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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:

ChatGPT as a CALL tool in language education: A study of hedonic motivation adoption models in English learning environments
Kunyang Qu, Xuande Wu
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 19471-19503
Open Access | Times Cited: 25

Showing 25 citing articles:

ChatGPT in Language Learning: Perspectives from Vietnamese Students in Vietnam and the USA
Vũ Phi Hổ Phạm, Anh Quoc Le
International Journal of Language Instruction (2024) Vol. 3, Iss. 2, pp. 59-72
Open Access | Times Cited: 11
Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices
Kingsley Ofosu‐Ampong
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 9
AI-driven knowledge discovery: Developing a human–machine collaborative framework for learning Japanese sentence patterns
Jun Liu
Education and Information Technologies (2025)
Closed Access
It’s Scary to Use It, It’s Scary to Refuse It: The Psychological Dimensions of AI Adoption—Anxiety, Motives, and Dependency
Adi Frenkenberg, Guy Hochman
Systems (2025) Vol. 13, Iss. 2, pp. 82-82
Open Access
ChatGPT: Is It Reliable as an Automated Writing Evaluation Tool?
Saliha Toscu
Anadolu Journal Of Educational Sciences International (2025) Vol. 15, Iss. 1, pp. 329-349
Open Access
Learning English in the era of artificial intelligence: Graduate students' experiences and perceptions of ChatGPT at an EMI university in Kazakhstan
Galiya Utebayeva
(2024)
Open Access | Times Cited: 4
Prioritizing Ethical Conundrums in the Utilization of ChatGPT in Education through an Analytical Hierarchical Approach
Umar Ali Bukar, Md Shohel Sayeed, Abdul Razak, et al.
Education Sciences (2024) Vol. 14, Iss. 9, pp. 959-959
Open Access | Times Cited: 4
AI for academic success: investigating the role of usability, enjoyment, and responsiveness in ChatGPT adoption
Minseong Kim, Jihye Kim, Tami L. Knotts, et al.
Education and Information Technologies (2025)
Closed Access
The impact of guilt on student interactions with generative AI technology
Hyeon Jo
Ethics & Behavior (2025), pp. 1-27
Closed Access
The effect of generative AI use on doctoral students’ academic research progress: the moderating role of hedonic gratification
Denis Samwel Ringo
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students' language learning experience
Abdul Khalique Khoso, Wang Hong-gang, Mansoor Ali Darazi
Computers in Human Behavior Reports (2025) Vol. 18, pp. 100627-100627
Closed Access
Giving Away the Immersive L2 Learning Experiences in GenAI‐Mediated Contexts: The Contributions of Cognitive and Affective Factors
Zhou Guan-qiong
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Factors Impacting the Adoption and Acceptance of ChatGPT in Educational Settings: A Narrative Review of Empirical Studies
Mousa Al-kfairy
Applied System Innovation (2024) Vol. 7, Iss. 6, pp. 110-110
Open Access | Times Cited: 3
Preservice Teachers’ Behavioural Intention to Use Artificial Intelligence in Lesson Planning: A Dual-Staged PLS-SEM-ANN Approach
Bernard Yaw Sekyi Acquah, Francis Arthur, Iddrisu Salifu, et al.
Computers and Education Artificial Intelligence (2024), pp. 100307-100307
Open Access | Times Cited: 2
“Coolness” and “joy” in games: factors influencing mobile game players' willingness to make in-game purchases
Yining Ma, He Wang
Asia Pacific Journal of Marketing and Logistics (2024)
Closed Access | Times Cited: 1
Harnessing Artificial Intelligence in Generative Content for enhancing motivation in learning
Jiesi Guo, Ying Ma, Tingting Li, et al.
Learning and Individual Differences (2024), pp. 102547-102547
Closed Access | Times Cited: 1
University Learners' Readiness for ChatGPT‐Assisted English Learning: Scale Development and Validation
Shuqiong Luo, Di Zou
European Journal of Education (2024)
Open Access | Times Cited: 1
THE ROLE OF AI IN COMPLETING WRITING TASKS BY UNIVERSITY STUDENTS
Anna NYPADYMKA, Olga LAKIYCHUK, Oksana Korbut
Humanities science current issues (2024) Vol. 2, Iss. 73, pp. 351-355
Open Access
ChatGPT's Motivational Effects on Japanese University EFL Learners: A Qualitative Analysis
Kanako Yamaoka
International Journal of TESOL Studies (2024)
Open Access
FOKE: A Personalized and Explainable Education Framework Integrating Foundation Models, Knowledge Graphs, and Prompt Engineering
Silan Hu, Xiaoning Wang
Communications in computer and information science (2024), pp. 399-411
Closed Access
Personality-Driven Acceptance of ChatGPT in Language Learning: An Extended TAM Approach
Yiran Du, Chenghao Wang, Z. Liu, et al.
(2024)
Open Access
Innovation Off the Bat: Bridging the ChatGPT Gap in Digital Competence among English as a Foreign Language Teachers
Gulsara Urazbayeva, Raisa Kussainova, Aikumis Aibergen, et al.
Education Sciences (2024) Vol. 14, Iss. 9, pp. 946-946
Open Access
Factors Influencing the Continued Use of Procreate Digital Painting Software by Fine Arts Students in Chongqing, China
Yan Li
International Journal of Sociologies and Anthropologies Science Reviews (2024) Vol. 4, Iss. 5, pp. 583-600
Open Access
What drives economics students to use generative artificial intelligence?
Mariia Balytska, Martina Rašticová, Nataliia Versal, et al.
Knowledge and Performance Management (2024) Vol. 8, Iss. 2, pp. 51-64
Open Access
Understanding the Digital Epistemologies of Chat GPT: Towards a Decolonial Language Pedagogy
Adelina Asmawi, Md. Saiful Alam
(2024), pp. 277-283
Closed Access
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