OOIR: Observatory of International Research

Papers

(The median citation count of Computer Assisted Language Learning is 4. 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 2021-02-01 to 2025-02-01.)

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	61
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	60
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	57
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	55
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	42
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time	39
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	35
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	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
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	33
Exploring EFL learner engagement with different teacher feedback modes	33
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	32
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	31
The effect of feedback on metacognitive strategy use in EFL writing	31
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	30
Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing	30
Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers	29

Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness	29
Massive online multiplayer games as an environment for English learning among Iranian EFL students	29
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	27
Application of ‘Ġabra’ online dictionary for international adults learning Maltese	27
A critical review of design features of LMOOCs	26
Critical thinking cultivation in TESOL with ICT tools: a systematic review	25
Out-of-school language learning through digital gaming: a case study from an activity theory perspective	25
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	23
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency	22
The effects of feedback timing on L2 development in written SCMC	21
Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale	21
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions	21
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	20
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	20
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	20
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	20
Developing and evaluating an academic collocations and phrases search engine for academic writers	19
The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English	19
Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry	19
Investigating EFL learners’ inferential listening comprehension skills through computerized dynamic assessment	18
The effectiveness of LMOOCs on participants’ attitudinal learning	17
Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types	17
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong	16
Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences	16
Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge	16
Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model	16
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	16
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	16
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	16
Training Finnish morphology with a smartphone application in adult beginner level learners	15
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	14
The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?	14
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	14
Interactive digital media assignments: effects on EFL learners’ overall and micro-level oral language skills	14
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	14
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	14
Digital simulation games in CALL: a research review	14
Evaluating an in-service corpus literacy training programme for EFL practitioners	14
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	14
Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications	13
The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?	13
The effects of mobile-assisted reading on incidental L2 word learning: a processing perspective	13
Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication	12
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	12
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	11
Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary	11
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	11
Online individualized corrective feedback on EFL learners’ grammatical error correction	11
An investigation on the use of automated feedback in Turkish EFL students’ writing classes	11
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	11

The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	11
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom	11
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications	11
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	10
Effects of different input modes on blended EFL speaking instruction: a quasi-experimental study	10
Gamified mobile learning: effects on English learning in technical college students	10
Meeting the challenges of research bibliography in MALL	10
Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019	10
Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program	10
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English	10
Incidental vocabulary learning from captioned video genres: proficiency, working memory, and aptitude	10
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	10
Influencing and moderating variables in informal digital learning of English through a structural equation model	10
The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge	10
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	10
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	9
From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy	9
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	9
Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests	9
Mobile English language learning: a systematic review of group size, duration, and assessment methods	9
Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education	9
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	9
Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge	8
Developing and integrating constructive CALL courseware for EAP in Chinese universities: a report on a case study	8
‘I am not omniscient’: an autoethnography inquiry into a novice L2 teacher’s implementation of digital multimodal composing	8
Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share	8
The agency development of teachers of an additional language via immersive VR telecollaboration	8
The development and validation of an L2 student digital multimodal composing competence scale	8
Blended learning to foster EFL college students’ global literacy	8
Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections	8
Investigating student performance on an assessment tool to support the development of English learners’ argumentation skills	8
Managing activity transitions in robot-mediated hybrid language classrooms	7
Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator	7
Meeting the challenges of decoding training in English as a foreign/second language listening education: current status and opportunities for technology-assisted decoding training	7
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	7
Training on multimodal mobile-assisted language learning: a suggested model for pre-service EFL teachers*	7
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	7
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	7
Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers	7
Primary school students’ acceptance of computer-mediated collaboration in English writing: the role of peer and teacher support	6
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	6
Improving English as a foreign language–learning performance using mobile devices in unfamiliar environments	6
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	6
Correction	6
Using video dubbing to foster college students’ English-speaking ability	6
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	6
Modelling Chinese EFL learners’ engagement in language MOOCs: a control-value perspective	6
Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation	6
Attentional differences in L2 learners’ word learning strategies between mobile-assisted and in-print reading: An eye tracking study	6
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	6
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	6
Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners	6
Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy	6
Modeling students’ perceptions of artificial intelligence assisted language learning	5
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	5
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	5
Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension	5
Types, features, and effectiveness of technologies in collaborative writing for second language learning	5
Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation	5
‘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	5
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	5
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs	5
Co-construction during online learning: cognitive presence through asynchronous video discussion	5
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	5
ESP practitioners’ perspectives on the efficiency of using artificial intelligence ‘ChatGPT’ in needs analysis	5
Using internet resources in the development of English pronunciation: the case of the past tense -ed ending	5
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	4
The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency	4
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	4
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	4
Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom	4
The impact of intelligent personal assistants on Mandarin second language learners: interaction process, acquisition of listening and speaking ability	4
Effectiveness of large language models in automated evaluation of argumentative essays: finetuning vs. zero-shot prompting	4
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners	4
My Korean language teachers are YouTubers: learning Korean via self-instruction	4
Negotiated interactions in cross-cultural video-mediated virtual exchanges	4
Social strategy use in online Chinese learning	4
Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective	4
Changing practices of instruction-giving in video-mediated interaction for an extensive reading book club	4