OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 29. 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
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	76
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	72
Virtual exchange: moving forward into the next decade	70
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	64
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	60
Social media as a language learning environment: a systematic review of the literature (2008-2019)	56
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	55
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	53
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	52
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	50
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	49
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	48
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	47
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	47
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	35
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	35
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	35
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	35
A review of AWE feedback: types, learning outcomes, and implications	33
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	33
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	33
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	31
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	31
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	31
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	30

Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	30
Types, features, and effectiveness of technologies in collaborative writing for second language learning	30
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	29
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	29