the effectiveness of a mobile application for learning English phrasal verbs	3
Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study	3
ReCALL editorial September 2023 issue	3
Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos	3
Genre effect on Google Translate–assisted L2 writing output quality	3
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit	2
Mobile-assisted language learning in older adults: Chances and challenges	2
Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology	2
Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations	2
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms	2
Editorial	2
Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study	2
Beyond replication: An exact replication study of Łodzikowski (2021)	2
Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking	2
The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach	2