OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 31. 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.)

Article	Citations
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	130
The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety	123
Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model	76
Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity	76
Evaluation of AI-generated reading comprehension materials for Arabic language teaching	65
A critical review of design features of LMOOCs	64
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	58
Towards a flipped SEF-ARCS decoding model to improve foreign language listening proficiency	53
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	53
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice	53
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time	49
Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials	47
Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students	46
Exploring EFL learner engagement with different teacher feedback modes	44
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	41
Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale	41
Hyperlink desirability in adolescent fiction: location and absorption	40
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	39
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	39
Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing	38
Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers	37
The effect of feedback on metacognitive strategy use in EFL writing	35
Critical thinking cultivation in TESOL with ICT tools: a systematic review	35
Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness	34
Application of ‘Ġabra’ online dictionary for international adults learning Maltese	33

Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	32
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	32
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions	32
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	32
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency	31
The effects of feedback timing on L2 development in written SCMC	31
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	31