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 39
Testing learner reliance on caption supports in second language listening comprehension multimedia environments
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- Published online by Cambridge University Press:
- 27 March 2013, pp. 199-214
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- Cited by 38
Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction
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- Published online by Cambridge University Press:
- 21 September 2020, pp. 71-87
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- Cited by 38
New competencies in a new era? Examining the impact of a teacher training project
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- Published online by Cambridge University Press:
- 01 September 2009, pp. 352-369
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- Cited by 38
Providing graduated corrective feedback in an intelligent computer-assisted language learning environment
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- Published online by Cambridge University Press:
- 24 May 2017, pp. 313-334
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- Cited by 38
Evaluating the language resources of chatbots for their potential in English as a second language
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- Published online by Cambridge University Press:
- 04 January 2008, pp. 98-116
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- Cited by 37
Motivation and task performance in a task-based web-based tandem project
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- Published online by Cambridge University Press:
- 17 June 2002, pp. 16-31
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- Cited by 37
Captions and reduced forms instruction: The impact on EFL students’ listening comprehension
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- Published online by Cambridge University Press:
- 21 November 2013, pp. 44-61
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- Cited by 37
Developing and evaluating an oral skills training website supported by automatic speech recognition technology*
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- Published online by Cambridge University Press:
- 05 January 2011, pp. 59-78
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- Cited by 37
Second language learning in the context of massively multiplayer online games: A scoping review
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- Published online by Cambridge University Press:
- 11 September 2018, pp. 92-113
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- Cited by 37
Institutional and individual dimensions of transatlantic group work in network-based language teaching
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- Published online by Cambridge University Press:
- 21 November 2001, pp. 213-231
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- Cited by 36
Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities
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- Published online by Cambridge University Press:
- 15 January 2014, pp. 100-116
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- Cited by 36
Learning motivation and adaptive video caption filtering for EFL learners using handheld devices
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- Published online by Cambridge University Press:
- 23 May 2014, pp. 84-103
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- Cited by 36
Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs
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- 09 June 2015, pp. 288-303
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- Cited by 36
Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze
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- Published online by Cambridge University Press:
- 13 February 2013, pp. 122-142
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- Cited by 36
Blending technology and face-to-face: Advanced students’ choices
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- Published online by Cambridge University Press:
- 16 October 2015, pp. 83-102
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- Cited by 35
CALL research: Where are we now?
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- Published online by Cambridge University Press:
- 14 April 2020, pp. 127-144
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- Cited by 35
Malaysian ESL teachers’ use of ICT in their classrooms: expectations and realities
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- Published online by Cambridge University Press:
- 14 February 2007, pp. 79-95
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- Cited by 35
Implementation of an AI chatbot as an English conversation partner in EFL speaking classes
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- Published online by Cambridge University Press:
- 13 April 2022, pp. 327-343
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- Cited by 34
Blended learning in a teacher training course: Integrated interactive e-learning and contact learning
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- Published online by Cambridge University Press:
- 28 November 2005, pp. 179-196
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- Cited by 34
Orientations to negotiated language and task rules in online L2 interaction
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- Published online by Cambridge University Press:
- 02 February 2018, pp. 355-374
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