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 22
Error-specific and individualised feedback in a Web-based language tutoring system: Do they read it?
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- Published online by Cambridge University Press:
- 06 August 2001, pp. 99-109
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- Cited by 22
Virtual world anonymity and foreign language oral interaction
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- Published online by Cambridge University Press:
- 25 January 2018, pp. 232-249
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- Cited by 22
Did CALL feedback feed back? Researching learners’ use of feedback
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- Published online by Cambridge University Press:
- 06 August 2001, pp. 79-98
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- Cited by 22
Narrative review and meta-analysis of MALL research on L2 skills
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- Published online by Cambridge University Press:
- 24 November 2020, pp. 278-295
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- Cited by 22
Critically examining the use of blog-based fanfiction in the advanced language classroom
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- Published online by Cambridge University Press:
- 13 September 2018, pp. 40-55
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- Cited by 22
A case study of language learners’ social presence in synchronous CMC
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- Published online by Cambridge University Press:
- 04 January 2012, pp. 66-84
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- Cited by 21
Iranian EFL teachers’ perceptions of the difficulties of implementing CALL
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- Published online by Cambridge University Press:
- 28 March 2014, pp. 298-314
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- Cited by 21
The multiple roles of the task design mediator in telecollaboration
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- Published online by Cambridge University Press:
- 26 April 2017, pp. 239-256
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- Cited by 21
How to chat in English and Chinese: Emerging digital language conventions
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- Published online by Cambridge University Press:
- 02 December 2004, pp. 308-329
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- Cited by 21
Computer-mediated input, output and feedback in the development of L2 word recognition from speech
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- Published online by Cambridge University Press:
- 30 December 2014, pp. 321-339
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- Cited by 21
Using a stance corpus to learn about effective authorial stance-taking: a textlinguistic approach
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- Published online by Cambridge University Press:
- 27 April 2012, pp. 209-236
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- Cited by 21
When technology speaks language: an evaluation of course management systems used in a language learning context
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- Published online by Cambridge University Press:
- 01 September 2010, pp. 332-355
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- Cited by 20
What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives
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- Published online by Cambridge University Press:
- 31 March 2021, pp. 177-192
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- Cited by 20
CASLA through a social constructivist perspective: WebQuest in project-driven language learning
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- Published online by Cambridge University Press:
- 28 November 2005, pp. 217-228
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- Cited by 20
Language practice with multimedia supported web-based grammar revision material
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- Published online by Cambridge University Press:
- 01 September 2010, pp. 313-331
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- Cited by 20
English language education on-line game and brain connectivity
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- Published online by Cambridge University Press:
- 29 September 2016, pp. 3-21
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- Cited by 20
Facebook or fail-book: Exploring “community” in a virtual community of practice
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- Published online by Cambridge University Press:
- 07 April 2020, pp. 291-306
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- Cited by 20
The ‘third place’ – virtual reality applications for second language learning
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- Published online by Cambridge University Press:
- 16 December 2008, pp. 118-126
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- Cited by 20
The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam
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- Published online by Cambridge University Press:
- 16 October 2015, pp. 166-186
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- Cited by 19
A meta-analysis examining technology-assisted L2 vocabulary learning
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- Published online by Cambridge University Press:
- 27 December 2021, pp. 235-252
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