OOIR: Observatory of International Research

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 2020-11-01 to 2024-11-01.)

Article	Citations
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	76
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	72
Virtual exchange: moving forward into the next decade	70
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	64
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	60
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 study	55
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	53
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	52
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	50
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	49
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	48
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	47
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	47
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis	35
A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning	35
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	35
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	35
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts	33
A review of AWE feedback: types, learning outcomes, and implications	33
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	33
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	31
The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	31
How effectively can EFL students use automated written corrective feedback (AWCF) in research writing?	31
Types, features, and effectiveness of technologies in collaborative writing for second language learning	30

Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	30
Effects of online flipped classroom on foreign language classroom anxiety and reading anxiety	30
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	29
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	29
A scientometric review of research trends in computer-assisted language learning (1977 – 2020)	28
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	27
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry	27
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	27
Modeling students’ perceptions of artificial intelligence assisted language learning	26
Effects of an automatic speech recognition system with peer feedback on pronunciation instruction for adults	26
The impact of mobile application features on children’s language and literacy learning: a systematic review	25
Digital flashcards vs. wordlists for learning technical vocabulary	24
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model	23
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language	21
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL	21
‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology	21
Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations	21
Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety	20
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	20
The development of corpus-based language pedagogy for TESOL teachers: a two-step training approach facilitated by online collaboration	20
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	20
A person-centred approach to L2 learners’ informal mobile language learning	19
A study of vocabulary learning using annotated 360° pictures	19
A critical review of design features of LMOOCs	19
Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing	19
English teachers’ intention to use flipped teaching: interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support	18
Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering	17
Extending language learning beyond the EFL classroom through WhatsApp	17
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	17
An investigation on the use of automated feedback in Turkish EFL students’ writing classes	17
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners	16
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications	16
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	16
Review of research on computer-assisted language learning with a focus on intercultural education	16
An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong	16
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbs	16
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners	16
How to provide automated feedback on the writing process? A participatory approach to design writing analytics tools	15
Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools	15
Toward a model of informal digital learning of English and intercultural competence: a large-scale structural equation modeling approach	14
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom	14
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	14
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English	14
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	14
What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model	14
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	14
Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator	14