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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:

The impact of ChatGPT on L2 writing and expected responses: Voice from doctoral students
Min Zou, Liang Huang
Education and Information Technologies (2023) Vol. 29, Iss. 11, pp. 13201-13219
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Teaching Second Language Academic Writing
Christine M. Tardy
(2025)
Closed Access | Times Cited: 2
More human than human? Differences in lexis and collocation within academic essays produced by ChatGPT-3.5 and human L2 writers
Mengxuan Zhang, Peter Crosthwaite
IRAL - International Review of Applied Linguistics in Language Teaching (2025)
Closed Access | Times Cited: 1
The influence of GenAI on the effectiveness of argumentative writing in higher education: evidence from a quasi-experimental study in China
Hanlin Li, Yu Wang, Siqi Luo, et al.
Journal of Asian Public Policy (2024), pp. 1-26
Closed Access | Times Cited: 9
Generative AI chatbots in higher education: a review of an emerging research area
Cormac McGrath, Alexandra Farazouli, Teresa Cerratto Pargman
Higher Education (2024)
Open Access | Times Cited: 9
Navigating the Ethical Terrain of AI in Education: A Systematic Review on Framing Responsible Human-Centered AI Practices
Yao Fu, Zhenjie Weng
Computers and Education Artificial Intelligence (2024), pp. 100306-100306
Open Access | Times Cited: 8
Teacher professional development for a future with generative artificial intelligence – an integrative literature review
Anabela Brandão, Luís Pedro, Nelson Zagalo
Digital Education Review (2024), Iss. 45, pp. 151-157
Open Access | Times Cited: 7
Implementing a proposed framework for enhancing critical thinking skills in synthesizing AI-generated texts
Abdullahi Yusuf, Shamsudeen Bello, Nasrin Pervin, et al.
Thinking Skills and Creativity (2024) Vol. 53, pp. 101619-101619
Closed Access | Times Cited: 6
Graduate Teacher Education Students Use and Evaluate ChatGPT as an Essay-Writing Tool
Anthony G. Picciano
Online Learning (2024) Vol. 28, Iss. 2
Open Access | Times Cited: 5
The (Un)Knowledgeable, the (Un)Skilled? Undertaking Chat-GPT Users’ Benefit-Risk-Coping Paradox in Higher Education Focusing on an Integrated, UTAUT and PMT
Chung‐Jen Fu, Andri Dayarana K. Silalahi, Shu-Chin Huang, et al.
International Journal of Human-Computer Interaction (2024), pp. 1-31
Closed Access | Times Cited: 5
AI-driven knowledge discovery: Developing a human–machine collaborative framework for learning Japanese sentence patterns
Jun Liu
Education and Information Technologies (2025)
Closed Access
Attitude Mining Toward Generative Artificial Intelligence in Education: The Challenges and Responses for Sustainable Development in Education
Yating Wen, Xiaodong Zhao, Xingguo Li, et al.
Sustainability (2025) Vol. 17, Iss. 3, pp. 1127-1127
Open Access
Secondary school English teachers’ application of artificial intelligence-guided chatbot in the provision of feedback on student writing: An activity theory perspective
Yuan Yao, Xinhua Zhu, Longhai Xiao, et al.
Journal of Second Language Writing (2025) Vol. 67, pp. 101179-101179
Closed Access
An Empirical Study on the Application of ChatGPT in Writing Learning for English Major Students
Xin Deng
Journal of Educational Research and Policies (2025) Vol. 7, Iss. 1, pp. 37-41
Closed Access
Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 4
Revolutionising Essay Evaluation
Hassan Saleh Mahdi, Abdullah Al-Khateeb
International Journal of Computer-Assisted Language Learning and Teaching (2025) Vol. 15, Iss. 1, pp. 1-19
Open Access
Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self
Huawei Shi, Ching Sing Chai, Sihan Zhou, et al.
Computer Assisted Language Learning (2025), pp. 1-28
Open Access
An Investigation of Using ChatGPT to Personalize Student’s Learning Process in EFL Writing Classes
Huu Ngoc Nguyen, Thi Lam Nguyen
AsiaCALL Online Journal (2025) Vol. 16, Iss. 1
Closed Access
A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education
Aysel Şahin Kızıl, Blanka Klímová, Marcel Pikhart, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Open Access
Students’ Challenges and Solutions of Using AI-based Tools for Academic Writing
Rivo Nugroho, Anis Trisusana
Pubmedia Jurnal Pendidikan Bahasa Inggris (2025) Vol. 2, Iss. 2
Closed Access
Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review
Yan Li, Xinyan Zhou, Hongbiao Yin, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Navigating AI writing tools in medical education: A SWOT analysis of L2 academic writing perspectives
Farhad Pakdel, Laleh Khojasteh, Reza Kafipour, et al.
Language Teaching Research (2025)
Closed Access
How well can GenAI (GPT-4) provide written corrective feedback on English-language learners’ writing?
Austin Pack, K. James Hartshorn, Juan Escalante, et al.
International Journal of English for Academic Purposes Research and Practice (2025) Vol. 5, Iss. 1, pp. 7-26
Open Access
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
ChatGPT and EFL/ESL Writing: A Systematic Review of Advantages and Challenges
Najah Saad Alsaedi
English Language Teaching (2024) Vol. 17, Iss. 5, pp. 41-41
Open Access | Times Cited: 2
Identifying ChatGPT-Generated Texts in EFL Students’ Writing: Through Comparative Analysis of Linguistic Fingerprints
Atsushi Mizumoto, Sachiko Yasuda, Yu Tamura
Applied Corpus Linguistics (2024), pp. 100106-100106
Open Access | Times Cited: 2
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