Example of Computer Assisted Language Learning format
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Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format
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Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format Example of Computer Assisted Language Learning format
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open access Open Access
recommended Recommended

Computer Assisted Language Learning — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Language and Linguistics #10 of 879 up up by 14 ranks
Linguistics and Language #11 of 935 up up by 19 ranks
Computer Science Applications #122 of 693 up up by 26 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 158 Published Papers | 1020 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 15/07/2020
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Related Journals

open access Open Access

Oxford University Press

Quality:  
High
CiteRatio: 2.0
SJR: 0.4
SNIP: 1.353
open access Open Access
recommended Recommended

Elsevier

Quality:  
High
CiteRatio: 4.8
SJR: 0.459
SNIP: 1.587
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.1
SJR: 0.832
SNIP: 1.154
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 4.8
SJR: 1.269
SNIP: 1.936

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

2.642

31% from 2018

Impact factor for Computer Assisted Language Learning from 2016 - 2019
Year Value
2019 2.642
2018 2.018
2017 1.928
2016 2.121
graph view Graph view
table view Table view

6.5

18% from 2019

CiteRatio for Computer Assisted Language Learning from 2016 - 2020
Year Value
2020 6.5
2019 5.5
2018 4.6
2017 3.9
2016 3.5
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 31% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 18% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.614

13% from 2019

SJR for Computer Assisted Language Learning from 2016 - 2020
Year Value
2020 1.614
2019 1.848
2018 1.458
2017 1.343
2016 1.79
graph view Graph view
table view Table view

2.163

6% from 2019

SNIP for Computer Assisted Language Learning from 2016 - 2020
Year Value
2020 2.163
2019 2.305
2018 1.85
2017 2.047
2016 2.5
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 13% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 6% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Computer Assisted Language Learning

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Taylor and Francis

Computer Assisted Language Learning

Computer Assisted Language Learning (CALL) is an intercontinental and interdisciplinary journal which leads the field in its dedication to all matters associated with the use of computers in language learning (L1 and L2), teaching and testing. It provides a forum to discuss th...... Read More

Language and Linguistics

Linguistics and Language

Computer Science Applications

Arts and Humanities

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Last updated on
15 Jul 2020
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ISSN
0958-8221
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Impact Factor
High - 1.184
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/09588221.2012.700315
Technologies for foreign language learning: a review of technology types and their effectiveness
Ewa M. Golonka1, Anita R. Bowles1, Victor M. Frank1, Dorna L. Richardson, Suzanne Freynik1

Abstract:

This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual stu... This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amo... read more read less

Topics:

Educational technology (56%)56% related to the paper, Pronunciation (53%)53% related to the paper, Foreign language (51%)51% related to the paper, Teaching method (51%)51% related to the paper
660 Citations
Journal Article DOI: 10.1080/09588221.2014.967701
Flipping the Classroom for English Language Learners to Foster Active Learning
Hsiu-Ting Hung1

Abstract:

This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels. Adopt... This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels. Adopting a quasi-experimental design, three different formats for flip teaching were developed in this study. The results indicate that the structured and semi-structured flip lessons were more effective instructional designs than the non-flip lessons. With a varying extent, both the structured and semi-structured flip lessons helped the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines. read more read less

Topics:

Active learning (64%)64% related to the paper, Blended learning (58%)58% related to the paper, Flipped classroom (58%)58% related to the paper, WebQuest (55%)55% related to the paper, Teaching method (54%)54% related to the paper
539 Citations
Journal Article DOI: 10.1080/09588221.2015.1111910
Using the Flipped Classroom to Enhance EFL Learning.
Jun Scott Chen Hsieh1, Wen-Chi Vivian Wu2, Michael W. Marek3

Abstract:

Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled... Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a holistic oral training course that included extensive online written and verbal communication for the learning of a wide range of English idioms. The participants were 48 sophomore English majors in two required English oral training classes. A within-subjects research design exposed all participants to learning English idioms by flipped learning, using the LINE smartphone app, and by conventional instruction. A mixed research method was employed, using multiple sources of data collection, including pre- and post-tests on idioms, two questionnaires (“Perception of Flipped Learning Experience” and “Technology Acceptance Model”), the teachers' in-class observations, a... read more read less

Topics:

Flipped classroom (69%)69% related to the paper, Blended learning (60%)60% related to the paper, Instructional design (54%)54% related to the paper, Teaching method (52%)52% related to the paper, Written language (52%)52% related to the paper
377 Citations
Journal Article DOI: 10.1080/09588220500335455
New skills for new classrooms: Training tutors to teach languages online
Regine Hampel1, Ursula Stickler1

Abstract:

While online teaching in post-compulsory education is the focus of much research today, the training of online tutors has largely been neglected. Most papers do not go beyond dealing with the technical skills that are needed to teach in an online environment. This article outlines a framework for tutor training, starting with... While online teaching in post-compulsory education is the focus of much research today, the training of online tutors has largely been neglected. Most papers do not go beyond dealing with the technical skills that are needed to teach in an online environment. This article outlines a framework for tutor training, starting with a brief overview of benefits and challenges for online language tutors. On the basis of several years' experience with teaching languages using a synchronous online environment and training tutors for online language courses, we suggest a pyramid of skills necessary for successful online teaching. These include the more general skills of dealing with the technology and using its advantages, the social skills of community building, language teaching skills, and the skills to teach creatively and develop a personal teaching style in an online medium. The article then suggests how these skills can be implemented in a training programme, which includes both pre-course training and ongoin... read more read less

Topics:

Skills management (64%)64% related to the paper, Life skills (60%)60% related to the paper, Social skills (52%)52% related to the paper, Language education (52%)52% related to the paper, TUTOR (51%)51% related to the paper
323 Citations
Journal Article DOI: 10.1080/09588220701865474
Adventures in the blogosphere: from blog readers to blog writers
Lara Ducate1, Lara Lomicka1

Abstract:

This paper reports on a year-long project in which students participated as both readers and writers of blogs. Specifically, this study examines the steps students progress through while reading and writing blogs, students' reactions to blogging, and how self-expression is characterised in the blogosphere. Data from student b... This paper reports on a year-long project in which students participated as both readers and writers of blogs. Specifically, this study examines the steps students progress through while reading and writing blogs, students' reactions to blogging, and how self-expression is characterised in the blogosphere. Data from student blogs, reports, and focus group interviews suggest that this project fostered both ownership and creativity; allowed students to experiment with language; facilitated expression in a relaxed environment; and provided students with a window into the target culture that their textbooks did not provide. Finally, we also report on questionnaires that were designed to assess students' reactions to the project. Examples from student projects are discussed. read more read less

Topics:

Blogosphere (63%)63% related to the paper, Reading (process) (50%)50% related to the paper
298 Citations
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With SciSpace, you do not need a word template for Computer Assisted Language Learning.

It automatically formats your research paper to Taylor and Francis formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

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Time taken to format a paper and Compliance with guidelines

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Computer Assisted Language Learning format uses Taylor and Francis Custom Citation citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Computer Assisted Language Learning in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Computer Assisted Language Learning guidelines and auto format it.

2. Do you follow the Computer Assisted Language Learning guidelines?

Yes, the template is compliant with the Computer Assisted Language Learning guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Computer Assisted Language Learning?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Computer Assisted Language Learning citation style.

4. Can I use the Computer Assisted Language Learning templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Computer Assisted Language Learning.

5. Can I use a manuscript in Computer Assisted Language Learning that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Computer Assisted Language Learning that you can download at the end.

6. How long does it usually take you to format my papers in Computer Assisted Language Learning?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Computer Assisted Language Learning.

7. Where can I find the template for the Computer Assisted Language Learning?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Computer Assisted Language Learning's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Computer Assisted Language Learning's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Computer Assisted Language Learning an online tool or is there a desktop version?

SciSpace's Computer Assisted Language Learning is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Computer Assisted Language Learning?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Computer Assisted Language Learning?”

11. What is the output that I would get after using Computer Assisted Language Learning?

After writing your paper autoformatting in Computer Assisted Language Learning, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Computer Assisted Language Learning's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Computer Assisted Language Learning?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Computer Assisted Language Learning. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Computer Assisted Language Learning?

The 5 most common citation types in order of usage for Computer Assisted Language Learning are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Computer Assisted Language Learning?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Computer Assisted Language Learning's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Computer Assisted Language Learning in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Computer Assisted Language Learning Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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