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 19
Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning
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- Published online by Cambridge University Press:
- 10 June 2020, pp. 250-271
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- Cited by 19
Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk
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- Published online by Cambridge University Press:
- 01 January 2009, pp. 3-17
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- Cited by 19
The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment
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- Published online by Cambridge University Press:
- 18 February 2020, pp. 232-249
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- Cited by 19
Exploring the relationship between situated activity and CALL learning in teacher education
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- Published online by Cambridge University Press:
- 18 March 2013, pp. 215-232
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- Cited by 19
Learner interactions in face-to-face collaborative writing with the support of online resources
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- Published online by Cambridge University Press:
- 08 July 2019, pp. 85-105
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- Cited by 19
The effects of communication mode on negotiation of meaning and its noticing
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- Published online by Cambridge University Press:
- 03 March 2014, pp. 333-354
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- Cited by 19
Assessing learners’ writing using lexical frequency
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- Published online by Cambridge University Press:
- 20 June 2002, pp. 133-145
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- Cited by 18
Innovative language learning: achieving the vision
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- Published online by Cambridge University Press:
- 06 August 2001, pp. 3-14
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- Cited by 18
Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)
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- Published online by Cambridge University Press:
- 02 October 2017, pp. 319-336
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- Cited by 18
Developing oral proficiency with VoiceThread: Learners’ strategic uses and views
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- Published online by Cambridge University Press:
- 13 September 2016, pp. 59-79
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- Cited by 17
Multimodal research: Addressing the complexity of multimodal environments and the challenges for CALL
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- Published online by Cambridge University Press:
- 07 July 2016, pp. 253-273
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- Cited by 17
Voluntary use of automated writing evaluation by content course students
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- Published online by Cambridge University Press:
- 31 March 2021, pp. 265-277
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- Cited by 17
Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication
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- Published online by Cambridge University Press:
- 01 May 2010, pp. 112-134
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- Cited by 17
Effects of modality preference and working memory capacity on captioned videos in enhancing L2 listening outcomes
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- Published online by Cambridge University Press:
- 14 February 2020, pp. 213-230
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- Cited by 17
Inspectable learner reports for web-based language learning
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- Published online by Cambridge University Press:
- 18 May 2005, pp. 32-46
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- Cited by 17
Partial and synchronized captioning: A new tool to assist learners in developing second language listening skill
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- Published online by Cambridge University Press:
- 02 March 2017, pp. 178-199
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- Cited by 17
Advancing CALL research via data-mining techniques: Unearthing hidden groups of learners in a corpus-based L2 vocabulary learning experiment
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- Published online by Cambridge University Press:
- 11 September 2018, pp. 135-149
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- Cited by 17
The effect of content-related and external factors on student retention in LMOOCs
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- Published online by Cambridge University Press:
- 04 March 2021, pp. 128-142
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- Cited by 17
Collaborative scaffolding in online task-based voice interactions between advanced learners
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- Published online by Cambridge University Press:
- 01 May 2010, pp. 135-151
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- Cited by 17
A comparison of the effectiveness of EFL students’ use of dictionaries and an online corpus for the enhancement of revision skills
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- Published online by Cambridge University Press:
- 26 August 2015, pp. 3-21
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