OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 15. 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 2022-01-01 to 2026-01-01.)

Article	Citations
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	218
The effects of digital reading on third grade EFL students’ motivation, attitude, reading comprehension, and vocabulary acquisition	121
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	117
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	84
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	84
Exploring EFL learner engagement with different teacher feedback modes	82
A critical review of design features of LMOOCs	69
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	60
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	60
What gains and for whom? An analysis of pre-service teachers’ language gains and perceptions of linguistic and intercultural competence through a telecollaboration project	57
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	56
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	56
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	54
Do mobile games improve language learning? A meta-analysis	47
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	47
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	46
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	44
Co-construction during online learning: cognitive presence through asynchronous video discussion	44
AI versus human assessment in EFL speaking classrooms: a comparative study in China	43
Correction	39
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	39
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	37
Gamified mobile learning: effects on English learning in technical college students	34
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	34
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	33

Negotiated interactions in cross-cultural video-mediated virtual exchanges	32
Using video dubbing to foster college students’ English-speaking ability	32
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	32
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	32
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	31
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	30
Integrating AI technology into corpus-based language learning through ChatAI	30
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	29
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	29
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	28
A qualitative exploration of pre-service English teachers’ integration of generative artificial intelligence in corpus-based language pedagogy	27
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	26
Insight into learners’ experience in LMOOCs	26
Dialogue breakdowns in robot-assisted L2 learning	25
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	25
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	25
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	24
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	24
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	23
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	23
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	23
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	22
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	22
Effects of L2 multimodality on vocabulary resonance: full/partial captioning and working memory	22
Exploring learners’ engagement with GenAI-generated feedback in EFL writing: a Chinese middle school case study	21
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	20
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	20
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	20
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	20
Pragmatics in a virtual world: improved learning experiences and perceptions of language learners in immersive environments	20
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	20
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	19
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	19
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	19
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	19
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation	19
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	19
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	19
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	19
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	19
Online individualized corrective feedback on EFL learners’ grammatical error correction	19
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	18
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	18
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	17
Impact of generative AI chatbots and interaction modes on the speaking proficiency of adolescent EFL learners	17
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	17
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	17
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	16
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	16
‘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	16

Investigating the impact of WeChat-mediated TBLT on Chinese EFL learners’ reading comprehension and engagement in higher education: a mixed-methods study	15
Exploring interaction process, L2 motivation and intended effort in chatbot-mediated interactions: evidence from Latent Dirichlet Allocation (LDA) topic modeling	15
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	15
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	15