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 2021-08-01 to 2025-08-01.)

Article	Citations
A critical review of design features of LMOOCs	172
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	99
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	86
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	78
Exploring EFL learner engagement with different teacher feedback modes	75
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	67
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	53
Do mobile games improve language learning? A meta-analysis	52
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	47
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	45
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	44
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	44
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	43
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	40
Correction	40
Co-construction during online learning: cognitive presence through asynchronous video discussion	39
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	39
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	38
Using video dubbing to foster college students’ English-speaking ability	37
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	36
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	34
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	33
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	31
Gamified mobile learning: effects on English learning in technical college students	30
Negotiated interactions in cross-cultural video-mediated virtual exchanges	29

A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	29
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	29
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	27
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	27
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	27
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	26
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	25
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	25
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	24
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	24
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	23
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	23
Insight into learners’ experience in LMOOCs	23
Writing on WeChat moments: impact on writing performance and learner autonomy	22
Dialogue breakdowns in robot-assisted L2 learning	21
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	21
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	21
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	20
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	20
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	20
Effects of L2 multimodality on vocabulary resonance: full/partial captioning and working memory	20
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	20
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	20
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	20
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	20
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	20
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	19
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	19
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	19
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	19
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	19
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation	18
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	17
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	17
Online individualized corrective feedback on EFL learners’ grammatical error correction	16
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	16
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	15
‘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	15
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	15
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	15
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	14
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	14
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	14
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	14
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	14
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	14
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	14
Modeling students’ perceptions of artificial intelligence assisted language learning	13

Correction	13
Exploring self-regulated learning within online informal language learning: a case study	13
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	13
Design, validation, and application of the technology-enhanced listening task acceptance questionnaire	13