OOIR: Observatory of International Research

Papers

(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.)

Article	Citations
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning	91
The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning	77
Virtual exchange: moving forward into the next decade	62
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	55
Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking	48
Social media as a language learning environment: a systematic review of the literature (2008-2019)	47
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	47
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications	45
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	45
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	44
Web-based language learning and speaking anxiety	43
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	43
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	41
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	40
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 accuracy	39
The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction	37
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	36
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	35
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	32
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	30
Interaction and collaboration in robot-assisted language learning for adults	30
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students	28
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	27
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	25

The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	25
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective	25
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning	25
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	24
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	24
Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing	24
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	24
“Corpus can be tricky”: revisiting teacher attitudes towards corpus-aided language learning and teaching	23
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	23
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	23
Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors	23
Students’ perceptions about the effects of collaborative digital storytelling on writing skills	23
Types, features, and effectiveness of technologies in collaborative writing for second language learning	22
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	22
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	22
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	22
Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety	22
Online language learning using virtual classrooms: an analysis of teacher perceptions	22
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	21
Digital flashcards vs. wordlists for learning technical vocabulary	21
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 review	21
Appropriating automated feedback in L2 writing: experiences of Chinese EFL student writers	21
A review of AWE feedback: types, learning outcomes, and implications	21
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model	20
Self-experienced storytelling in an authentic context to facilitate EFL writing	20
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	20
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 2015-2019	19
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	18
To CALL or not to CALL: empirical evidence from neuroscience	17
Editorial position paper: how virtual is your research?	17
Quizlet and podcasts: effects on vocabulary acquisition	17
L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative	17
Review of research on computer-assisted language learning with a focus on intercultural education	16
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	16
Mobile or hostile? Using smartphones in learning English as a foreign language¹	16
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	16
Learning through WhatsApp: students’ beliefs, L2 pragmatic development and interpersonal relationships	15
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	15
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	15
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	15
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	14
A critical review of design features of LMOOCs	14
Extending language learning beyond the EFL classroom through WhatsApp	14
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	14
Enhancing the learning of multi-level undergraduate Chinese language with a 3D immersive experience - An exploratory study	13
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	13
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	13
Educational affordances of mobile social media for language teaching and learning: a chinese teacher’s perspective	13

Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	13
The effects of technology-integrated classroom instruction on K-12 English language learners’ literacy development: a meta-analysis	13
A person-centred approach to L2 learners’ informal mobile language learning	13