Computer Assisted Language Learning

Article	Citations
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning	88
The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning	75
Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement	69
Virtual exchange: moving forward into the next decade	61
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	54
Social media as a language learning environment: a systematic review of the literature (2008-2019)	46
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	46
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	45
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications	44
Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking	44
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	43
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	43
Research trends in language MOOC studies: a systematic review of the published literature (2012-2018)	40
Web-based language learning and speaking anxiety	40
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	39
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	38
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	37
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	35
The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction	34
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	33
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	31
The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges	30
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students	28
Interaction and collaboration in robot-assisted language learning for adults	27
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	27

A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	26
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	25
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning	25
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective	24
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	24
Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors	23
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing	23
Students’ perceptions about the effects of collaborative digital storytelling on writing skills	23
“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching	23
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	23
Types, features, and effectiveness of technologies in collaborative writing for second language learning	22
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	22
Online language learning using virtual classrooms: an analysis of teacher perceptions	22
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety	22
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	22
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	21
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	21
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	21
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers	21
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	20
A review of AWE feedback: types, learning outcomes, and implications	20
Self-experienced storytelling in an authentic context to facilitate EFL writing	20
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	19
The impact of mobile application features on children’s language and literacy learning: a systematic review	19
Using spoken dialogue technology for L2 speaking practice: what do teachers think?	19
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	18
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model	18
Digital flashcards vs. wordlists for learning technical vocabulary	18
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	18
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	18
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	18
Editorial position paper: how virtual is your research?	17
L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative	16
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	16
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	16
To CALL or not to CALL: empirical evidence from neuroscience	15
Review of research on computer-assisted language learning with a focus on intercultural education	15
Mobile or hostile? Using smartphones in learning English as a foreign language1	15
Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships	15
Quizlet and podcasts: effects on vocabulary acquisition	15
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	15
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	15
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	14
Extending language learning beyond the EFL classroom through WhatsApp	14
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	14
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	13
Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective	13
A critical review of design features of LMOOCs	13
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	13
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	13

Enhancing the learning of multi-level undergraduate Chinese language with a 3D immersive experience - An exploratory study	13
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	13
A person-centred approach to L2 learners’ informal mobile language learning	13
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	12
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	12
A neurocognitive investigation of test methods and gender effects in listening assessment	12
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	12
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	11
Student engagement and authentic language use on WeChat for learning Chinese as a foreign language	11
What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model	11
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	11
Using learning analytics to understand collective attention in language MOOCs	11
The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis	11
A theoretical model of micro-learning for second language instruction	11
Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness	11
A study of vocabulary learning using annotated 360° pictures	11
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support	11
The effect of feedback on metacognitive strategy use in EFL writing	10
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English	10
The content analysis and bibliometric mapping of CALL journal	10
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	10
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong	10
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools	10
Social media literacy in L2 environments: navigating anonymous user-generated content	10
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	9
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs	9
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications	9
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	9
Edmodo in semi-technical English courses: towards a more practical strategy for language learning/practice	9
Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education	9
Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering	9
Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments	9
An investigation on the use of automated feedback in Turkish EFL students’ writing classes	9
Toward a model of informal digital learning of English and intercultural competence: a large-scale structural equation modeling approach	8
Effects of computer-mediated collaborative writing on individual EFL writing performance	8
Managing activity transitions in robot-mediated hybrid language classrooms	8
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	8
Intention to use versus actual adoption of technology by university English language learners: what perceptions and factors matter?	8
Teacher paths for developing corpus-based language pedagogy: a case study	8
The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptance	8
The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?	8
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model	8
Investigating the effectiveness of a digital game-based task on the acquisition of word knowledge	8
Facilitating pre-service language teachers’ intercultural learning via voice-based telecollaboration: the role of discussion questions	8
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	8
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	7
Developing a model for investigating one-to-one synchronous Chinese online language teaching via videoconferencing	7
Evaluating an inclusive blended learning environment in EFL: a flipped approach	7
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners	7
‘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	7
Digital simulation games in CALL: a research review	7
Student perceptions of a mobile learning application for English Oral Presentations: the case of EOPA	7
Improving English as a foreign language–learning performance using mobile devices in unfamiliar environments	7
Blended learning to foster EFL college students’ global literacy	7
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions	7
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	7
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	6
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	6
Mobile English language learning: a systematic review of group size, duration, and assessment methods	6
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	6
Out-of-school language learning through digital gaming: a case study from an activity theory perspective	6
Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator	6
Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance	6
Can automated machine translation evaluation metrics be used to assess students’ interpretation in the language learning classroom?	6
Exploring the role of context and collaboration in normalising technology use in English language teaching in secondary schools in Malaysia	6
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency	6
Learning L2 idioms in a CALL environment: the role of practice intensity, modality, and idiom properties	6
Social strategy use in online Chinese learning	6
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	6
Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 2019	6
Social media in language learning: a mixed-methods investigation of students’ perceptions	6
Needs analysis-based design principles for constructing a context-aware English learning system	5
Gamification of complex morphology learning: the case of Turkish	5
“More like a friend than a teacher”: ideal teachers and the gig economy for online language learning	5
Modeling students’ perceptions of artificial intelligence assisted language learning	5
Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness	5
Artefact co-construction in virtual exchange: ‘Youth Entrepreneurship for Society’	5
Reducing students’ foreign language anxiety to improve English vocabulary learning in an online simulation game	5
Exploration of university students’ lived experiences of using smartphones for English language learning	5
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	5

Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions	5
Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning	5
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	5
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	5