Computer Assisted Language Learning

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 2020-10-01 to 2024-10-01.)
ArticleCitations
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives76
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 202072
Virtual exchange: moving forward into the next decade70
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy64
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching60
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications60
Social media as a language learning environment: a systematic review of the literature (2008-2019)56
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study55
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings53
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency52
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come50
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation49
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape48
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate47
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis47
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students36
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning35
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning35
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling34
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis34
A review of AWE feedback: types, learning outcomes, and implications33
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance33
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts33
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?31
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education31
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres31
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety30
Types, features, and effectiveness of technologies in collaborative writing for second language learning30
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study30
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-201929
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality29
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)28
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry27
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners27
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements26
Modeling students’ perceptions of artificial intelligence assisted language learning26
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults26
The impact of mobile application features on children’s language and literacy learning: a systematic review25
Digital flashcards vs. wordlists for learning technical vocabulary24
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model23
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology21
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations21
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language21
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL21
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension20
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration20
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play20
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety20
A study of vocabulary learning using annotated 360° pictures19
A critical review of design features of LMOOCs19
A person-centred approach to L2 learners’ informal mobile language learning19
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing19
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support18
Extending language learning beyond the EFL classroom through WhatsApp17
Using learning analytics to understand collective attention in language MOOCs17
An investigation on the use of automated feedback in Turkish EFL students’ writing classes17
Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering17
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context17
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners16
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications16
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance16
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs16
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong16
Review of research on computer-assisted language learning with a focus on intercultural education16
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners16
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools15
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools15
What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model14
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom14
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners14
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English14
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing14
Toward a model of informal digital learning of English and intercultural competence: a large-scale structural equation modeling approach14
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective14
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