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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:

Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
Donglan Zhang, Lawrence Jun Zhang
Springer international handbooks of education (2019), pp. 883-897
Closed Access | Times Cited: 68

Showing 1-25 of 68 citing articles:

Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance
Mark Feng Teng, Lawrence Jun Zhang
Language Awareness (2024) Vol. 33, Iss. 3, pp. 570-596
Closed Access | Times Cited: 15
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
Lin Sophie Teng, Lawrence Jun Zhang
Applied Linguistics (2021) Vol. 43, Iss. 3, pp. 587-595
Closed Access | Times Cited: 83
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing
Lin Sophie Teng
Language Teaching Research (2021) Vol. 28, Iss. 2, pp. 366-388
Closed Access | Times Cited: 74
Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major
Bin Shen, Barry Bai
Applied Linguistics Review (2022) Vol. 15, Iss. 1, pp. 161-188
Closed Access | Times Cited: 42
Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
Mark Feng Teng, Atsushi Mizumoto
IRAL - International Review of Applied Linguistics in Language Teaching (2024)
Open Access | Times Cited: 9
The effect of feedback on metacognitive strategy use in EFL writing
Zhang Jian-hua, Lawrence Jun Zhang
Computer Assisted Language Learning (2022) Vol. 37, Iss. 5-6, pp. 1198-1223
Closed Access | Times Cited: 30
Revisiting the Construct Validity of Self-Regulating Capacity in Vocabulary Learning Scale: The Confirmatory Composite Analysis (CCA) Approach
Abdullah Alamer, Mark Feng Teng, Atsushi Mizumoto
Applied Linguistics (2024)
Closed Access | Times Cited: 7
Development of children’s metacognitive knowledge, reading, and writing in English as a foreign language: Evidence from longitudinal data using multilevel models
Mark Feng Teng, Lawrence Jun Zhang
British Journal of Educational Psychology (2021) Vol. 91, Iss. 4, pp. 1202-1230
Open Access | Times Cited: 36
Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication
Masatoshi Sato, Claudia Dussuel Lam
Language Teaching Research (2021) Vol. 25, Iss. 6, pp. 899-921
Closed Access | Times Cited: 35
The Role of Students’ Self-Regulated Learning, Grit, and Resilience in Second Language Learning
Liang Wang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 34
Introduction: Combining learner psychology and ISLA research: Intersections in the classroom
Masatoshi Sato, Kata Csizér
Language Teaching Research (2021) Vol. 25, Iss. 6, pp. 839-855
Closed Access | Times Cited: 32
L2 learners’ self-regulated learning strategies and self-efficacy for writing achievement: A latent profile analysis
Jing Chen, Lawrence Jun Zhang, Xiaotong Chen
Language Teaching Research (2022)
Closed Access | Times Cited: 27
Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection
Jia‐Hua Zhao, Patcharin Panjaburee, Gwo‐Jen Hwang, et al.
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5509-5536
Closed Access | Times Cited: 14
Exploring the profiles of foreign language learners’ writing self-regulation: focusing on individual differences
Zhang Jian-hua, Lawrence Jun Zhang
Reading and Writing (2024)
Open Access | Times Cited: 4
Analysis of student interpreters’ self-assessment from the perspective of self-regulated learning
Kyongjo Woo
FORUM Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation (2025)
Closed Access
Optimizing Research Techniques and Learning Strategies With Digital Technologies
Zainab Salim Al Ajmi
IGI Global eBooks (2025), pp. 157-186
Closed Access
The Role of Well‐Being and Grit in Metacognitive Self‐Regulation Among Language Teachers: Partial Least Squares Structural Equation Modeling
Peijian Paul Sun, Chichi Wang, Lin Sophie Teng
International Journal of Applied Linguistics (2025)
Open Access
Individual metacognition in technology-assisted collaborative translation: comparing higher- and lower-achieving teams
Wenting Yang, Ricardo Muñoz Martín, X. Wang
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Investigating Students' Metacognitive Experiences: Insights From the English as a Foreign Language Learners' Writing Metacognitive Experiences Questionnaire (EFLLWMEQ)
Qiyu Sun, Lawrence Jun Zhang, Susan Carter
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 29
A longitudinal study on students’ self-regulated listening during transition to an English-medium transnational university in China
Sihan Zhou, Gene Thompson
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 2, pp. 427-450
Open Access | Times Cited: 9
A Qualitative Inquiry Into Metacognitive Strategies of Postgraduate Students in Employing ChatGPT for English Academic Writing
Yuan Yao, Yiwen Sun, Siyu Zhu, et al.
European Journal of Education (2024)
Open Access | Times Cited: 3
The Efficacy of Mobile-Assisted Language Learning in Improving Learners’ Reading Skills in Relation to Metacognitive Strategy
Sudiatama, Sadaf Dehghani, Alex Zamorano
Journal of Language and Literature Studies (2023) Vol. 3, Iss. 1, pp. 53-66
Open Access | Times Cited: 8
Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners
Davoud Amini, Mostafa Hosseini Anhari, Abolfazl Ghasemzadeh
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 23
Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language
Mingzhe Wang, Lawrence Jun Zhang, Richard Hamilton
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Metacognition in listening comprehension: Analyzing strategies and gender differences among Saudi EFL University students
Mohammad H. Al-khresheh, Shatha F. Alruwaili
Cogent Social Sciences (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 7
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