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 2021-09-01 to 2025-09-01.)

Article	Citations
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	181
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	105
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	94
Exploring EFL learner engagement with different teacher feedback modes	85
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	78
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	70
A critical review of design features of LMOOCs	64
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	50
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	48
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	48
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	46
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	42
Do mobile games improve language learning? A meta-analysis	42
Correction	41
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	41
Co-construction during online learning: cognitive presence through asynchronous video discussion	39
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	37
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	34
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	33
Gamified mobile learning: effects on English learning in technical college students	32
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	30
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	30
AI versus human assessment in EFL speaking classrooms: a comparative study in China	30
Using video dubbing to foster college students’ English-speaking ability	29
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	28

Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	27
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	27
Negotiated interactions in cross-cultural video-mediated virtual exchanges	27
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	27
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	27
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	25
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	25
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	24
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	24
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	24
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	23
Writing on WeChat moments: impact on writing performance and learner autonomy	22
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	22
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	21
Dialogue breakdowns in robot-assisted L2 learning	21
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	21
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	20
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	20
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	20
Effects of L2 multimodality on vocabulary resonance: full/partial captioning and working memory	20
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	20
Insight into learners’ experience in LMOOCs	20
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	20
A qualitative exploration of pre-service English teachers’ integration of generative artificial intelligence in corpus-based language pedagogy	20
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	19
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	19
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	19
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation	18
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	17
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	17
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
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	16
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	16
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	16
Online individualized corrective feedback on EFL learners’ grammatical error correction	16
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	16
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	15
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	15
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	15
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	15
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	15
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	14
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	14
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	14
‘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	14
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	14
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	13
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	13

A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	13
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	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	12
Exploring self-regulated learning within online informal language learning: a case study	12
Exploration of university students’ lived experiences of using smartphones for English language learning	12
Correction	12
Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency	12
Artificial intelligence learning approach through total physical response embodiment teaching on French vocabulary learning retention	12
Design, validation, and application of the technology-enhanced listening task acceptance questionnaire	12
UsingVoiceThreadfor extended independent practice in giving short academic presentations	12
Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing	12
Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance	11
Navigating linguacultures through fanfiction: unveiling opportunities and challenges in the Chilean EFL school context	11
Evaluating a mobile instant messaging tool for efficient large-class speaking instruction	11
Exploring student engagement with artificial intelligence-guided chatbot feedback in EFL writing: interactions and revisions	11
Investigating student interpreters’ use of automatic speech recognition in China: insights from the extended technology acceptance model	11
Effects of single-player and multi-player role-playing game genres on developing incidental vocabulary acquisition	11
Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience	10
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	10
Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness	10
Influence of computer-assisted stroke order learning on Chinese character writing in second language learners	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
Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning	10
Mapping the research trends of digital game-based language learning (DGBLL): a scientometrics review	9
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	9
Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors	9
Tame the beast of ChatGPT: developing design principles to strategically integrate ChatGPT into EFL writing through an activity theory perspective	9
Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model	9
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
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	9
The impact of error diagnosis in handwriting practice on learners’ Chinese character production and orthographic awareness	8
Second language collocation learning through captioned videos: how do learners’ vocabulary knowledge and working memory affect learning?	8
The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?	8
Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge	8
Tapping into second language learners’ musical intelligence to tune up for computer-assisted pronunciation training	8
Dynamic reciprocal associations of AI-assisted L2 writing task emotions in data-driven learning: a dynamic structural equation modeling	8
Enhancing willingness to communicate in the second language through technology: the effects of community of practice, enjoyment, and boredom in online classes	8
The development and validation of an L2 student digital multimodal composing competence scale	7
Glossed video keyword captions and L2 vocabulary acquisition: an eye-tracking study	7
Enhancing GPT-based automated essay scoring: the impact of fine-tuning and linguistic complexity measures	7
Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation	7
The impact of intelligent personal assistants on adolescent EFL learners’ speaking proficiency	7
Tapping into Google News for theme-based narrow reading: enhancing EFL learners’ vocabulary use in writing	7
Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners	7
Intrinsic motivational regulation and writing performance in online second language learning classrooms: a time series analysis study	7
Diagnosing and promoting learners’ L2 inferential reading development through hybrid computerised dynamic assessment in the Chinese EFL classroom	6
Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students	6
Supporting low-proficiency L2 learners’ vocabulary learning with custom GPT-scaffolded corpus-based language pedagogy: a case study	6
The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions	6
Collaborative reading for writing: an innovative task in academic settings	6
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	6
Telecollaboration: from linguistic insecurity to linguistic confidence in Spanish as a heritage language	6
Beyond concordances: exploring GenAI-assisted data-driven learning for English periphrastic causative constructions from a sociocultural perspective	6
Participatory action research: advocacy and activism for promoting social justice in and through CALL	6
Computer-aided feedback on the pronunciation of Mandarin Chinese tones: using Praat to promote multimedia foreign language learning	6
Investigating CALL researchers’ strategies to conduct genuine CALL research: a community of practice perspective	6
Reconceptualization of textbook with the metaverse: pre-service English teachers’ experiences and perceptions of designing TechBoox	6
An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning	6
Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality	6
Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context	6
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	5
Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety	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
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	5
Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self	5
The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing	5
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice	5
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	5
Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing 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
The effect of text presentation format on L2 processing of machine translation errors	5