OOIR: Observatory of International Research

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 2021-06-01 to 2025-06-01.)

Article	Citations
Digital technology and language learning: insights from teachers of adult migrant learners	110
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases	41
Online informal learning of English and receptive vocabulary knowledge: Purpose matters	40
Editorial	34
Learner and teacher perspectives on robot-led L2 conversation practice	31
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers	28
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation	27
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings	25
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review	25
The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology	21
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app	21
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners	20
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019	20
The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids	20
Informal digital learning of English in teachers: development and validation of a scale	19
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 recognition	16
Editorial	16
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening	15
LMOOC research 2014 to 2021: What have we done and where are we going next?	15
A meta-analysis examining technology-assisted L2 vocabulary learning	15
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning	13
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM	11
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study	9
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	8

Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool	8
Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators	8
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022	8
Unpacking second language writing teacher knowledge through corpus-based pedagogy training	8
Migrants’ and refugees’ digital literacies in life and language learning	8
Editorial	7
Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants	7
Review of research on applications of speech recognition technology to assist language learning	7
Foreign language speaking anxiety online: Mitigating strategies and speaking practices	6
Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom	6
Editorial	5
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency	5
Computer-assisted pronunciation training: A systematic review	5
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019	5
ReCALL editorial September 2023 issue	4
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024	4
Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking	4
Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study	4
The usefulness of graphic illustrations in online dictionaries	4
Genre effect on Google Translate–assisted L2 writing output quality	4
Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos	4
Mobile-assisted language learning in older adults: Chances and challenges	4
Exploring teachers’ professional development through participation in virtual exchange	4
Gauging the effectiveness of a mobile application for learning English phrasal verbs	4
Development and validation of an LMOOC Quality Evaluation Scale: A large-scale mixed-method approach	4