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 14
Authenticity in CALL: three domains of ‘realness’
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- Published online by Cambridge University Press:
- 18 March 2013, pp. 272-285
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- Cited by 14
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 14
Mediating the digital divide in CALL classrooms: Promoting effective language tasks in limited technology contexts
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- Published online by Cambridge University Press:
- 02 December 2004, pp. 280-291
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- Cited by 14
Interactions for language learning in and around virtual worlds
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- Published online by Cambridge University Press:
- 12 April 2018, pp. 153-160
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- Cited by 14
ReCALL special issue: Researching uses of corpora for language teaching and learning Editorial Researching uses of corpora for language teaching and learning
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- Published online by Cambridge University Press:
- 14 February 2014, pp. 121-127
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- Cited by 14
The effect of using an online-based course on the learning of grammar inductively and deductively
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- Published online by Cambridge University Press:
- 01 September 2009, pp. 319-336
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- Cited by 14
Developing oral communication in Spanish lower-level courses: The case of voice recording and videoconferencing activities
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- Published online by Cambridge University Press:
- 31 October 2018, pp. 116-134
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- Cited by 13
The use of online annotations in reading instruction and its impact on students’ reading progress and processes
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- Published online by Cambridge University Press:
- 08 April 2016, pp. 22-38
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- Cited by 13
The use of questions in a synchronous intercultural online exchange project
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- Published online by Cambridge University Press:
- 16 August 2017, pp. 112-130
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- Cited by 13
Differences that make the difference: a study of functionalities in synchronous CMC
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- 01 January 2010, pp. 3-19
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- Cited by 13
English learning websites and digital resources from the perspective of Chinese university EFL practitioners
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- Published online by Cambridge University Press:
- 20 May 2014, pp. 156-176
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- Cited by 13
Concgramming: A computer driven approach to learning the phraseology of English
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- Published online by Cambridge University Press:
- 24 August 2007, pp. 287-306
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- Cited by 13
Analysis of research in CALL (1980–2000) with a reflection on CALL as an academic discipline
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- Published online by Cambridge University Press:
- 19 April 2004, pp. 177-188
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- Cited by 13
Online reading strategies at work: What teachers think and what students do
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- Published online by Cambridge University Press:
- 28 June 2013, pp. 340-358
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- Cited by 13
Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers
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- Published online by Cambridge University Press:
- 09 June 2003, pp. 37-50
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- Cited by 13
Enriching language learning through a multimedia corpus
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- Published online by Cambridge University Press:
- 24 August 2007, pp. 351-370
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- Cited by 13
Implementing digital game-enhanced pedagogy: Supportive and impeding language awareness and discourse participation phenomena
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- Published online by Cambridge University Press:
- 03 October 2019, pp. 106-124
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- Cited by 13
Mobile-assisted language learning in older adults: Chances and challenges
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- Published online by Cambridge University Press:
- 29 September 2021, pp. 169-184
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- Cited by 13
Unlearning overgenerated be through data-driven learning in the secondary EFL classroom
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- Published online by Cambridge University Press:
- 20 September 2017, pp. 48-67
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- Cited by 13
Constructing a ‘third space’ for EFL learners: Where language and cultures meet
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- Published online by Cambridge University Press:
- 04 May 2007, pp. 224-241
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