Citations (61)
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Mei Hui Lim & Vahid Aryadoust. (2022) A scientometric review of research trends in computer-assisted language learning (1977 – 2020). Computer Assisted Language Learning 35:9, pages 2675-2700.
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Gustavo García Botero, Margarita Alexandra Botero Restrepo, Chang Zhu & Frederik Questier. (2021) Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?. Computer Assisted Language Learning 34:8, pages 1013-1039.
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Gustavo García Botero, Frederik Questier & Chang Zhu. (2019) Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk?. Computer Assisted Language Learning 32:1-2, pages 71-97.
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Margarita Vinagre & Avelino Corral Esteban. (2018) Evaluative language for rapport building in virtual collaboration: an analysis of appraisal in computer-mediated interaction. Language and Intercultural Communication 18:3, pages 335-350.
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Munassir Alhamami. (2018) Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning 31:1-2, pages 90-113.
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Kolbrún Friðriksdóttir. (2018) The impact of different modalities on student retention and overall engagement patterns in open online courses. Computer Assisted Language Learning 31:1-2, pages 53-71.
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Shu-Chiao Tsai. (2017) Effectiveness of ESL students' performance by computational assessment and role of reading strategies in courseware-implemented business translation tasks. Computer Assisted Language Learning 30:6, pages 474-487.
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Stephen Bodnar, Catia Cucchiarini, Bart Penning de Vries, Helmer Strik & Roeland van Hout. (2017) Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning 30:3-4, pages 223-246.
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Levi McNeil. (2016) Integrating computer-mediated communication strategy instruction. Computer Assisted Language Learning 29:2, pages 242-261.
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Shu-Li Lai & Hao-Jan Howard Chen. (2015) Dictionaries vs concordancers: actual practice of the two different tools in EFL writing. Computer Assisted Language Learning 28:4, pages 341-363.
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Petter Karlström & Eva Lundin. (2013) CALL in the zone of proximal development: novelty effects and teacher guidance. Computer Assisted Language Learning 26:5, pages 412-429.
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Fenfang Hwu. (2013) A review of the use of script-based tracking in CALL research for data sharing: applications providing meaning aids. Computer Assisted Language Learning 26:4, pages 350-370.
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Jean-Claude Bertin & Jean-Paul Narcy-Combes. (2012) Tutoring at a distance. Computer Assisted Language Learning 25:2, pages 105-109.
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Jean-Claude Bertin & Jean-Paul Narcy-Combes. (2012) Tutoring at a distance: modelling as a tool to control chaos. Computer Assisted Language Learning 25:2, pages 111-127.
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Carola Strobl & Geert Jacobs. (2011) Assessing QuADEM: preliminary notes on a new method for evaluating online language learning courseware. Computer Assisted Language Learning 24:5, pages 433-449.
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Pascual Pérez-Paredes, María Sánchez-Tornel, JoseMaría Alcaraz Calero & PilarAguado Jiménez. (2011) Tracking learners' actual uses of corpora: guided vs non-guided corpus consultation. Computer Assisted Language Learning 24:3, pages 233-253.
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Greg Kessler & Dawn Bikowski. (2010) Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space. Computer Assisted Language Learning 23:1, pages 41-58.
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LeeB. Abraham. (2008) Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Computer Assisted Language Learning 21:3, pages 199-226.
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Bryan Smith & Marta González-Lloret. (2020) Technology-mediated task-based language teaching: A research agenda. Language Teaching 54:4, pages 518-534.
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Birna Arnbjörnsdóttir, Kolbrún Friðriksdóttir & Branislav Bédi. 2020. CALL for widening participation: short papers from EUROCALL 2020. CALL for widening participation: short papers from EUROCALL 2020
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John Gillespie. (2020) CALL research: Where are we now?. ReCALL 32:2, pages 127-144.
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Greg Kessler. 2020. Professionalizing Your English Language Teaching. Professionalizing Your English Language Teaching
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Trude Heift. (2019) A longitudinal observation of technology-mediated feedback for L2 learners of German. ITL - International Journal of Applied Linguistics 170:2, pages 154-179.
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Ursula Stickler & Regine Hampel. (2019) Qualitative Research In Online Language Learning: What Can It Do?. International Journal of Computer-Assisted Language Learning and Teaching 9:3, pages 14-28.
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Trude Heift, Alison Mackey & Bryan Smith. (2019) History, Pedagogy, Data and New Directions: An Introduction to the Educational Technology Issue. Annual Review of Applied Linguistics 39, pages 1-7.
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Trude Heift & Catherine Caws. 2018. Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching. Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching
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Jean-Claude Bertin. (2015) Modélisation en apprentissage des langues médiatisé : quelle utilité ?Models and CALL: how useful are they?. Alsic:vol. 18, n° 2.
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Marie-Josée Hamel. (2013) Questionnaires to Inform a Usability Test Conducted on a CALL Dictionary Prototype. International Journal of Computer-Assisted Language Learning and Teaching 3:3, pages 56-76.
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Karina Collentine. (2013) Using tracking technologies to study the effects of linguistic complexity in CALL input and SCMC output. CALICO Journal, pages 46-65.
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Frederik Cornillie, Ruben Lagatie, Mieke Vandewaetere, Geraldine Clarebout & Piet Desmet. (2013) Tools that detectives use: in search of learner-related determinants for usage of optional feedback in a written murder mystery. CALICO Journal, pages 22-45.
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Marie-Josée Hamel. (2013) Analyse de l'activité de recherche d'apprenants de langue dans un prototype de dictionnaire en ligneAnalysis of language learners' search activity using an electronic dictionary prototype. Alsic:Vol. 16.
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Catherine G. Caws. (2013) Evaluating a web-based video corpus through an analysis of user interactions. ReCALL 25:1, pages 85-104.
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김규미. (2010) The effects of self-directed web-based listening activities on listening performance and motivation. English Language Teaching 22:2, pages 111-135.
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Cédric Brudermann. (2010) From action research to the implementation of ICT pedagogical tools: taking into account students’ needs to propose adjusted online tutorial practice. ReCALL 22:2, pages 172-190.
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