OOIR: Observatory of International Research

Papers

(The H4-Index of Computer Assisted Language Learning is 29. 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
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	146
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	133
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	97
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	87
Exploring EFL learner engagement with different teacher feedback modes	85
Hyperlink desirability in adolescent fiction: location and absorption	70
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	64
A critical review of design features of LMOOCs	62
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	59
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	59
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	57
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	47
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	46
Correction	44
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	44
Gamified mobile learning: effects on English learning in technical college students	42
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	42
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	41
Co-construction during online learning: cognitive presence through asynchronous video discussion	39
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	38
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	38
Using video dubbing to foster college students’ English-speaking ability	38
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	35
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	35
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	34

Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	34
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	34
Negotiated interactions in cross-cultural video-mediated virtual exchanges	34
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	33
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	29
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	29