OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 27. 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 2021-09-01 to 2025-09-01.)

Article	Citations
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	181
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	105
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	94
Exploring EFL learner engagement with different teacher feedback modes	85
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	78
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	70
A critical review of design features of LMOOCs	64
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	50
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	48
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	48
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	46
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	42
Do mobile games improve language learning? A meta-analysis	42
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	41
Correction	41
Co-construction during online learning: cognitive presence through asynchronous video discussion	39
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	37
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	34
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	33
Gamified mobile learning: effects on English learning in technical college students	32
AI versus human assessment in EFL speaking classrooms: a comparative study in China	30
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	30
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	30
Using video dubbing to foster college students’ English-speaking ability	29
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	28

Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	27
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	27
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	27
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	27
Negotiated interactions in cross-cultural video-mediated virtual exchanges	27