Academic Journal
Q1Computer Assisted Language Learning
About Computer Assisted Language Learning
Computer Assisted Language Learning is a scholarly journal published by Taylor and Francis Ltd.. SCImago 2025 lists it in Q1, with an SJR of 4.12 and H-index of 100.
Coverage: 1990-1997, 2004-2026. Research categories: Computer Science Applications (Q1); Linguistics and Language (Q1).
Verified field sources
- Journal Impact Factor: 8.7 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
EFL/ESL Teaching and Learning; Second Language Acquisition and Learning; Second Language Learning and Teaching; Innovative Teaching and Learning Methods; Natural Language Processing Techniques; Mobile Learning in Education.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Can incorporating GenAI chatbots into L2 writing instruction promote student agency and writing performance? Insights from a mixed-methods quasi-experimental study
Minlin Minny Zou, Hayo Reinders, Weichen Wang
2026-09-27 · DOI: 10.1080/09588221.2026.2733006Navigating the (dis)connect: advancing equitable and inclusive practices in Computer Assisted Language Learning (CALL)
Cheryl Brown
2026-09-26 · DOI: 10.1080/09588221.2026.2737120Effects of digital multimodal composing on Chinese EFL learners’ writing performance: an explanatory sequential mixed-methods study
Jing Zhu, Omer Hassan Ali Mahfoodh, Huili Cui
2026-09-25 · DOI: 10.1080/09588221.2026.2737118Using text-to-speech in second language research and assessment: preliminary results from elicited imitation
Sarah Löber, Kathy Minhye Kim, Xiaobin Chen
2026-09-25 · DOI: 10.1080/09588221.2026.2737122Correction
2026-09-01 · DOI: 10.1080/09588221.2026.2725495Who is mimicking whom? The mutual shaping effect between AI and college students’ English writing
Xiaolei Qin
2026-08-27 · DOI: 10.1080/09588221.2026.2723281Does GenAI add additional value to teacher feedback on L1 learners’ reading comprehension over time? A study of immediate and delayed effects
Xueyan Cao, Ziqi Chen, Di Zou, Wei Wei et al.
2026-08-25 · DOI: 10.1080/09588221.2026.2721289Examining flipped learning effects on L2 learning outcomes, language-related problem-solving behaviors, and cognitive-emotional regulation: insights from EFL learners
Ehsan Namaziandost
2026-08-08 · DOI: 10.1080/09588221.2026.2710615Enhancing efficacy of multimodal glosses for mobile-mediated word learning through spaced practice
Haiyan Miao, Ziyu Wu
2026-08-01 · DOI: 10.1080/09588221.2026.2710623Engagement without attainment? Exploring AI-assisted language learning through SLA theories
Murod Ismailov, Yuichi Ono, Thomas K.F. Chiu
2026-07-12 · DOI: 10.1080/09588221.2026.2699241Integrating concept mapping into spherical video-based virtual reality speaking tasks: effects on EFL learners’ speaking performance, self-efficacy, and speaking anxiety
Gwo-Jen Hwang, Chu-Yun Lin, Mei-Rong Alice Chen
2026-07-03 · DOI: 10.1080/09588221.2026.2696867Keyword captions enhance intentional L2 vocabulary phonological learning and video comprehension: evidence from Japanese learners of Chinese
Xiaomei Su, Taohui Li, Xiaohan Zhen, Ying Huang et al.
2026-06-29 · DOI: 10.1080/09588221.2026.2693994How EFL postgraduate students engage with automated written corrective feedback provided by Pigai in their academic writing?
Bei Cai, Hong Fu, Ziyu He, Yanyue Wang et al.
2026-06-27 · DOI: 10.1080/09588221.2026.2685747Immediate or delayed? Timing effects of metalinguistic written corrective feedback in classroom collaborative writing
Gabriel Michaud
2026-06-27 · DOI: 10.1080/09588221.2026.2693788Learning to disagree professionally: genAI roleplay and L2 business communication development
Shuai Wang, Binbin Chen, Tao Zhang, Huiqin Lv et al.
2026-06-23 · DOI: 10.1080/09588221.2026.2684583Exploring L2 learners’ self-regulation and engagement with Corpus-GenAI data-driven learning in academic writing revision
Yanhong Liu, Hongliang Yu, Shanhua He, Li (Francoise) Yang et al.
2026-06-22 · DOI: 10.1080/09588221.2026.2685746From declarative knowledge to procedural fluency: a generative AI tutor for Arabic agreement rules
Djemai Mahmoud Boulaares
2026-06-11 · DOI: 10.1080/09588221.2026.2685745The impact of GenAI chatbots on communicative competence in EFL writing in Chinese upper secondary school
Zhoutiao Li
2026-06-11 · DOI: 10.1080/09588221.2026.2685753AI as a collaborator: pre-service teachers’ perspectives on preparing multimodal language lessons
Lucas Kohnke, Di Zou
2026-06-11 · DOI: 10.1080/09588221.2026.2686396Vocal and visual design features in multimodal GenAI agents: effects on EFL speaking performance, affect and interaction experience
Chenghao Wang, Xueyun Li, Hui Jin, Bin Zou et al.
2026-06-01 · DOI: 10.1080/09588221.2026.2680421Reviews
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September 11, 2026 at 10:15 am
September 11, 2026