The magazine "Computer Assisted Language Learning" is published eight times a year, covering a wide range of disciplines including linguistics, education, computer science, etc. Its aim is to provide a forum for discussing the latest discoveries in this field and sharing experiences and information about existing technologies. Its research scope is extremely broad, including but not limited to language learning and teaching methods, language testing systems, human-computer interaction, language courseware design and development, curriculum integration, teacher training, new technology applications, and socio-cultural backgrounds.This journal not only focuses on the development of technology itself, but also pays more attention to how technology affects and promotes language learning and teaching practices. It encourages interdisciplinary research and promotes innovation and deepening of the theory and practice of computer-assisted language learning. At the same time, the journal also attaches great importance to empirical research, providing rich data and theoretical support for the academic community through the publication of high-quality academic papers.
计算机辅助语言学习(Computer Assisted Language Learning)是一本由Taylor & Francis出版的一本Multiple学术刊物,主要报道Multiple相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,属于国际一流期刊。该刊创刊于1988年,出版周期8 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为6,CiteScore指数18.5,SJR指数2.37。本刊非开放获取期刊。 《计算机辅助语言学习》杂志每年出版八期,广泛覆盖多个学科领域,包括语言学、教育学、计算机科学等,旨在提供一个论坛,用于讨论该领域的最新发现,并分享有关现有技术的经验与信息。其研究范围极为广泛,包括但不限于语言学习与教学方法、语言测试系统、人机交互、语言课件设计与开发、课程整合、教师培训、新技术应用以及社会文化背景等方面的研究。该期刊不仅关注技术本身的发展,更重视技术如何影响并促进语言学习和教学的实践。它鼓励跨学科研究,推动计算机辅助语言学习理论的创新与实践的深化。同时,该期刊也重视实证研究,通过发表高质量的学术论文,为学术界提供丰富的数据和理论支持。
Mobile-assisted ESL/EFL vocabulary learning: a systematic review and meta-analysis
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1541359
Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1517093
Using gamification to support learning English as a second language: a systematic review
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1648298
E-learning: development of a model to assess the acceptance and readiness of technology among language learners
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1640255
Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1517094
An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1485708
Students’ reactions to using smartphones and social media for vocabulary feedback
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1541360
Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1540433
A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1667832
Raising native cultural awareness through WeChat: a case study with Chinese EFL students
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1629962
Blended learning for Chinese university EFL learners: learning environment and learner perceptions
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1607881
Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1604551
Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1650779
Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1635164
Exploring the frontiers of eye tracking research in language studies: a novel co-citation scientometric review
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1647251
Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1662455
Diagnosing L2 learners’ development through online computerized dynamic assessment
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1645181
Linking text readability and learner proficiency using linguistic complexity feature vector distance
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1527358
The efficiency of prompts when supporting learner use of cognitive and metacognitive strategies
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1459729
Vlogs in L2 listening: EFL learners’ and teachers’ perceptions
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1658608
The applications and effects of learning English through augmented reality: a case study of Pokémon Go
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1642211
Delving into learner autonomy in an EFL MOOC in China: a case study
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1681464
Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1668811
A comparative study of lexical word search in an audioconferencing and a videoconferencing condition
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1527359
The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1650781
Effects of regulation on interaction pattern in web-based collaborative writing activity
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1667831
The effects of symmetric and asymmetric social networks on second language communication
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1527364
Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1527363
Practicing multiliteracies to enhance EFL learners’ meaning making process and language development: a multimodal Problem-based approach
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1614959
Exploring EFL learners` developmental errors in academic writing through face-to-Face and Computer-Mediated dynamic assessment
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1698616
Evaluating English language learners’ conversations: Man vs. Machine
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1517126
Toward a neuroscience-informed evaluation of language technology
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1516675
Wiki-mediated collaboration and its association with L2 writing development: an exploratory study
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1542407
L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1666150
Learning French through music: the development of the Bande à Part app
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1472616
Improving children’s textual cohesion and writing attitude in a game-based writing environment
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1671459
Exploring the differences between low-stakes proctored and unproctored language testing using an Internet-based application
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1527360
Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1531033
The effect of tutor-specific and other motivational factors on student retention on Icelandic Online
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1633357
Collaborative kinesthetic EFL learning with collaborative total physical response
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1540432
The comparative effects of metalinguistic clue and metalinguistic explanation in computer-mediated form-focused practice: Does prior knowledge matter?
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1488736
CALL Beliefs in Context: a Study of US High School Foreign Language Learners
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1643739
The effects of intrinsic cognitive load and gameplay interest on flow experience reflecting performance progress in a Chinese remote association game
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1614068
Telepresence-place-based foreign language learning and its design principles
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1690527
The effect of four of Richard Mayer’s design principles on vocabulary retention in an Afrikaans computer programme
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2018.1488737
Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1650780
Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1677721
Using collocation clusters to detect and correct English L2 learners’ collocation errors
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1607880
Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1640746
The CALL of Zulu : reflections on the development of a computer-assisted language learning package
来源期刊:Computer Assisted Language LearningDOI:10.1080/09588221.2019.1604552