OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 25. 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 2020-04-01 to 2024-04-01.)

Article	Citations
Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning	91
The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning	77
Virtual exchange: moving forward into the next decade	62
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020	55
Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking	48
A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching	47
Social media as a language learning environment: a systematic review of the literature (2008-2019)	47
Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications	45
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape	45
Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives	44
Web-based language learning and speaking anxiety	43
A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings	43
The effect of Google Expeditions virtual reality on EFL learners’ willingness to communicate and oral proficiency	41
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study	40
Research trends in language MOOC studies: a systematic review of the published literature (2012-2018)	40
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	39
The effects of an augmented-reality ubiquitous writing application: a comparative pilot project for enhancing EFL writing instruction	37
Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come	36
Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate	35
Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis	32
Foreign language acquisition via artificial intelligence and extended reality: design and evaluation	30
Interaction and collaboration in robot-assisted language learning for adults	30
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students	28
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning	27
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling	25

The effect of using machine translation on linguistic features in L2 writing across proficiency levels and text genres	25
Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective	25
Designing an authoring system of robots and IoT-based toys for EFL teaching and learning	25