| The effects of a mobile gamification app on elementary students' Spanish achievement and self-efficacy |
17 |
| Understanding the nature of learners' out-of-class language learning experience with technology |
14 |
| Automated written corrective feedback: how well can students make use of it? |
13 |
| Autonomous language learning through a mobile application: a user evaluation of the busuu app |
11 |
| Computer-mediated collaborative writing in L2 contexts: an analysis of empirical research |
11 |
| Digital affordances on WeChat: learning Chinese as a second language |
11 |
| Analytics in online and offline language learning environments: the role of learning design to understand student online engagement |
10 |
| Enhancing beginner learners' oral proficiency in a flipped Chinese foreign language classroom |
10 |
| Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk? |
10 |
| Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis |
10 |
| Vocabulary learning through viewing video: the effect of two enhancement techniques |
8 |
| Using google translate in EFL drafts: a preliminary investigation |
8 |
| An exploration into the impact of WebQuest-based classroom on EFL learners' critical thinking and academic writing skills: a mixed-methods study |
7 |
| An immersive flipped classroom for learning Mandarin Chinese: design, implementation, and outcomes |
7 |
| Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception |
7 |
| Affordances and limitations of learning analytics for computer-assisted language learning: a case study of the VITAL project |
7 |
| Language teachers' perceptions on the use of OER language processing technologies in MALL |
6 |
| Making their own landscape: smartphones and student designed language learning environments |
6 |
| Developing and validating a questionnaire for evaluating the EFL Total PACKage': Technological Pedagogical Content Knowledge (TPACK) for English as a Foreign Language (EFL) |
6 |
| Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process |
6 |
| Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform |
5 |
| A qualitative study on a situated experience of technology integration: reflections from pre-service teachers and students |
5 |
| Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL |
5 |
| Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning |
5 |
| Understanding online interaction in language MOOCs through learning analytics |
5 |
| EFL students? views of willingness to communicate in the extramural digital context |
4 |
| Examining EFL learners? individual antecedents on the adoption of automated writing evaluation in China |
4 |
| Teachers' perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren |
4 |
| Students' reactions to using smartphones and social media for vocabulary feedback |
4 |
| Mediating EFL learners' academic writing skills in online dynamic assessment using Google Docs |
4 |
| Exploring TPACK-SLA interface: insights from the computer-enhanced classroom |
4 |
| Intercultural communicative competence and online exchanges: a systematic review |
4 |
| The interplay of tasks, strategies and negotiations in Second Life |
4 |
| Twenty years of telecollaborative practice: implications for teaching Chinese as a foreign language |
3 |
| Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature |
3 |
| Viewing L2 captioned videos: what's in it for the listener? |
3 |
| Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school |
3 |
| The effects of symmetric and asymmetric social networks on second language communication |
3 |
| An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation |
3 |
| Simulated speaking environments for language learning: insights from three cases |
3 |
| Maximizing the potential of captions for primary school ESL students? comprehension of English-language videos |
3 |
| Development of a contextualised MALL research framework based on L2 Chinese empirical study |
3 |
| Refining pragmatically-appropriate oral communication via computer-simulated conversations |
3 |
| The role of teaching presence and student participation in Spanish blended courses |
3 |
| Learning trajectories and the role of online courses in a language program |
3 |
| Beliefs about and intention to learn a foreign language in face-to-face and online settings |
2 |
| Exploring lexical inferencing as a vocabulary acquisition strategy through computerized dynamic assessment and static assessment |
2 |
| Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach |
2 |
| Bringing L2 learners' learning preferences in the mediating process through computerized dynamic assessment |
2 |
| Learning a minority language through authentic conversation using an online social learning method |
2 |
