Academic Journal
Q1ReCALL
About ReCALL
ReCALL is a scholarly journal published by Cambridge University Press. SCImago 2025 lists it in Q1, with an SJR of 2.623 and H-index of 77.
Coverage: 1989-2026. Research categories: Computer Science Applications (Q1); Education (Q1); Linguistics and Language (Q1).
Source-backed journal facts
Topics in published research
EFL/ESL Teaching and Learning; Second Language Learning and Teaching; Second Language Acquisition and Learning; Diverse Scientific and Economic Studies; Legal case studies and regulations; Innovative Teaching and Learning Methods.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,550.00 USD; 2,460.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
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.
Learning by designing: App development, perceived digital competence, and pedagogical authorship in English teacher education
Miran Kim, Junkyu Lee, Hosung Nam
2026-09-30 · DOI: 10.1017/s0958344026100573Effects of dialogic and monologic AI/non-AI feedback on L2 speaking development: Exploring learner achievements, feedback literacy, and interactional moves
Hanieh Shafiee Rad
2026-07-30 · DOI: 10.1017/s095834402610055xThe effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
Yulia Khoruzhaya, Kara Moranski, Alexandra Neuenschwander, Nicole Ziegler et al.
2026-09 · DOI: 10.1017/s0958344026100548Fostering generative AI-supported self-regulated learning (GenAI-SRL) in informal digital language learning through literacy and interactions: A two-stage PLS-SEM-ANN approach
Xiaoqi Wang, Lawrence Jun Zhang
2026-09 · DOI: 10.1017/s0958344026100524The effectiveness of computerized dynamic assessment in improving L2 performance: A three-level meta-analysis
Qi Lu, Mengqi Chen, Lianrui Yang, Shaofeng Li et al.
2026-07-13 · DOI: 10.1017/s0958344026100561WeChat-based collaborative self-regulated learning program: Exploring self-regulated learning strategy use, writing performance, and learning behaviors
Fan Su, Ying Zhao, Di Zou, Biyun Huang et al.
2026-09 · DOI: 10.1017/s0958344026100536Learners’ priority criteria for evaluating data-driven learning tools: An analytic hierarchy process study with traditional and GenAI-based concordancers
Hansol Lee, Jang Ho Lee
2026-09 · DOI: 10.1017/s0958344026100512A culturally responsive blended learning framework for technology-enhanced EFL contexts
Mengjia Liu, Harwati Hashim, Nur Ainil Sulaiman
2026-09 · DOI: 10.1017/s0958344026100500Tracing the diachronic effects of data-driven learning on lexical complexity in EFL learners’ argumentative writing
Yanan Zhao, Jihua Dong
2026-09 · DOI: 10.1017/s0958344026100494Involving AI in the development of intercultural competence: Exploring the role of ChatGPT in fostering cognitive flexibility
Isabelle Drewelow
2026-09 · DOI: 10.1017/s0958344026100482How do they stack up? Perceived communicative competence, foreign language anxiety, teacher support, and classroom environment in EFL learners’ willingness to communicate in MOOCs
Wenqian Huang, Pengzhan Yang, Huizhong Shen, Hongzhi Yang et al.
2026-09 · DOI: 10.1017/s0958344026100470Evaluating GPT-generated feedback for beginning-level Spanish writing: An exploratory study
Alyssia Miller De Rutté, Maite Correa
2026-05 · DOI: 10.1017/s0958344026100469Intelligent chatbot–supported collaborative learning: Impact on student engagement and English speaking skills
Ting-Ting Wu, Intan Permata Hapsari, Yueh-Min Huang
2026-05 · DOI: 10.1017/s0958344025100451Editorial
Pascual Pérez-Paredes
2026-01 · DOI: 10.1017/s0958344025100438Impact of prompt sophistication on ChatGPT’s output for automated written corrective feedback
Na Luo, Yifan Wang, Zhe (Victor) Zhang, Yile Zhou et al.
2026-05 · DOI: 10.1017/s095834402510044xDigital oratory: a multi-data analysis of L2 speakers’ public speaking anxiety and nonverbal speech performance in digital contexts
Zeping Huang, Wendy Ting Ting Wu, Mariah Chan, Jianwen Liu et al.
2026-05 · DOI: 10.1017/s0958344025100396Examining the effectiveness of integrating corpus-based and AI approaches for English speaking practice
Hsueh Chu Chen, Xiaona Zhou, Jing Xuan Tian
2026-05 · DOI: 10.1017/s0958344025100372Exploring the effects of (un)familiar environments on MALL task writing performance, EFL writing proficiency, and learner perceptions
Rustam Shadiev, Taoying Liu, Barry Lee Reynolds, Wu-Yuin Hwang et al.
2026-05 · DOI: 10.1017/s0958344025100402Enhancing intercultural competence through self-efficacy, grit, and informal digital learning of English
Jiana Liu, Ju Seong Lee
2026-05 · DOI: 10.1017/s0958344025100414Informal digital learning of English in teachers: development and validation of a scale – CORRIGENDUM
Afsheen Rezai
2026-05 · DOI: 10.1017/s0958344025100426Reviews
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September 18, 2026 at 1:15 pm
September 18, 2026