OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 12. 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 2022-08-01 to 2026-08-01.)

Article	Citations
The effect of audio annotations on vocabulary learning using 360° pictures	218
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	121
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	100
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	95
The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition	78
Exploring EFL learner engagement with different teacher feedback modes	76
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	71
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	65
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	64
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	55
What gains and for whom? An analysis of pre-service teachers’ language gains and perceptions of linguistic and intercultural competence through a telecollaboration project	51
Do mobile games improve language learning? A meta-analysis	50
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	49
Co-construction during online learning: cognitive presence through asynchronous video discussion	46
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	43
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	39
Correction	38
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	38
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	37
AI versus human assessment in EFL speaking classrooms: a comparative study in China	33
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	33
Negotiated interactions in cross-cultural video-mediated virtual exchanges	31
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	30
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	30
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	30

Challenges of integrating ChatGPT into EFL writing: an Activity Theory framework	29
Integrating AI technology into corpus-based language learning through ChatAI	29
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	28
Dialogue breakdowns in robot-assisted L2 learning	27
Enhancing efficacy of multimodal glosses for mobile-mediated word learning through spaced practice	27
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	27
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	26
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	26
A qualitative exploration of pre-service English teachers’ integration of generative artificial intelligence in corpus-based language pedagogy	26
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	26
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	26
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	26
Beyond scrolling: asynchronous video exchanges for building confidence in language learners	25
Effects of L2 multimodality on vocabulary resonance: full/partial captioning and working memory	25
Vietnamese students’ beliefs and practices in computer-assisted pronunciation training: an exploratory study	25
Exploring learners’ engagement with GenAI-generated feedback in EFL writing: a Chinese middle school case study	24
Pragmatics in a virtual world: improved learning experiences and perceptions of language learners in immersive environments	24
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	23
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	23
Engagement without attainment? Exploring AI-assisted language learning through SLA theories	22
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	20
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	19
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	19
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	19
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	19
Employing ChatGPT to improve high school students’ writing skills by providing feedback on topic-specific writing tasks	18
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation	17
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	17
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	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
More is less? Depth of vocabulary search on smartphones among Chinese learners of Japanese as a foreign language	16
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	15
Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety	15
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	15
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	15
Online individualized corrective feedback on EFL learners’ grammatical error correction	15
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	14
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	14
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	14
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	14
Impact of generative AI chatbots and interaction modes on the speaking proficiency of adolescent EFL learners	14
Exploring interaction process, L2 motivation and intended effort in chatbot-mediated interactions: evidence from Latent Dirichlet Allocation (LDA) topic modeling	14
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	14
Investigating the impact of WeChat-mediated TBLT on Chinese EFL learners’ reading comprehension and engagement in higher education: a mixed-methods study	13
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	13
Developing TPACK for corpus technology: collaboration between pre- and in-service L2 teachers in argumentative writing instruction	13
‘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	13

Modeling students’ perceptions of artificial intelligence assisted language learning	12
Enhancing EFL argumentative writing through an AI-powered corpus: impact on learner writing proficiency	12
Exploring self-regulated learning within online informal language learning: a case study	12
Design, validation, and application of the technology-enhanced listening task acceptance questionnaire	12
How does emoji feedback affect the learning effectiveness of EFL learners? Neuroscientific insights for CALL research	12
Correction	12
The impact of ICT-supported collaborative writing on Vietnamese EFL students’ descriptive essay performance: a quasi-experimental study	12
Enhancing learners’ genre competence in proposal writing with data-driven learning	12