Computer Assisted Language Learning

Papers
(The H4-Index of Computer Assisted Language Learning is 27. 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 2021-08-01 to 2025-08-01.)
ArticleCitations
A critical review of design features of LMOOCs172
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output99
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence86
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom78
Exploring EFL learner engagement with different teacher feedback modes75
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing67
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class53
Do mobile games improve language learning? A meta-analysis52
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing47
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project45
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning44
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners44
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study43
Correction40
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs40
Co-construction during online learning: cognitive presence through asynchronous video discussion39
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation39
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study38
Using video dubbing to foster college students’ English-speaking ability37
A systematic review examining the efficacy of commercially available foreign language learning mobile apps36
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study34
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception33
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes31
Gamified mobile learning: effects on English learning in technical college students30
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency29
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles29
Negotiated interactions in cross-cultural video-mediated virtual exchanges29
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL27
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers27
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners27
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