OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 14. 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 2020-07-01 to 2024-07-01.)

Article	Citations
Virtual exchange: moving forward into the next decade	66
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	64
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	59
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications	53
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	52
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	51
Social media as a language learning environment: a systematic review of the literature (2008-2019)	50
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	47
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	46
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	46
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	45
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	44
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	42
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	40
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	40
Interaction and collaboration in robot-assisted language learning for adults	36
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students	35
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	33
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	30
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model	30
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing	29
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	28
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	28
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	28
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	28

Types, features, and effectiveness of technologies in collaborative writing for second language learning	27
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	27
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	27
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	27
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	27
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning	27
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	26
A review of AWE feedback: types, learning outcomes, and implications	26
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	26
“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching	25
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	25
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	25
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	25
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety	24
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers	24
Using spoken dialogue technology for L2 speaking practice: what do teachers think?	23
The impact of mobile application features on children’s language and literacy learning: a systematic review	23
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	23
Digital flashcards vs. wordlists for learning technical vocabulary	22
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model	19
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	19
Editorial position paper: how virtual is your research?	19
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	18
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	18
Quizlet and podcasts: effects on vocabulary acquisition	18
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	18
L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative	18
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	18
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	17
A person-centred approach to L2 learners’ informal mobile language learning	17
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	17
Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships	17
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	17
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	17
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	16
Review of research on computer-assisted language learning with a focus on intercultural education	16
Using learning analytics to understand collective attention in language MOOCs	15
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	15
Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering	15
Extending language learning beyond the EFL classroom through WhatsApp	15
A study of vocabulary learning using annotated 360° pictures	15
A critical review of design features of LMOOCs	15
What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model	14
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support	14
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners	14
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications	14
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	14
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	14
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools	14