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 2021-05-01 to 2025-05-01.)

Article	Citations
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	138
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	127
Exploring EFL learner engagement with different teacher feedback modes	91
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	83
Hyperlink desirability in adolescent fiction: location and absorption	81
A critical review of design features of LMOOCs	65
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	61
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	59
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	54
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	53
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	47
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	45
Co-construction during online learning: cognitive presence through asynchronous video discussion	43
Correction	43
Gamified mobile learning: effects on English learning in technical college students	42
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	41
Using video dubbing to foster college students’ English-speaking ability	41
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	39
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	38
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	37
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	37
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	37
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	36
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	35
Negotiated interactions in cross-cultural video-mediated virtual exchanges	34

Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	33
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	33
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	32
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	31
Writing on WeChat moments: impact on writing performance and learner autonomy	31
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	27
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	27
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	26
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	25
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	25
Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance	25
Dialogue breakdowns in robot-assisted L2 learning	25
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	24
Insight into learners’ experience in LMOOCs	24
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	23
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	23
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	22
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	22
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	22
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	22
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	21
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	21
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	19
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	19
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	19
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	19
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	18
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	18
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	18
Developing and evaluating an academic collocations and phrases search engine for academic writers	18
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	17
Online individualized corrective feedback on EFL learners’ grammatical error correction	17
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	17
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	17
‘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	16
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	16
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	16
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	16
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	15
Primary school students’ acceptance of computer-mediated collaboration in English writing: the role of peer and teacher support	15
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	15
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	15
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	14
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	14
Mobile English language learning: a systematic review of group size, duration, and assessment methods	14
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	14
The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge	14
Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention	13

Correction	13
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	13
Design, validation, and application of the technology-enhanced listening task acceptance questionnaire	13
Modeling students’ perceptions of artificial intelligence assisted language learning	13
How does emoji feedback affect the learning effectiveness of EFL learners? Neuroscientific insights for CALL research	13
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	13
My Korean language teachers are YouTubers: learning Korean via self-instruction	12
Navigating linguacultures through fanfiction: unveiling opportunities and challenges in the Chilean EFL school context	12
Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency	12
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	12
Exploration of university students’ lived experiences of using smartphones for English language learning	12
Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing	12
Exploring self-regulated learning within online informal language learning: a case study	12
Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance	11
Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning	11
UsingVoiceThreadfor extended independent practice in giving short academic presentations	11
Effects of single-player and multi-player role-playing game genres on developing incidental vocabulary acquisition	11
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	10
Fostering vocabulary learning: mind mapping app enhances performances of EFL learners	10
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	10
Evaluating a mobile instant messaging tool for efficient large-class speaking instruction	10
Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors	10
Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness	10
Mapping the research trends of digital game-based language learning (DGBLL): a scientometrics review	10
Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing	9
Massive online multiplayer games as an environment for English learning among Iranian EFL students	9
The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?	9
Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience	9
Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model	9
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	9
Influence of computer-assisted stroke order learning on Chinese character writing in second language learners	9
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	9
Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge	9
Enhancing willingness to communicate in the second language through technology: the effects of community of practice, enjoyment, and boredom in online classes	9
Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students	8
The development and validation of an L2 student digital multimodal composing competence scale	8
Glossed video keyword captions and L2 vocabulary acquisition: an eye-tracking study	8
Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective	8
The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency	8
Tapping into second language learners’ musical intelligence to tune up for computer-assisted pronunciation training	8
Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation	8
Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom?	8
The role of design thinking skills in artificial-intelligence language learning (DEAILL) in shaping language learners’ L2 grit: the mediator and moderator role of artificial intelligence L2 motivation	8
Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners	8
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	8
Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom	8
Collaborative reading for writing: an innovative task in academic settings	7
Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning	7
Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality	7
Web-based intonation training helps improve ESL and EFL Chinese students' oral speech	7
Participatory action research: advocacy and activism for promoting social justice in and through CALL	7
The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions	7
Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context	7
Telecollaboration: from linguistic insecurity to linguistic confidence in Spanish as a heritage language	7
An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning	6
Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety	6
Needs analysis-based design principles for constructing a context-aware English learning system	6
Towards the promotion of intercultural competences: telecollaborative conversations between Kuwaiti and Colombian English as a foreign language university students	6
Reconceptualization of textbook with the metaverse: pre-service English teachers’ experiences and perceptions of designing TechBoox	6
The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing	6
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	6
Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self	6
The impact of mobile application features on children’s language and literacy learning: a systematic review	6
Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom	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	5
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom	5
Analysis of smartphone-based flashcard apps for second language vocabulary acquisition	5
The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety	5
Evaluating an in-service corpus literacy training programme for EFL practitioners	5
Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types	5
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice	5
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	5
Interactive digital media assignments: effects on EFL learners’ overall and micro-level oral language skills	5
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	5
Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity	5
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	5
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	5