OOIR: Observatory of International Research

Papers

(The TQCC of Computer Assisted Language Learning is 13. 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.)

Article	Citations
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	130
The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety	123
Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic integrity	76
Effects of highlights and annotations on EFL learners’ Reading comprehension: an application of computer-assisted interactive reading model	76
Evaluation of AI-generated reading comprehension materials for Arabic language teaching	65
A critical review of design features of LMOOCs	64
Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class	58
The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice	53
Towards a flipped SEF-ARCS decoding model to improve foreign language listening proficiency	53
What matters to LMOOC learners: content and sentiment analyses of learner course reviews	53
An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time	49
Teachers as CALL Customizers: exploring teachers’ perceptions of conceptualizing and customizing CALL materials	47
Digital game-playing to enhance English vocabulary and content learning among anxious foreign language students	46
Exploring EFL learner engagement with different teacher feedback modes	44
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge	41
Pre-service EFL teachers’ motivational beliefs about instructional use of technology: development and validation of a scale	41
Hyperlink desirability in adolescent fiction: location and absorption	40
Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning	39
Incidental L2 vocabulary learning from audiovisual input: the effects of different types of glosses	39
Combining multimodal technology-mediated and peer feedback: effects on second language (L2) learners’ complexity, accuracy, and fluency (CAF) in writing	38
Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers	37
The effect of feedback on metacognitive strategy use in EFL writing	35
Critical thinking cultivation in TESOL with ICT tools: a systematic review	35
Implementation of web-based dynamic assessment in improving low English achievers’ learning effectiveness	34
Application of ‘Ġabra’ online dictionary for international adults learning Maltese	33

Raising critical cultural awareness through telecollaboration: insights for pre-service teacher education	32
Human versus machine: investigating L2 learner output in face-to-face versus fully automated role-plays	32
Promoting incidental vocabulary learning through watching a French Netflix series with glossed captions	32
A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence	32
Effects of speech-enabled corrective feedback technology on EFL speaking skills, anxiety and confidence	31
Situated learning in CALL teacher preparation programs: an ecological perspective to student-teachers’ agency	31
The effects of feedback timing on L2 development in written SCMC	31
Out-of-school language learning through digital gaming: a case study from an activity theory perspective	29
Analysis of smartphone-based flashcard apps for second language vocabulary acquisition	25
A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play	25
Massive online multiplayer games as an environment for English learning among Iranian EFL students	25
Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective	24
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	23
Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study	23
Digital simulation games in CALL: a research review	22
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 improvement	22
Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance	22
The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English	21
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study	21
Incidental L2 pragmatics learning through playing a massively multiplayer online role-playing game	20
Investigating EFL learners’ inferential listening comprehension skills through computerized dynamic assessment	20
Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge	19
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	19
Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types	19
The effectiveness of LMOOCs on participants’ attitudinal learning	19
Incidental vocabulary learning from captioned video genres: proficiency, working memory, and aptitude	18
‘Critical chatting’ or ‘casual cheating’: how graduate EFL students utilize ChatGPT for academic writing	18
Intercultural learning through Chinese-American telecollaboration: results of a song sharing project	17
Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication	17
Evaluating an in-service corpus literacy training programme for EFL practitioners	17
Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications	17
The design and implementation of virtual reality simulations in Spanish for the Health Professions: what are learners’ perceptions?	17
Online individualized corrective feedback on EFL learners’ grammatical error correction	16
Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom	14
Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality	14
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	14
Using automated written corrective feedback in the writing classrooms: effects on L2 writing accuracy	14
Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019	14
Exploring the effects of robot-assisted multimodal composition on students’ audience awareness for English writing	14
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners	14
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	14
Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary	14
Investigating L2 learners’ text-to-video resemiotisation in AI-enhanced digital multimodal composing	14
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	13
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	13
Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry	13
Training Finnish morphology with a smartphone application in adult beginner level learners	13
The effects of mobile-assisted reading on incidental L2 word learning: a processing perspective	13
The impact of learning support facilitated by a robot and IoT-based tangible objects on children’s game-based language learning	13

Interactive digital media assignments: effects on EFL learners’ overall and micro-level oral language skills