OOIR: Observatory of International Research

Papers

(The median citation count of Computer Assisted Language Learning is 5. 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
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	35
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
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	33
A review of AWE feedback: types, learning outcomes, and implications	33
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	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
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	28
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	27
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	27
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	27
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	26
Modeling students’ perceptions of artificial intelligence assisted language learning	26
The impact of mobile application features on children’s language and literacy learning: a systematic review	25
Digital flashcards vs. wordlists for learning technical vocabulary	24
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model	23
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	21
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	21
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	21
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	21
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	20
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	20
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	20
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	20
A person-centred approach to L2 learners’ informal mobile language learning	19
A study of vocabulary learning using annotated 360° pictures	19
A critical review of design features of LMOOCs	19
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	19
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support	18
Extending language learning beyond the EFL classroom through WhatsApp	17
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	17
An investigation on the use of automated feedback in Turkish EFL students’ writing classes	17
Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering	17
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	16
Review of research on computer-assisted language learning with a focus on intercultural education	16
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong	16
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs	16
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	16
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners	16
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications	16
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	15
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools	15
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	14
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English	14
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	14
What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model	14
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	14
Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator	14
Toward a model of informal digital learning of English and intercultural competence: a large-scale structural equation modeling approach	14
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom	14
Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education	13
Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness	13
The effect of feedback on metacognitive strategy use in EFL writing	13

Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge	13
Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance	12
The content analysis and bibliometric mapping of CALL journal	12
Student engagement and authentic language use on WeChat for learning Chinese as a foreign language	12
Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?	12
Teacher paths for developing corpus-based language pedagogy: a case study	12
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	11
The predictors of L2 grit and their complex interactions in online foreign language learning: motivation, self-directed learning, autonomy, curiosity, and language mindsets	11
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	11
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	11
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	11
The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency	11
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	11
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	11
Student perceptions of a mobile learning application for English Oral Presentations: the case of EOPA	10
Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning	10
Quest-based learning and motivation in an EFL context	10
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency	10
Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game	10
Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom?	10
Blended learning to foster EFL college students’ global literacy	10
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions	10
Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning	10
How does emoji feedback affect the learning effectiveness of EFL learners? Neuroscientific insights for CALL research	10
Digital simulation games in CALL: a research review	10
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	9
Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share	9
Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions	9
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	9
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	9
Multi-dimensional foreign language education: the case of an eTwinning project in Turkey	9
Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: the role of discussion questions	9
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	9
Web-based intonation training helps improve ESL and EFL Chinese students' oral speech	8
Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors	8
Managing activity transitions in robot-mediated hybrid language classrooms	8
Out-of-school language learning through digital gaming: a case study from an activity theory perspective	8
Gamification of complex morphology learning: the case of Turkish	8
Effects of computer-mediated collaborative writing on individual EFL writing performance	8
‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance	8
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	8
An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning	8
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	8
Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019	8
The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?	8
Massive online multiplayer games as an environment for English learning among Iranian EFL students	7
Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning	7
Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator	7
Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience	7
Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing	7
Critical thinking cultivation in TESOL with ICT tools: a systematic review	7
Investigating the effects of digital multimodal composing on Chinese EFL learners’ writing performance: a quasi-experimental study	7
Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention	7
Needs analysis-based design principles for constructing a context-aware English learning system	6
“More like a friend than a teacher”: ideal teachers and the gig economy for online language learning	6
Social strategy use in online Chinese learning	6
Using video dubbing to foster college students’ English-speaking ability	6
Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model	6
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	6
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	6
Mobile English language learning: a systematic review of group size, duration, and assessment methods	6
Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication	6
Looking for the right blend: a blended EFL university writing course	6
Fostering vocabulary learning: mind mapping app enhances performances of EFL learners	6
Self-directed language learning with Duolingo in an out-of-class context	6
Improving English as a foreign language–learning performance using mobile devices in unfamiliar environments	6
Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences	6
Evaluating a mobile instant messaging tool for efficient large-class speaking instruction	5
My Korean language teachers are YouTubers: learning Korean via self-instruction	5
Exploration of university students’ lived experiences of using smartphones for English language learning	5
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	5
Viewing dual-subtitled videos under different learning conditions: effects on learners’ behavioural, emotional, and cognitive engagement	5
Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students	5
Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students	5
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	5
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	5
The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing	5
Using internet resources in the development of English pronunciation: the case of the past tense -ed ending	5
Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension	5
Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation	5