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 2020-04-01 to 2024-04-01.)

Article	Citations
Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction	40
Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction	33
CALL research: Where are we now?	31
Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners	29
Implementation of an AI chatbot as an English conversation partner in EFL speaking classes	27
Exploring teachers’ professional development through participation in virtual exchange	26
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019	22
What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives	19
Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs	19
Effects of using machine translation to mediate the revision process of Korean university students’ academic writing	19
Facebook or fail-book: Exploring “community” in a virtual community of practice	18
Narrative review and meta-analysis of MALL research on L2 skills	18
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019	17
Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning	16
Researching massive open online courses for language teaching and learning	15
A meta-analysis examining technology-assisted L2 vocabulary learning	14
Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach	14
Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course	14
Voluntary use of automated writing evaluation by content course students	13
Designing speaking interaction in LMOOCs: An eTandem approach	13
Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context	13
Guerrilla fan translation, language learning, and metalinguistic discussion in a Catalan-speaking community of gamers	13
The effect of content-related and external factors on student retention in LMOOCs	13
Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study	12
Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos	11

Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions	11
Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices	11
Mobile-assisted language learning in older adults: Chances and challenges	10
Developing students’ linguistic and digital literacy skills through the use of multimedia presentations	9
Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC	9
Review of research on applications of speech recognition technology to assist language learning	8
An investigation of machine translation output quality and the influencing factors of source texts	8
Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment	7
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology	7
Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology	7
Unpacking second language writing teacher knowledge through corpus-based pedagogy training	6
Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course	6
Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study	6
The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment	5
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition	5
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	4
Grammar instruction through multinational telecollaboration for pre-service teachers	4
Genre effect on Google Translate–assisted L2 writing output quality	4
Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective	4
Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles	4
Toward a pattern-based referencing tool: Learner interactions and perceptions	3
The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids	3
Exploring the use of social virtual reality for virtual exchange	3
Charting the landscape of data-driven learning using a bibliometric analysis	3