Recall

Papers
(The median citation count of Recall is 4. 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.)
ArticleCitations
The flow must go on: Evaluating the impact of a collocation writing assistant on self-revision153
Digital technology and language learning: insights from teachers of adult migrant learners69
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases52
Online informal learning of English and receptive vocabulary knowledge: Purpose matters52
Editorial47
Learner and teacher perspectives on robot-led L2 conversation practice41
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers31
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review30
Cultivating CLIL preservice teachers’ CALL competencies through a TPACK-based teacher training program26
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation26
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology25
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings25
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app22
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners21
Informal digital learning of English in teachers: development and validation of a scale21
Editorial18
Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)18
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition17
LMOOC research 2014 to 2021: What have we done and where are we going next?14
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening12
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning12
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM11
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study11
Migrants’ and refugees’ digital literacies in life and language learning10
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback10
Investigating the status of mixed-methods research in CALL published research articles10
Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool10
Digital oratory: a multi-data analysis of L2 speakers’ public speaking anxiety and nonverbal speech performance in digital contexts10
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 202210
Dialogue-based computer-assisted language learning systems for second language speaking development: A three-level meta-analysis9
Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators9
Editorial9
Unpacking second language writing teacher knowledge through corpus-based pedagogy training9
Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants9
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency8
Review of research on applications of speech recognition technology to assist language learning8
Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom7
Foreign language speaking anxiety online: Mitigating strategies and speaking practices7
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–20197
Genre effect on Google Translate–assisted L2 writing output quality6
Computer-assisted pronunciation training: A systematic review6
Understanding the potential role of GenAI-mediated informal digital learning of English (GenAI-IDLE) in the Global South: AI literacy, emotions, and willingness to communicate as outcomes6
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 20245
Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking5
Gauging the effectiveness of a mobile application for learning English phrasal verbs5
Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study5
ReCALL editorial September 2023 issue5
A scoping review of AI-mediated informal language learning: Mapping out the terrain and identifying future directions5
Development and validation of an LMOOC Quality Evaluation Scale: A large-scale mixed-method approach5
Editorial4
Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study4
Beyond replication: An exact replication study of Łodzikowski (2021)4
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit4
Blend up: empowering LESLLA learners through blended learning4
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms4
Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations4
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