OOIR: Observatory of International Research

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 2021-03-01 to 2025-03-01.)

Article	Citations
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	97
Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective	89
The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety	70
Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model	64
Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity	62
Hyperlink desirability in adolescent fiction: location and absorption	60
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	57
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	55
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	48
Towards a flipped SEF-ARCS decoding model to improve foreign language listening proficiency	48
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	46
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice	39
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time	38
Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials	38
Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students	37
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	35
Exploring EFL learner engagement with different teacher feedback modes	35
Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study	33
The effect of feedback on metacognitive strategy use in EFL writing	33
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	33
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	33
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	33
Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing	32
Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness	31
Massive online multiplayer games as an environment for English learning among Iranian EFL students	31

Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers	29
Application of ‘Ġabra’ online dictionary for international adults learning Maltese	28
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	27
Critical thinking cultivation in TESOL with ICT tools: a systematic review	27
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	27