Thierry Chanier

1.1k total citations
57 papers, 418 citations indexed

About

Thierry Chanier is a scholar working on Language and Linguistics, Linguistics and Language and Artificial Intelligence. According to data from OpenAlex, Thierry Chanier has authored 57 papers receiving a total of 418 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Language and Linguistics, 21 papers in Linguistics and Language and 21 papers in Artificial Intelligence. Recurrent topics in Thierry Chanier's work include French Language Learning Methods (21 papers), Second Language Learning and Teaching (16 papers) and EFL/ESL Teaching and Learning (14 papers). Thierry Chanier is often cited by papers focused on French Language Learning Methods (21 papers), Second Language Learning and Teaching (16 papers) and EFL/ESL Teaching and Learning (14 papers). Thierry Chanier collaborates with scholars based in France, United Kingdom and Canada. Thierry Chanier's co-authors include Ciara R. Wigham, Anna Vetter, Christophe Reffay, Tim Lewis, Djamé Seddah, Benoît Sagot, John Self, Nikolaos Avouris, Yves Chevalier and Henk van den Heuvel and has published in prestigious journals such as SHILAP Revista de lepidopterología, Computers & Education and Caries Research.

In The Last Decade

Thierry Chanier

50 papers receiving 336 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Thierry Chanier France 11 239 143 104 74 72 57 418
Lawrence Williams United States 14 284 1.2× 143 1.0× 120 1.2× 29 0.4× 72 1.0× 35 426
Martin Hewings United Kingdom 12 200 0.8× 227 1.6× 99 1.0× 58 0.8× 42 0.6× 33 380
Federica Barbieri United States 8 322 1.3× 310 2.2× 256 2.5× 144 1.9× 43 0.6× 13 547
Marta González‐Lloret United States 11 310 1.3× 232 1.6× 130 1.3× 30 0.4× 127 1.8× 25 456
Joel Walz United States 13 409 1.7× 264 1.8× 181 1.7× 51 0.7× 121 1.7× 35 603
Lynn Grant New Zealand 11 260 1.1× 111 0.8× 151 1.5× 77 1.0× 40 0.6× 23 364
Ivor Timmis United Kingdom 9 447 1.9× 311 2.2× 149 1.4× 55 0.7× 76 1.1× 20 600
Mahmood Hashemian Iran 11 225 0.9× 94 0.7× 145 1.4× 54 0.7× 117 1.6× 76 395
Tove Larsson United States 11 177 0.7× 177 1.2× 145 1.4× 141 1.9× 35 0.5× 49 389
Neil Millar Japan 9 139 0.6× 142 1.0× 124 1.2× 105 1.4× 23 0.3× 17 365

Countries citing papers authored by Thierry Chanier

Since Specialization
Citations

This map shows the geographic impact of Thierry Chanier's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Thierry Chanier with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Thierry Chanier more than expected).

Fields of papers citing papers by Thierry Chanier

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thierry Chanier. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Thierry Chanier. The network helps show where Thierry Chanier may publish in the future.

Co-authorship network of co-authors of Thierry Chanier

This figure shows the co-authorship network connecting the top 25 collaborators of Thierry Chanier. A scholar is included among the top collaborators of Thierry Chanier based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Thierry Chanier. Thierry Chanier is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Chanier, Thierry, et al.. (2026). ALIPE (Acquisition de la Liaison et Interactions Parents Enfants). Americanae (AECID Library).
2.
Wigham, Ciara R. & Thierry Chanier. (2014). Pedagogical corpora as a means to reuse research data and analyses in teacher-training. Computer Assisted Language Learning.
3.
Wigham, Ciara R. & Thierry Chanier. (2013). Interactions between text chat and audio modalities for L2 communication and feedback in the synthetic world Second Life. Computer Assisted Language Learning. 28(3). 260–283. 37 indexed citations
4.
Wigham, Ciara R. & Thierry Chanier. (2013). Les mondes synthétiques : un terrain pour l'approche Emile dans l'enseignement supérieur ?. HAL (Le Centre pour la Communication Scientifique Directe). 54(54). 77–93. 1 indexed citations
5.
Beißwenger, Michael, et al.. (2013). Computer-mediated communication in TEI: What lies ahead. Radboud Repository (Radboud University). 1 indexed citations
6.
Reffay, Christophe, et al.. (2012). Multimodal learning and teaching corpora exchange: lessons learned in five years by the Mulce project. International Journal of Technology Enhanced Learning. 4(1/2). 11–11. 7 indexed citations
7.
Lewis, Tim, et al.. (2011). Multilateral online exchanges for language and culture learning. Language learning & technology. 15(1). 3–9. 12 indexed citations
8.
9.
Chanier, Thierry, et al.. (2010). 9/10, Eurocall 2010, Atelier "Dissemination and comparison of research findings : developing Contextualized Learning and Teaching Corpora (LETEC)". 1 indexed citations
10.
Chanier, Thierry, et al.. (2008). Observation de la construction d'une compétence interculturelle dans des groupes exolingues en ligne. SHILAP Revista de lepidopterología. Vol. 11, n° 1. 175–204. 10 indexed citations
11.
Chanier, Thierry. (2007). Commentary: Open access to research and the individual responsibility of researchers. Language learning & technology. 11(2). 142–148. 2 indexed citations
12.
Reffay, Christophe, et al.. (2007). Interactions multimodales synchrones issues de formations en ligne : problématiques, méthodologie et analyses. HAL (Le Centre pour la Communication Scientifique Directe). 4 indexed citations
13.
Chanier, Thierry, et al.. (2006). Retrouver le chemin de la parole en environnement audio-graphique synchrone. HAL (Le Centre pour la Communication Scientifique Directe). 139–150. 7 indexed citations
14.
Vetter, Anna, et al.. (2006). Repérage des stratégies des apprenants et du tuteur dans un environnement audio-graphique synchrone. HAL (Le Centre pour la Communication Scientifique Directe). 151–161. 3 indexed citations
15.
Chanier, Thierry. (2004). Archives ouvertes et publication scientifique. Comment mettre en place l'accès libre aux résultats de la recherche ?. HAL (Le Centre pour la Communication Scientifique Directe). 6 indexed citations
16.
Reffay, Christophe & Thierry Chanier. (2003). Mesurer la cohésion d'un groupe d'apprentissage en formation à distance. HAL (Le Centre pour la Communication Scientifique Directe). 81(17). 367–378. 1 indexed citations
17.
Chanier, Thierry. (2001). Créer des communautés d'apprentissage à distance. HAL (Le Centre pour la Communication Scientifique Directe). 56–59. 3 indexed citations
18.
Chanier, Thierry. (2000). ICT in varied language learning environments:Selected papers from EUROCALL 1999. ReCALL. 12(1). 1–4. 2 indexed citations
19.
Chanier, Thierry, et al.. (1996). Environnements interactifs pour l'apprentissage en langue étrangère. Caries Research. 6(2). 132–47. 2 indexed citations
20.
Chanier, Thierry. (1994). Special Issue on Language Learning : Introduction. HAL (Le Centre pour la Communication Scientifique Directe). 5(4). 417–428. 4 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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