Computer Assisted Language Learning

(The TQCC of Computer Assisted Language Learning is 13. 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 2020-04-01 to 2024-04-01.)
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning91
The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning77
Virtual exchange: moving forward into the next decade62
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 202055
Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking48
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching47
Social media as a language learning environment: a systematic review of the literature (2008-2019)47
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications45
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape45
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives44
Web-based language learning and speaking anxiety43
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings43
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency41
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study40
Research trends in language MOOC studies: a systematic review of the published literature (2012-2018)40
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy39
The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction37
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come36
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate35
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis32
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation30
Interaction and collaboration in robot-assisted language learning for adults30
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students28
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning27
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling25
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres25
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective25
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning25
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning24
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing24
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)24
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality24
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study23
Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors23
Students’ perceptions about the effects of collaborative digital storytelling on writing skills23
“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching23
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults23
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts22
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education22
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety22
Online language learning using virtual classrooms: an analysis of teacher perceptions22
Types, features, and effectiveness of technologies in collaborative writing for second language learning22
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners22
Digital flashcards vs. wordlists for learning technical vocabulary21
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?21
The impact of mobile application features on children’s language and literacy learning: a systematic review21
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers21
A review of AWE feedback: types, learning outcomes, and implications21
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance21
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model20
Self-experienced storytelling in an authentic context to facilitate EFL writing20
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis20
Using spoken dialogue technology for L2 speaking practice: what do teachers think?19
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-201919
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety18
To CALL or not to CALL: empirical evidence from neuroscience17
Editorial position paper: how virtual is your research?17
Quizlet and podcasts: effects on vocabulary acquisition17
L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative17
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing16
Mobile or hostile? Using smartphones in learning English as a foreign language116
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL16
Review of research on computer-assisted language learning with a focus on intercultural education16
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration15
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play15
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety15
Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships15
Extending language learning beyond the EFL classroom through WhatsApp14
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations14
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language14
A critical review of design features of LMOOCs14
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology13
Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective13
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry13
The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis13
A person-centred approach to L2 learners’ informal mobile language learning13
Enhancing the learning of multi-level undergraduate Chinese language with a 3D immersive experience - An exploratory study13
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools13