ISSN: 0958-8221

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Computer Assisted Language Learning Q1 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Computer Assisted Language Learning is a journal indexed in SJR in Computer Science Applications and Language and Linguistics with an H index of 86. It has a price of 2395 €. It has an SJR impact factor of 3,513 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 3,513.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Computer Science Applications (Q1) Linguistics and Language (Q1)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

3,513

SJR Impact factor

86

H Index

141

Total Docs (Last Year)

254

Total Docs (3 years)

9357

Total Refs

3275

Total Cites (3 years)

252

Citable Docs (3 years)

12.67

Cites/Doc (2 years)

66.36

Ref/Doc

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Aims and Scope

Best articles by citations

Exploring chat-based communication in the EFL class: computer and mobile environments

Google Earth Virtual Reality and expository writing for young English Learners from a Funds of Knowledge perspective

Applying New Technological Developments to CALL for Arabic

Cooperative vs. Individual Learning of Oral Skills in a CALL Environment

Connectionist Models of Language Processing and the Training of Listening Skills With the Aid of Multimedia Software

Learner perceptions of reliance on captions in EFL multimedia listening comprehension

A Russian Multimedia Learning Package for Classroom Use and Self-Study

From monitoring users to controlling user actions: A new perspective on the user-centred approach to CALL

Sharing Systems, Sharing Language: Designing and Working in a Virtual Department

Language Methods and CALL: Redefining our Relations

Verbal interaction in Second Life: towards a pedagogic framework for task design

A study of adolescent English learners' cognitive engagement in writing while using an automated content feedback system

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Learners' metalinguistic and affective performance in blogging to write

Learners' perceptions of collaborative digital graphic writing based on semantic mapping

Towards Greater Individualization and Process-Oriented Learning Through Electronic Self-Access: Project "e-daf"

Native-Speaker/Non-Native-Speaker Discourse in the MOO: Topic Negotiation and Initiation in a Synchronous Text-Based Environment

Assessing Learner Strategies Using Computers: New Insights and Limitations

FollowYou!: An Automatic Language Lesson Generation System

Computer-assisted second language vocabulary learning in a paired-associate paradigm: a critical investigation of flashcard software

Self-experienced storytelling in an authentic context to facilitate EFL writing

Toward an ontological approach in goal-oriented language courseware design and its implications for technology-independent content structuring

Implementing E-Learning components with adult English language learners: Vital factors and lessons learned

Monitoring the Learner - Who, Why and What For?

Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature