Recall

Papers
(The median citation count of Recall is 2. 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 2021-04-01 to 2025-04-01.)
ArticleCitations
Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC94
Editorial43
Digital technology and language learning: insights from teachers of adult migrant learners39
Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study35
LMOOC research 2014 to 2021: What have we done and where are we going next?30
Developing in-service teachers’ pedagogical knowledge of CALL through project-oriented tasks: The case of an online professional development course26
Exploring the use of social virtual reality for virtual exchange24
Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking23
Online informal learning of English and receptive vocabulary knowledge: Purpose matters23
An investigation of machine translation output quality and the influencing factors of source texts21
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases20
Mobile-assisted language learning in older adults: Chances and challenges19
The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis19
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study18
Computer-assisted pronunciation training: A systematic review17
Beyond replication: An exact replication study of Łodzikowski (2021)17
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms16
The usefulness of graphic illustrations in online dictionaries16
Exploring teachers’ professional development through participation in virtual exchange15
Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment14
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit14
Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study14
Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments14
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening13
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM13
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning13
Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues11
Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners11
Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles9
Editorial8
Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange7
EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)7
Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs7
Editorial7
The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach6
Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study6
Does checking-in help? Understanding L2 learners’ autonomous check-in behavior in an English-language MOOC through learning analytics6
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers6
Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks5
Migrants’ and refugees’ digital literacies in life and language learning5
The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment5
A longitudinal analysis of highly cited papers in four CALL journals4
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation4
Blend up: empowering LESLLA learners through blended learning4
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 20224
Developing students’ linguistic and digital literacy skills through the use of multimedia presentations4
Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations4
Exploring global online course participants’ interactions: Value of high-level engagement4
What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data2
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review2
Pedagogical benefits of Chinese-American virtual exchange: A study of student perceptions2
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology2
Editorial2
Learner and teacher perspectives on robot-led L2 conversation practice2
Genre effect on Google Translate–assisted L2 writing output quality2
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings2
Building a pedagogic spellchecker for L2 learners of Spanish2
Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology2
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback2
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