OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 30. 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 2022-01-01 to 2026-01-01.)

Article	Citations
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	218
The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition	121
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	117
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	84
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	84
Exploring EFL learner engagement with different teacher feedback modes	82
A critical review of design features of LMOOCs	69
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	60
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	60
What gains and for whom? An analysis of pre-service teachers’ language gains and perceptions of linguistic and intercultural competence through a telecollaboration project	57
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	56
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	56
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	54
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	47
Do mobile games improve language learning? A meta-analysis	47
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	46
Co-construction during online learning: cognitive presence through asynchronous video discussion	44
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	44
AI versus human assessment in EFL speaking classrooms: a comparative study in China	43
Correction	39
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	39
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	37
Gamified mobile learning: effects on English learning in technical college students	34
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	34
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	33

Negotiated interactions in cross-cultural video-mediated virtual exchanges	32
Using video dubbing to foster college students’ English-speaking ability	32
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	32
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	32
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	31
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	30
Integrating AI technology into corpus-based language learning through ChatAI	30