Online informal learning of English and receptive vocabulary knowledge: Purpose matters

2024-5-30

The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024

2024-5-27

The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach

2024-5-17

Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators

2024-5-10

Does checking-in help? Understanding L2 learners’ autonomous check-in behavior in an English-language MOOC through learning analytics

2024-5-9

The impact of data-driven learning form-focused tasks on learners’ task engagement: An intervention study

2024-4-12

Preparing teachers for the future: Microteaching in the immersive VR environment

2024-3-19

Video-mediated collaborative lesson planning in virtual exchange among transnational teams of pre-service language teachers

2024-3-14

Meaning-focused foreign language instruction via telepresence robots: A geosemiotic analysis

2024-3-5

The effectiveness of immersive learning technologies in K–12 English as second language learning: A systematic review

2024-3-1

A bibliometric analysis of artificial intelligence in L2 teaching and applied linguistics between 1995 and 2022

2024-2-26

Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy

2024-2-23

Perceptions of learning from audiovisual input and changes in L2 viewing preferences: The roles of on-screen text and proficiency

2024-2-23

Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks

2024-1-23

A systematic review of AI-based automated written feedback research

2024-1-23

Do we learn from mistakes? The usefulness of examples of errors in online dictionaries

2024-1-1

Forty-two years of computer-assisted language learning research: A scientometric study of hotspot research and trending issues

2023-12-20

Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms

2023-12-14

Editorial

2023-12-4

Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study

2023-11-6

<i>ReCALL</i> editorial September 2023 issue

2023-8-7

Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation

2023-6-26

A longitudinal analysis of highly cited papers in four CALL journals

2023-6-23

Quantitative experimental L2 acquisition MALL studies: A critical evaluation of research quality

2023-6-20

Building a pedagogic spellchecker for L2 learners of Spanish

2023-6-15

Exploring the use of social virtual reality for virtual exchange

2023-5-2

Beyond replication: An exact replication study of Łodzikowski (2021)

2023-4-14

Replication in CALL

2023-4-14

The effectiveness of automatic speech recognition in ESL/EFL pronunciation: A meta-analysis

2023-4-13

Effects of playing the video game <i>Her Story</i> on multiple dimensions of creativity in EFL writing – An international replication study

2023-3-20

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

2023-3-17

Assessing the effectiveness of machine translation in the Chinese EFL writing context: A replication of Lee (2020)

2023-3-13

Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)

2023-3-9

EFL learners dropping out of blended language learning classes: A replication of Stracke (2007)

2023-3-9

Untangling the relationship between pre-service teachers’ development of intercultural effectiveness and their experiences in virtual exchange

2023-3-9

LMOOC research 2014 to 2021: What have we done and where are we going next?

2023-1-4

Editorial

2022-12-12

Charting the landscape of data-driven learning using a bibliometric analysis

2022-11-22

Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment

2022-11-21

Assessment of L2 intelligibility: Comparing L1 listeners and automatic speech recognition

2022-11-18

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

2022-11-18

Communication strategy use of EFL learners in videoconferencing, virtual world and face-to-face environments

2022-10-27

Postsecondary L2 writing teachers’ use and perceptions of Grammarly as a complement to their feedback

2022-10-3

Editorial

2022-8-8

Genre effect on Google Translate–assisted L2 writing output quality

2022-7-25

Review of research on applications of speech recognition technology to assist language learning

2022-7-14

Unpacking second language writing teacher knowledge through corpus-based pedagogy training

2022-7-4

Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles

2022-6-28

Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology

2022-6-14

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

2022-5-23