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1Vocabulary acquisition (through technology in general)
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1aOnline informal learning of English and receptive vocabulary knowledge: Purpose mattersLai C, Wang Q. Online informal learning of English and receptive vocabulary knowledge: Purpose matters. ReCALL. 2025;37(1):62-78. doi:10.1017/S095834402400017XIt was found that the strategic use of digital resources, in terms of cognitive attention to and processing of lexical information that are facilitative of vocabulary learning during and/or after the interaction, played a significant moderating role in the relationship between digital activities for information purposes and receptive knowledge of high-frequency vocabulary.https://www.cambridge.org/core/journals/recall/article/online-informal-learning-of-english-and-receptive-vocabulary-knowledge-purpose-matters/F62BDCAAEE08FD11CA22FB9DB06E443C2025
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1bThe role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aidsSato T, Lai Y, Burden T. The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids. ReCALL. 2022;34(2):201-217. doi:10.1017/S0958344021000288Moreover, imagers obtained more benefits from the visual aids, whether static or dynamic, than verbalizers. Our findings indicate that CL-based visual aids are beneficial and that individual factors, especially learners’ L1, may produce different learning effects, especially in multimedia environments.https://www.cambridge.org/core/journals/recall/article/abs/role-of-individual-factors-in-l2-vocabulary-learning-with-cognitivelinguisticsbased-static-and-dynamic-visual-aids/1B6974DA9855F246ED895F55D3095E772022
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1cA meta-analysis examining technology-assisted L2 vocabulary learningYu A, Trainin G. A meta-analysis examining technology-assisted L2 vocabulary learning. ReCALL. 2022;34(2):235-252. doi:10.1017/S0958344021000239The results of the moderator analysis revealed that learners benefited more from technology-assisted L2 vocabulary learning with incidental instruction than with intentional instruction; types of assessment were not significant moderators of the effect on technology-assisted L2 vocabulary learning; technology-assisted L2 vocabulary learning is more effective when the target language is close to the learner’s first language; college students benefited more from technology-assisted L2 vocabulary learning than K–12 students; and, finally, mobile-assisted L2 vocabulary learning was more effective than computer-assisted L2 vocabulary learning.https://www.cambridge.org/core/journals/recall/article/metaanalysis-examining-technologyassisted-l2-vocabulary-learning/08A549A6CFD1078406E6A4F8AFE281842022
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2Use of technology in ELT
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2aMobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learnersLi Y, Hafner CA. Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL. 2022;34(1):66-80. doi:10.1017/S0958344021000161Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.https://www.cambridge.org/core/journals/recall/article/abs/mobileassisted-vocabulary-learning-investigating-receptive-and-productive-vocabulary-knowledge-of-chinese-efl-learners/18A90BC97BAB053169DB351CFC7FE7B02022
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Gauging the effectiveness of a mobile application for learning English phrasal verbsAlhujaylan H. Gauging the effectiveness of a mobile application for learning English phrasal verbs. ReCALL. 2025;37(1):114-128. doi:10.1017/S0958344024000223The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.https://www.cambridge.org/core/journals/recall/article/gauging-the-effectiveness-of-a-mobile-application-for-learning-english-phrasal-verbs/F9AA362D2F1216445C7101D37561286F2025
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Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication studyKic-Drgas J, Seferoğlu G, Kılıçkaya F, Pereira R. Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study. ReCALL. 2023;35(2):143-159. doi:10.1017/S0958344023000058The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.https://www.cambridge.org/core/journals/recall/article/abs/polish-portuguese-and-turkish-efl-teachers-perceptions-on-the-use-of-oer-language-processing-technologies-in-mall-a-replication-study/98D7D575F82B75F51C436606AA5D2D3A2023
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2bEfficacy of different presentation modes for L2 video comprehension: Full versus partial display of verbal and nonverbal inputChi C, Chen H-JH, Tseng W-T, Liu Y-T. Efficacy of different presentation modes for L2 video comprehension: Full versus partial display of verbal and nonverbal input. ReCALL. 2023;35(1):105-121. doi:10.1017/S0958344022000088The results showed that while viewing the video with reduced nonverbal visual information (static key frames), the participants had well-rounded performance in all aspects of comprehension. However, their local comprehension (extraction of details) was particularly enhanced after viewing a key-framed video with full captions. Notably, this gain in local comprehension was not as manifest after viewing animated video content with full captions. The qualitative data also revealed that although animation may provide a perceptually stimulating viewing experience, its transient feature most likely taxed the participants’ attention, thus impacting their comprehension outcomes. These findings underscore the benefit of a reduction in nonverbal input and the interplay between verbal and nonverbal input. The findings are discussed in relation to the use of verbal and nonverbal input for different pedagogical purposes.https://www.cambridge.org/core/journals/recall/article/efficacy-of-different-presentation-modes-for-l2-video-comprehension-full-versus-partial-display-of-verbal-and-nonverbal-input/2F0479F52D67232CF84DF5048482F98D2023
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2cDoes comprehension of L2 television programs improve through regular classroom viewing?Pujadas, G., & Webb, S. (2025). Does comprehension of L2 television programs improve through regular classroom viewing? Language Learning & Technology, 29(1), 1–24. https://hdl.handle.net/10125/73605Results also confirm earlier findings indicating significantly better comprehension when viewing with captions than without captions, and that learners with greater vocabulary knowledge achieve higher comprehension rates, regardless of the viewing condition. Lexical coverage, used as an indicator of lexical difficulty of the episodes, was negatively correlated with comprehension scores, suggesting that other factors such as prior vocabulary knowledge may be better predictors of viewing comprehension.https://www.lltjournal.org/item/10125-73605/2025
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2dAudiovisual input in language learning: Teachers’ perspectivesSydorenko, T., Cárdenas-Claros, M. S., Huntley, E., & Montero Perez, M. (2024). Audiovisual input in language learning: Teachers’ perspectives. Language Learning & Technology, 28(1), 1–25. https://hdl.handle.net/10125/73587Teachers reported that they use video and captioned video most frequently in both classroom and out-of-class contexts. Logistic regression analyses revealed that teachers’ perceived importance and comfort using specific AV input types were the two most important factors explaining teachers’ reported use. Complementarily, open-ended responses were analyzed qualitatively to identify teachers’ additional reasons for non(use) of such input.https://www.lltjournal.org/item/10125-73587/2024
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3Experience of implementing various web platforms and applications
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3aVocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategyLo S. Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy. ReCALL. 2024;36(2):152-167. doi:10.1017/S0958344024000053ANOVA results revealed that viewing dual-subtitled videos with repetition allowed learners to achieve greater vocabulary gains than viewing with no repetition, with evidence indicating the superiority of immediate repetitions over spaced repetitions.https://www.cambridge.org/core/journals/recall/article/vocabulary-learning-through-viewing-dualsubtitled-videos-immediate-repetition-versus-spaced-repetition-as-an-enhancement-strategy/CD13EC929B3F7B7EEEFAC0E3673257702024
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3bThe effectiveness of Using YouTube Videos on Student's Vocabulary Achievement of The Eleventh Grade of SMAN 4 BombanaHasriani, A., Nurnia, & Muhsin, M. K. (2023). The Effectiveness of Using English YouTube Videos on Students’ Vocabulary Achievement of The Eleventh Grade of SMAN 4 Bombana. Journal of Teaching of English, 8(4), 372–382. https://doi.org/10.36709/jte.v8i4.161This could be concluded that using English YouTube videos significantly affected students’ vocabulary achievement among the eleven grade students of SMAN 4 Bombana.https://jte.uho.ac.id/index.php/journal/article/view/1612023
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Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videosLin P. Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos. ReCALL. 2022;34(2):185-200. doi:10.1017/S0958344021000252This paper describes the app’s current features in conjunction with the challenges endemic in the development of applications that automatically generate English language learning content out of internet video content. At the time of writing, the IdiomsTube app had over 8,000 registered users worldwide.https://www.cambridge.org/core/journals/recall/article/developing-an-intelligent-tool-for-computerassisted-formulaic-language-learning-from-youtube-videos/0FF79AD634418F0A8F1CF9DBD76AC5F22022
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3сFactors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environmentLee S-M. Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment. ReCALL. 2023;35(3):274-289. doi:10.1017/S0958344022000209The results showed that playing the game greatly facilitated L2 vocabulary acquisition and retention. The study suggested pedagogical implications for incidental vocabulary learning through game play based on the results of the study.https://www.cambridge.org/core/journals/recall/article/factors-affecting-incidental-l2-vocabulary-acquisition-and-retention-in-a-gameenhanced-learning-environment/429D5D5AF1E567164C49C70CE3DB05DC2023
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Effects of digital game elements on engagement and vocabulary developmentZhang, R., Cheng, G., & Zou, D. (2025). Effects of digital game elements on engagement and vocabulary development. Language Learning & Technology, 29(1), 1–36. https://hdl.handle.net/10125/73618Our findings refine existing theories on DGBVL by elucidating how game elements individually and collaboratively facilitate learner engagement and vocabulary knowledge development across the phases of Preactional/Forethought, Actional/Performance, and Post-actional/Self-reflection learning.https://www.lltjournal.org/item/10125-73618/2025
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