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 2021-06-01 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
Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs	44
Correction	44
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes	42
Gamified mobile learning: effects on English learning in technical college students	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
Writing on WeChat moments: impact on writing performance and learner autonomy	28
ESP intralinguistic mediation and professional knowledge building through collaborative CALL	27
Dialogue breakdowns in robot-assisted L2 learning	26
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance	26
Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school	25
Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices	25
Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention	25
Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space	23
Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance	23
Effects of SCMC mode and learner familiarity on peer feedback in L2 interaction	23
Mobile-assisted pronunciation learning with feedback from peers and/or automatic speech recognition: a mixed-methods study	23
The impact of intelligent personal assistants on adolescent EFL learners’ listening comprehension	23
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives	22
Insight into learners’ experience in LMOOCs	22
Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study	22
Enhancing EFL argumentative writing: the impact of an online collaborative argumentation environment	21
Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context	20
Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate	19
A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency	19
A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence	19
Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners	19
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation	19
Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge	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
Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use	19
Investigating pre-service EFL teachers’ attitudes and challenges of online teaching	18
The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach	18
Comparing the effects of digital and non-digital gamification on EFL learners’ collocation knowledge, perceptions, and sense of flow	18
Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective	18
Developing and evaluating an academic collocations and phrases search engine for academic writers	17
Online individualized corrective feedback on EFL learners’ grammatical error correction	17
Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context	17
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing	17
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis	16
The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement	16
Engaging EFL learners in online decoding training: comparing the conventional approach and the flipped SEF-ARCS model	16
English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study	16
Exploring the impact of different types of E-learners’ anonymity on their learning engagement in competitive gamified language learning	16
Digital literacy practices outside language classrooms: insights of adult migrants’ language education	16
A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect	15
Mobile English language learning: a systematic review of group size, duration, and assessment methods	15
Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements	15
Modeling students’ perceptions of artificial intelligence assisted language learning	15

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