| Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction J York, K Shibata, H Tokutake, H Nakayama ReCALL 33 (1), 49-70, 2021 | 85 | 2021 |
| A constructivist approach to game-based language learning: Student perceptions in a beginner-level EFL context J York, JW DeHaan International Journal of Game-Based Learning (IJGBL) 8 (1), 19-40, 2018 | 75 | 2018 |
| Reasons for using YouTube in the language classroom including practical usage examples J York The JALT Call Journal 7 (2), 207-215, 2011 | 29 | 2011 |
| Playing a new game—An argument for a teacher‐focused field around games and play in language education J York, FJ Poole, JW DeHaan Foreign Language Annals 54 (4), 1164-1188, 2021 | 28 | 2021 |
| Music and MEXT: How songs can help primary school English teachers teach and their students learn J York The language teacher 35 (4), 62-67, 2011 | 26 | 2011 |
| Promoting spoken interaction and student engagement with board games in a language teaching context J York Global perspectives on gameful and playful teaching and learning, 1-26, 2020 | 22 | 2020 |
| It’s your turn: EFL teaching and learning with tabletop games J York, J deHaan, P Hourdequin Innovation in Language Teaching and Learning: The Case of Japan, 117-139, 2019 | 21 | 2019 |
| Kotoba Rollers walkthrough: Board games, TBLT, and player progression in a university EFL classroom J York Ludic Language Pedagogy 1, 58-114, 2019 | 20 | 2019 |
| Minecraft and language learning J York Minecraft in the Classroom: Ideas, inspiration, and student projects for …, 2014 | 17 | 2014 |
| Language learning in complex virtual worlds: Effects of modality and task complexity on oral performance between virtual world and face-to-face tasks J York University of Leicester, 2019 | 16 | 2019 |
| Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis J York Ludic Language Pedagogy 2, 225-255, 2020 | 11 | 2020 |
| How is gamification like being trapped in the Matrix? And what is the “real-world” of game-based learning? J York, J deHaan, M Childs, M Collins Digital Culture & Education 14 (3), 35-54, 2022 | 9 | 2022 |
| It’s your mooooove: Why teaching with games should be like vaporwave (and not nightcore) J York Ludic Language Pedagogy 2, 104-114, 2020 | 9 | 2020 |
| Board games and foreign language learning: Rationale and framework development J York, J deHaan The, 379-390, 2016 | 9 | 2016 |
| Issues in the current state of teaching languages with games B Thanyawatpokin, J York Digital games and language learning: Theory, development and implementation …, 2021 | 8 | 2021 |
| Comics, Crowdsourcing and Up-Votes: EFL on the Front Page of the Internet. J York, S Stiller JALT CALL Journal 9 (1), 99-112, 2013 | 7 | 2013 |
| English Quest J York Modern English Teacher 21 (4), 20-25, 2012 | 7 | 2012 |
| A comparison of the affective affordances of a static and interactive VR system on learner FLA and motivation K Shibata, J York Teaching with technology 2020: Selected papers from the JALTCALL2020 …, 2021 | 6 | 2021 |
| Evaluation of a VR language learning system: Effect of interactivity on learner oral task performance H TOKUTAKE, K SHIBATA, J YORK, H NAKAYAMA The virtual reality society of Japan 25, 2020 | 6 | 2020 |
| Learning English and Other 21st Century Skills Through Games: Lessons for Japanese Higher Education from Learning Spaces in New York City P Hourdequin, J York, J deHaan Tokoha University Faculty of Foreign Studies Research Review 33, 41-59, 2017 | 6 | 2017 |
Jonathan deHaanAssociate Professor, University of ShizuokaE-mail confirmado em u-shizuoka-ken.ac.jp
