OOIR: Observatory of International Research

Papers

(The median citation count of Recall is 5. 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 2022-05-01 to 2026-05-01.)

Article	Citations
The flow must go on: Evaluating the impact of a collocation writing assistant on self-revision	122
Digital technology and language learning: insights from teachers of adult migrant learners	66
Online informal learning of English and receptive vocabulary knowledge: Purpose matters	63
ChatGPT in foreign language lesson plan creation: Trends, variability, and historical biases	53
How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs	48
Editorial	47
Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers	37
Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation	30
Crisis-prompted online language teaching: a qualitative inquiry into autonomy among teachers in refugee settings	29
The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review	29
Cultivating CLIL preservice teachers’ CALL competencies through a TPACK-based teacher training program	26
Exploring attitudes to generative AI in education for English as an additional language (EAL) adult learners	26
Informal digital learning of English in teachers: development and validation of a scale	23
Migrants’ digital skills development: Engaging with and creating digital cultural activities on the ENACT web app	23
Editorial	22
Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)	21
LMOOC research 2014 to 2021: What have we done and where are we going next?	18
Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition	18
The effect of textual and textual-pictorial glosses on incidental vocabulary learning in mobile-assisted listening	17
Efficiency trumps aptitude: Individualizing computer-assisted second language vocabulary learning	16
The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study	16
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022 – ADDENDUM	15
Digital oratory: a multi-data analysis of L2 speakers’ public speaking anxiety and nonverbal speech performance in digital contexts	14
Evaluating GPT-generated feedback for beginning-level Spanish writing: An exploratory study	14
Investigating the status of mixed-methods research in CALL published research articles	13

Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators	13
A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022	13
Migrants’ and refugees’ digital literacies in life and language learning	13
Unpacking second language writing teacher knowledge through corpus-based pedagogy training	12
Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback	12
Teachers’ articulations of digital resources in an upper secondary programme for newly arrived migrants	12
Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool	12
Review of research on applications of speech recognition technology to assist language learning	11
Editorial	11
Dialogue-based computer-assisted language learning systems for second language speaking development: A three-level meta-analysis	11
Digital empowerment for rural migrant students in China: Identity, investment, and digital literacies beyond the classroom	10
Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency	10
Foreign language speaking anxiety online: Mitigating strategies and speaking practices	9
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 outcomes	9
Computer-assisted pronunciation training: A systematic review	9
Genre effect on Google Translate–assisted L2 writing output quality	8
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024	8
ReCALL editorial September 2023 issue	7
Development and validation of an LMOOC Quality Evaluation Scale: A large-scale mixed-method approach	7
Effects of playing the video game Her Story on multiple dimensions of creativity in EFL writing – An international replication study	7
Gauging the effectiveness of a mobile application for learning English phrasal verbs	7
A scoping review of AI-mediated informal language learning: Mapping out the terrain and identifying future directions	6
Beyond replication: An exact replication study of Łodzikowski (2021)	5
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit	5
Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms	5
Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking	5
Blend up: empowering LESLLA learners through blended learning	5