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 30
Tracing the reflective practices of student teachers in online modes
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- Published online by Cambridge University Press:
- 30 July 2014, pp. 104-123
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- Cited by 30
A semiotic perspective on webconferencing-supported language teaching
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- Published online by Cambridge University Press:
- 27 November 2015, pp. 62-82
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- Cited by 30
Scope, goals and methods in CALL research: questions of coherence and autonomy
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- Published online by Cambridge University Press:
- 18 April 2001, pp. 170-195
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- Cited by 30
Exploring teachers’ professional development through participation in virtual exchange
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- Published online by Cambridge University Press:
- 21 July 2021, pp. 21-36
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- Cited by 30
Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching
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- Published online by Cambridge University Press:
- 18 May 2005, pp. 65-84
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- Cited by 30
A social and self-reflective approach to MALL
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- Published online by Cambridge University Press:
- 01 January 2010, pp. 39-52
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- Cited by 29
Integrating learner corpora and natural language processing: A crucial step towards reconciling technological sophistication and pedagogical effectiveness1
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- Published online by Cambridge University Press:
- 24 August 2007, pp. 252-268
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- Cited by 29
CALL: past, present and future — a bibliometric approach
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- Published online by Cambridge University Press:
- 18 May 2005, pp. 4-17
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- Cited by 29
The effects of task type in Synchronous Computer-Mediated Communication
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- Published online by Cambridge University Press:
- 01 January 2010, pp. 20-38
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- Cited by 29
Collaborative dialogue in synchronous computer-mediated communication and face-to-face communication
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- Published online by Cambridge University Press:
- 02 May 2017, pp. 257-275
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- Cited by 29
The impact of automated feedback on L2 learners’ written causal explanations
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- Published online by Cambridge University Press:
- 31 August 2018, pp. 189-203
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- Cited by 29
Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator
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- Published online by Cambridge University Press:
- 12 September 2019, pp. 47-62
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- Cited by 28
Integrating corpus linguistics into online language teacher education programs
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- Published online by Cambridge University Press:
- 24 June 2016, pp. 120-135
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- Cited by 28
Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis
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- Published online by Cambridge University Press:
- 22 December 2014, pp. 261-287
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- Cited by 28
A study of a multimedia web annotation system and its effect on the EFL writing and speaking performance of junior high school students
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- 16 May 2011, pp. 160-180
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- Cited by 28
CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom
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- 08 September 2017, pp. 68-87
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- Cited by 27
Innovative assessment of aviation English in a virtual world: Windows into cognitive and metacognitive strategies
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- 24 January 2018, pp. 196-213
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- Cited by 27
Supporting oral production for professional purposes in synchronous communication with heterogenous learners
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- Published online by Cambridge University Press:
- 19 May 2006, pp. 5-23
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- Cited by 26
Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations
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- Published online by Cambridge University Press:
- 23 May 2018, pp. 375-398
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- 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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