OOIR: Observatory of International Research

Papers

(The median citation count of Recall is 3. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Implementation of an AI chatbot as an English conversation partner in EFL speaking classes	51
Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners	34
Exploring teachers’ professional development through participation in virtual exchange	31
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019	28
Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs	26
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019	24
Narrative review and meta-analysis of MALL research on L2 skills	22
What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives	20
A meta-analysis examining technology-assisted L2 vocabulary learning	19
The effect of content-related and external factors on student retention in LMOOCs	17
Designing speaking interaction in LMOOCs: An eTandem approach	17
Voluntary use of automated writing evaluation by content course students	17
Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos	17
Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach	16
Researching massive open online courses for language teaching and learning	16
Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers	16
Mobile-assisted language learning in older adults: Chances and challenges	15
Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course	15
Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study	14
Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study	14
Developing students’ linguistic and digital literacy skills through the use of multimedia presentations	13
Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course	13
An investigation of machine translation output quality and the influencing factors of source texts	13
Review of research on applications of speech recognition technology to assist language learning	13
Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions	12

Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC	11
Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study	10
Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment	9
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology	9
Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology	9
The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis	8
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition	8
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	7
Exploring the use of social virtual reality for virtual exchange	7
Charting the landscape of data-driven learning using a bibliometric analysis	6
Unpacking second language writing teacher knowledge through corpus-based pedagogy training	6
A systematic review of AI-based automated written feedback research	6
The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment	6
Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles	5
Genre effect on Google Translate–assisted L2 writing output quality	5
Grammar instruction through multinational telecollaboration for pre-service teachers	5
Learner and teacher perspectives on robot-led L2 conversation practice	5
Exploring global online course participants’ interactions: Value of high-level engagement	4
The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids	4
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation	4
Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)	4
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022	3
A longitudinal analysis of highly cited papers in four CALL journals	3
An editable learner model for text recommendation for language learning	3