OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 14. 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 2021-10-01 to 2025-10-01.)

Article	Citations
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom	188
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output	110
A critical review of design features of LMOOCs	97
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	80
Exploring EFL learner engagement with different teacher feedback modes	73
‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing	66
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	55
Do mobile games improve language learning? A meta-analysis	51
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	49
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
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	45
Gamified mobile learning: effects on English learning in technical college students	42
Correction	42
AI versus human assessment in EFL speaking classrooms: a comparative study in China	40
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	39
Co-construction during online learning: cognitive presence through asynchronous video discussion	37
Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study	36
Using a SPOC-based flipped classroom instructional mode to teach English pronunciation	35
WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception	34
A computer-assisted tool for automatically measuring non-native Japanese oral proficiency	30
Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study	30
A systematic review examining the efficacy of commercially available foreign language learning mobile apps	30
Using video dubbing to foster college students’ English-speaking ability	29

Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	29
Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners	28
L2 grit and language mindsets as predictors of EFL learners’ attitudes toward effectiveness and value of CALL	28
Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills	28
Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles	27
Negotiated interactions in cross-cultural video-mediated virtual exchanges	27
Exploring the relationships between learners’ engagement, autonomy, and academic performance in an English language MOOC	25
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers	25
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	24
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	24
Insight into learners’ experience in LMOOCs	24
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	23
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	23
Dialogue breakdowns in robot-assisted L2 learning	23
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	23
A qualitative exploration of pre-service English teachers’ integration of generative artificial intelligence in corpus-based language pedagogy	22
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	22
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	21
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	21
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	21
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	21
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	20
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	20
Effects of L2 multimodality on vocabulary resonance: full/partial captioning and working memory	20
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	20
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	19
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	19
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	19
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	19
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	19
Integrating AI-powered tools in EFL pronunciation instruction: effects on accuracy and L2 motivation	18
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	17
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	17
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	17
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	16
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	16
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	16
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	16
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	16
Online individualized corrective feedback on EFL learners’ grammatical error correction	16
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	16
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	16
Exploring interaction process, L2 motivation and intended effort in chatbot-mediated interactions: evidence from Latent Dirichlet Allocation (LDA) topic modeling	15
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	15
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	15
The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar	15
Exploring self-regulated learning within online informal language learning: a case study	14
Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions	14

‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance	14
Correction	14
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	14
Modeling students’ perceptions of artificial intelligence assisted language learning	14
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	14