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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Multiple technologies, multiple sources: trends and analyses of the literature on technology-mediated feedback for L2 English writing published from 2015-2019
Michael Loncar, Wayne Schams, Jong-shing Liang
Computer Assisted Language Learning (2021) Vol. 36, Iss. 4, pp. 722-784
Closed Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students
Cuiping Song, Yanping Song
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 139
Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning
Ling Wei
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 104
An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions
Yangyu Xiao, Yuying Zhi
Languages (2023) Vol. 8, Iss. 3, pp. 212-212
Open Access | Times Cited: 96
AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts
Wu‐Yuin Hwang, Rio Nurtantyana, Siska Wati Dewi Purba, et al.
Journal of Educational Computing Research (2023) Vol. 61, Iss. 5, pp. 1008-1035
Closed Access | Times Cited: 40
AI and English language teaching: Affordances and challenges
Helen Crompton, Adam Edmett, Neenaz Ichaporia, et al.
British Journal of Educational Technology (2024)
Open Access | Times Cited: 28
Students’ appraisals post-ChatGPT use: Students’ narrative after using ChatGPT for writing
Arif Nugroho, Erna Andriyanti, Pratomo Widodo, et al.
Innovations in Education and Teaching International (2024), pp. 1-13
Closed Access | Times Cited: 18
Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF
Peter Crosthwaite, Sulistya Ningrum, Icy Lee
Journal of Second Language Writing (2022) Vol. 58, pp. 100934-100934
Closed Access | Times Cited: 44
Smart Learning based on Moodle E-learning Platform and Digital Skills for University Students
Haider TH. Salim ALRikabi, Nabaa Ali Jasim, Ban Hassan Majeed, et al.
International Journal of Recent Contributions from Engineering Science & IT (iJES) (2022) Vol. 10, Iss. 01, pp. 109-120
Open Access | Times Cited: 41
Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context
Hongliang Qiao, Aruna Zhao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 36
Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective
Rui Li
British Journal of Educational Technology (2022) Vol. 54, Iss. 3, pp. 773-789
Closed Access | Times Cited: 29
A Bibliometric Analysis of Synchronous Computer-Mediated Communication in Language Learning Using VOSviewer and CitNetExplorer
Yukun Hou, Zhonggen Yu
Education Sciences (2023) Vol. 13, Iss. 2, pp. 125-125
Open Access | Times Cited: 20
A mixed-methods approach to English-L1 teachers’ implementation of written feedback in EFL classrooms
Xiaolong Cheng, Jinfen Xu
Assessing Writing (2025) Vol. 65, pp. 100935-100935
Closed Access
The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
Yan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 14
ChatGPT in English Language Learning: Exploring Perceptions and Promoting Autonomy in a University EFL Context
Kyle Van Horn
Teaching English as a Second or Foreign Language--TESL-EJ (2024) Vol. 28, Iss. 1
Open Access | Times Cited: 4
Which one? AI-assisted language assessment or paper format: an exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance
Neha Biju, Nasser Said Gomaa Abdelrasheed, Khilola Bakiyeva, et al.
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
Grammar in Language Teaching and Education
Tammy Slater, Jinrong Li
The Encyclopedia of Applied Linguistics (2025), pp. 1-9
Closed Access
The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students
Chen Chen, Yang Gong
Education Sciences (2025) Vol. 15, Iss. 2, pp. 141-141
Open Access
Teaching Writing in the Chinese Primary and Secondary School Contexts: An Analysis of the Discourses of Writing in L2 Curriculum Documents
Shulin Yu, Simin Liu
International Journal of Applied Linguistics (2025)
Open Access
AI and Writing Skills: Students' Attitudes towards Using AI to Enhance their Writing Based on the Example of Algebra University Students
Martina Stadnik, Ana Lokas Ćošković, Tihana Banko, et al.
Interdisciplinary Description of Complex Systems (2025) Vol. 23, Iss. 1, pp. 46-71
Open Access
Mobile based peer feedback in EFL speaking: learners’ motivation, behavioral engagement in feedback provision, and achievement
Yan Ding, Jing Zhu
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
The impact of AI-driven speech recognition on EFL listening comprehension, flow experience, and anxiety: a randomized controlled trial
Yanling Xiao
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges
Ruofei Zhang, Di Zou, Gary Cheng, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8041-8069
Closed Access | Times Cited: 21
A review of research on technology-enhanced peer feedback for second language writing based on the activity theory framework
Ruofei Zhang, Di Zou
Education and Information Technologies (2022) Vol. 28, Iss. 6, pp. 6727-6753
Closed Access | Times Cited: 16
Automated writing evaluation use in second language classrooms: A research synthesis
Yasin Karatay, Leyla Karatay
System (2024) Vol. 123, pp. 103332-103332
Open Access | Times Cited: 3
ChatGPT as an Artificial Intelligence (AI) Writing Assistant for EFL Learners: An Exploratory Study of its Effects on English writing Proficiency
Qimin Xiao
(2024), pp. 51-56
Closed Access | Times Cited: 3
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