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 47
The effects of paper-based DDL on the acquisition of lexico-grammatical patterns in L2 writing
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- Published online by Cambridge University Press:
- 31 March 2014, pp. 163-183
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- Cited by 46
Speech technologies for pronunciation feedback and evaluation
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- Published online by Cambridge University Press:
- 09 June 2003, pp. 3-20
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- Cited by 46
The web as a vehicle for constructivist approaches in language teaching
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- Published online by Cambridge University Press:
- 17 June 2002, pp. 2-15
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- Cited by 46
Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening
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- Published online by Cambridge University Press:
- 17 July 2017, pp. 24-47
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- Cited by 45
Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics*
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- Published online by Cambridge University Press:
- 26 September 2012, pp. 257-278
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- Cited by 45
The effectiveness of computer-based speech corrective feedback for improving segmental quality in L2 Dutch
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- Published online by Cambridge University Press:
- 28 March 2008, pp. 225-243
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- Cited by 44
Intercultural learning via videoconferencing: a pilot exchange project
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- Published online by Cambridge University Press:
- 01 May 2000, pp. 49-61
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- Cited by 44
Enhancing a process-oriented approach to literacy and language learning: The role of corpus consultation literacy
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- Published online by Cambridge University Press:
- 24 August 2007, pp. 269-286
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- Cited by 44
Digital stories: Bringing multimodal texts to the Spanish writing classroom
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- Published online by Cambridge University Press:
- 07 July 2016, pp. 326-342
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- Cited by 43
Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction
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- Published online by Cambridge University Press:
- 29 June 2020, pp. 49-70
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- Cited by 43
Discovering formulaic language through data-driven learning: Student attitudes and efficacy
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- Published online by Cambridge University Press:
- 14 February 2014, pp. 225-242
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- Cited by 42
A review of multimedia glosses and their effects on L2 vocabulary acquisition in CALL literature
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- Published online by Cambridge University Press:
- 16 May 2011, pp. 135-159
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- Cited by 41
Critical success factors in a TRIDEM exchange
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- Published online by Cambridge University Press:
- 04 May 2007, pp. 202-223
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- Cited by 41
Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment
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- Published online by Cambridge University Press:
- 28 March 2008, pp. 162-182
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- Cited by 41
Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA
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- Published online by Cambridge University Press:
- 09 January 2020, pp. 162-177
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- Cited by 40
Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning
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- Published online by Cambridge University Press:
- 28 March 2008, pp. 208-224
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- Cited by 40
Teaching and Language Corpora(TALC)
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- Published online by Cambridge University Press:
- 16 December 2008, pp. 5-14
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- Cited by 40
The unreasonable effectivness of CALL: What have we learned in two decades of research?
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- Published online by Cambridge University Press:
- 28 March 2008, pp. 141-161
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- Cited by 39
Is this enough? A qualitative evaluation of the effectiveness of a teacher-training course on the use of corpora in language education
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- Published online by Cambridge University Press:
- 27 February 2014, pp. 260-278
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- Cited by 39
Data-driven learning for beginners: The case of German verb-preposition collocations
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- Published online by Cambridge University Press:
- 12 January 2016, pp. 207-226
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