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 2022-05-01 to 2026-05-01.)

Article	Citations
The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition	170
Exploring EFL learner engagement with different teacher feedback modes	106
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	100
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	86
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	73
The effect of audio annotations on vocabulary learning using 360° pictures	70
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	61
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	60
Do mobile games improve language learning? A meta-analysis	59
What gains and for whom? An analysis of pre-service teachers’ language gains and perceptions of linguistic and intercultural competence through a telecollaboration project	55
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	54
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	53
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	52
Using video dubbing to foster college students’ English-speaking ability	50
Gamified mobile learning: effects on English learning in technical college students	44
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	42
Correction	42
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	39
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	39
AI versus human assessment in EFL speaking classrooms: a comparative study in China	38
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	38
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	37
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	36
Co-construction during online learning: cognitive presence through asynchronous video discussion	35
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	34

Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	34
Negotiated interactions in cross-cultural video-mediated virtual exchanges	32
Integrating AI technology into corpus-based language learning through ChatAI	31
Challenges of integrating ChatGPT into EFL writing: an Activity Theory framework	31
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	30