Most cited
This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.
- Cited by 26
Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs
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- Published online by Cambridge University Press:
- 23 April 2021, pp. 143-160
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- Cited by 26
Meaning-making in online language learner interactions via desktop videoconferencing
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- Published online by Cambridge University Press:
- 29 July 2016, pp. 305-325
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- Cited by 26
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019
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- Published online by Cambridge University Press:
- 24 September 2021, pp. 147-168
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- Cited by 26
Facilitating second language learners’ listening comprehension with Second Life and Skype
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- Published online by Cambridge University Press:
- 20 December 2016, pp. 200-218
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- Cited by 25
Effects of topic interest and prior knowledge on text recall and annotation use in reading a hypermedia text in the L2
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- Published online by Cambridge University Press:
- 01 May 2010, pp. 228-246
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- Cited by 25
CALL by design: discourse, products and processes
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- Published online by Cambridge University Press:
- 20 June 2002, pp. 58-84
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- Cited by 25
Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience*
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- Published online by Cambridge University Press:
- 04 January 2012, pp. 3-19
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- Cited by 24
Effects of using machine translation to mediate the revision process of Korean university students’ academic writing
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- Published online by Cambridge University Press:
- 11 September 2020, pp. 18-33
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- Cited by 24
Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning
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- Published online by Cambridge University Press:
- 19 June 2019, pp. 255-275
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- Cited by 24
Mobile-mediated dynamic assessment: A new perspective for second language development
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- Published online by Cambridge University Press:
- 16 January 2020, pp. 178-194
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- Cited by 24
The development of meaningful interactions on a blog used for the learning of English as a Foreign Language
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- Published online by Cambridge University Press:
- 01 September 2010, pp. 376-395
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- Cited by 24
Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019
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- Published online by Cambridge University Press:
- 13 January 2022, pp. 309-326
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- Cited by 24
Guides on the side? Tasks and challenges for teachers in telecollaborative projects
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- Published online by Cambridge University Press:
- 30 June 2004, pp. 5-19
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- Cited by 24
Podcast-based pronunciation training: Enhancing FL learners’ perception and production of fossilised segmental features
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- Published online by Cambridge University Press:
- 04 October 2018, pp. 150-169
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- Cited by 24
Exploring collaborative reverse subtitling for the enhancement of written production activities in English as a second language
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- Published online by Cambridge University Press:
- 19 October 2016, pp. 39-58
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- Cited by 23
Learners’ interactions: a comparison of oral and computer-assisted written conversations
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- Published online by Cambridge University Press:
- 09 June 2003, pp. 113-136
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- Cited by 23
Tandem language learning via e-mail: from motivation to autonomy
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- Published online by Cambridge University Press:
- 18 April 2001, pp. 121-128
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- Cited by 23
Utilizing lexical data from a Web-derived corpus to expand productive collocation knowledge
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- Published online by Cambridge University Press:
- 01 January 2010, pp. 83-102
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- Cited by 23
Developing a writing assistant to help EAP writers with collocations in real time
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- Published online by Cambridge University Press:
- 10 August 2018, pp. 23-39
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- Cited by 23
What do meta-analyses tell us about CALL effectiveness?
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- Published online by Cambridge University Press:
- 28 November 2005, pp. 269-288
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