Computer Assisted Language Learning

Papers
(The median citation count of Computer Assisted Language Learning 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 2021-04-01 to 2025-04-01.)
ArticleCitations
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence130
The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety123
Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity76
Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model76
Evaluation of AI-generated reading comprehension materials for Arabic language teaching65
A critical review of design features of LMOOCs64
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class58
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice53
Towards a flipped SEF-ARCS decoding model to improve foreign language listening proficiency53
What matters to LMOOC learners: content and sentiment analyses of learner course reviews53
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time49
Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials47
Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students46
Exploring EFL learner engagement with different teacher feedback modes44
Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale41
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge41
Hyperlink desirability in adolescent fiction: location and absorption40
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses39
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning39
Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing38
Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers37
Critical thinking cultivation in TESOL with ICT tools: a systematic review35
The effect of feedback on metacognitive strategy use in EFL writing35
Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness34
Application of ‘Ġabra’ online dictionary for international adults learning Maltese33
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence32
Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education32
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays32
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions32
The effects of feedback timing on L2 development in written SCMC31
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence31
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency31
Out-of-school language learning through digital gaming: a case study from an activity theory perspective29
Massive online multiplayer games as an environment for English learning among Iranian EFL students25
Analysis of smartphone-based flashcard apps for second language vocabulary acquisition25
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play25
Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective24
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow23
Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study23
Digital simulation games in CALL: a research review22
The effect of prosody instruction in developing listening comprehension skills by interpreter trainees: does methodology matter?22
Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement22
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance22
The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English21
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study21
Incidental L2 pragmatics learning through playing a massively multiplayer online role-playing game20
Investigating EFL learners’ inferential listening comprehension skills through computerized dynamic assessment20
Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types19
The effectiveness of LMOOCs on participants’ attitudinal learning19
Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge19
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach19
Incidental vocabulary learning from captioned video genres: proficiency, working memory, and aptitude18
‘Critical chatting’ or ‘casual cheating’: how graduate EFL students utilize ChatGPT for academic writing18
Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications17
The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?17
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project17
Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication17
Evaluating an in-service corpus literacy training programme for EFL practitioners17
Online individualized corrective feedback on EFL learners’ grammatical error correction16
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners14
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing14
Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary14
Investigating L2 learners’ text-to-video resemiotisation in AI-enhanced digital multimodal composing14
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom14
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality14
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context14
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy14
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-201914
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing14
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching13
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective13
Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry13
Training Finnish morphology with a smartphone application in adult beginner level learners13
The effects of mobile-assisted reading on incidental L2 word learning: a processing perspective13
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning13
Interactive digital media assignments: effects on EFL learners’ overall and micro-level oral language skills13
An investigation on the use of automated feedback in Turkish EFL students’ writing classes12
Developing and evaluating an academic collocations and phrases search engine for academic writers12
Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL12
L2 motivational self system and willingness to communicate in the classroom and extramural digital contexts12
Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model12
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications12
Meeting the challenges of research bibliography in MALL11
From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy11
Enhancing EFL learners’ intercultural communicative effectiveness through telecollaboration with native and non-native speakers of English11
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency11
Gamified mobile learning: effects on English learning in technical college students11
Can AI chatbots effectively improve EFL learners’ learning effects?—A meta-analysis of empirical research from 2022–202411
Unpacking themes of integrating telecollaboration in language teacher education: a systematic review of 36 studies from 2009 to 201911
Influencing and moderating variables in informal digital learning of English through a structural equation model11
Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences11
Mobile English language learning: a systematic review of group size, duration, and assessment methods11
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model10
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study10
Implementing mobile-mediated dynamic assessment for teaching request forms to EFL learners10
Evaluating the effectiveness of a computerised dynamic assessment of L2 English email requests10
‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance10
The agency development of teachers of an additional language via immersive VR telecollaboration9
Managing activity transitions in robot-mediated hybrid language classrooms9
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes9
Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers9
Vocabulary learning strategies in extramural English gaming and their relationship with vocabulary knowledge9
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning9
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study9
Correction8
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar8
Training on multimodal mobile-assisted language learning: a suggested model for pre-service EFL teachers*8
Learning L2 vocabulary on screen: the role of screen-based pedagogical supports on dual language learners8
Exploring EFL students’ pronunciation learning supported by corpus-based language pedagogy8
Modelling Chinese EFL learners’ engagement in language MOOCs: a control-value perspective8
Attentional differences in L2 learners’ word learning strategies between mobile-assisted and in-print reading: An eye tracking study8
Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation8
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect8
Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation7
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements7
Meeting the challenges of decoding training in English as a foreign/second language listening education: current status and opportunities for technology-assisted decoding training7
Co-construction during online learning: cognitive presence through asynchronous video discussion7
ESP practitioners’ perspectives on the efficiency of using artificial intelligence ‘ChatGPT’ in needs analysis7
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis7
Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share7
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation6
Pursuing a standardized content of a CALL course for pre-service EFL teachers: the procedure, impacts, and reflections6
Effects of different input modes on blended EFL speaking instruction: a quasi-experimental study6
Modeling students’ perceptions of artificial intelligence assisted language learning6
Exploring the affordances of WeChat for Chinese cultural knowledge learning among learners of Chinese in an international exchange program6
Primary school students’ acceptance of computer-mediated collaboration in English writing: the role of peer and teacher support6
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions6
The development and validation of an L2 student digital multimodal composing competence scale6
The heterogeneous and transfer effects of a texting-based intervention on enhancing university English learners’ vocabulary knowledge6
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement6
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception6
Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator6
A systematic review examining the efficacy of commercially available foreign language learning mobile apps6
A comparative study on the effects of a VR and PC visual novel game on vocabulary learning5
‘I am not omniscient’: an autoethnography inquiry into a novice L2 teacher’s implementation of digital multimodal composing5
The effectiveness of machine translation in foreign language education: a systematic review and meta-analysis5
Using video dubbing to foster college students’ English-speaking ability5
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles5
Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education5
Digital multimodal composing in post-secondary L2 settings: a review of the empirical landscape5
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 20205
Digital literacy practices outside language classrooms: insights of adult migrants’ language education5
Quest-based learning and motivation in an EFL context5
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