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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 Language Learning Tool: An Emerging Technology Report
Jessie S. Barrot
Technology Knowledge and Learning (2023) Vol. 29, Iss. 2, pp. 1151-1156
Closed Access | Times Cited: 25

Showing 25 citing articles:

Exploring Students’ Generative AI-Assisted Writing Processes: Perceptions and Experiences from Native and Nonnative English Speakers
Chaoran Wang
Technology Knowledge and Learning (2024)
Open Access | Times Cited: 23
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
Muhammet Remzi Karaman, İdris Göksu
International Journal of Technology in Education (2024) Vol. 7, Iss. 1, pp. 107-127
Open Access | Times Cited: 22
Exploring the potential of ChatGPT for foreign language education at the university level
Blanka Klímová, Marcel Pikhart, Liqaa Habeb Al-Obaydi
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 11
ChatGPT as an automated essay scoring tool in the writing classrooms: how it compares with human scoring
Ngoc My Bui, Jessie S. Barrot
Education and Information Technologies (2024)
Closed Access | Times Cited: 6
Exploring the Landscape of Generative AI (ChatGPT)-Powered Writing Instruction in English as a Foreign Language Education: A Scoping Review
Feiwen Xiao, Siyu Zhu, Xin Wen
ECNU Review of Education (2025)
Open Access
The mediating role of satisfaction in the relationship between perceived usefulness, perceived ease of use and students’ behavioural intention to use ChatGPT
Sultan Hammad Alshammarı, Eldho Babu
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access
Exploring ChatGPT as a virtual tutor: A multi-dimensional analysis of large language models in academic support
Abdullah Al-Abri
Education and Information Technologies (2025)
Closed Access
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR
Lucas Kohnke, Di Zou
TESOL Quarterly (2025)
Open Access
The Impact of AI-Driven Tools on Foreign Students’ Chinese Language Acquisition: A Case Study at Southwest University
Muhammad Shoaib Arif, A. H. Ismail, Muhammad Aqib, et al.
Language, Technology, and Social Media. (2025) Vol. 3, Iss. 1, pp. 150-168
Open Access
The Impact of AI-Driven Tools on Foreign Students’ Chinese Language Acquisition: A Case Study at Southwest University
Muhammad Shoaib Arif, A. H. Ismail, Muhammad Aqib, et al.
Language, Technology, and Social Media. (2025) Vol. 3, Iss. 1, pp. 150-168
Open Access
Exploring the Affordances and Challenges of GenAI Feedback in L2 Writing Instruction: A Comparative Analysis With Peer Feedback
Yudan Mi, Mi Rong, Xuchuan Chen
ECNU Review of Education (2025)
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
Improving Annual Plans Developed through Traditional Methods with ChatGPT: The Experiences of Doctoral Students
Emine Aruğaslan, Hanife Çivril
Sınırsız Eğitim ve Araştırma Dergisi (2025) Vol. 10, Iss. 1, pp. 56-122
Open Access
AI‐assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self‐compassion, L2 learning experiences and academic demotivation
Shihai Zhang
British Educational Research Journal (2025)
Closed Access
Spanish language learning in the AI era: AI as a scaffolding tool
Huang Shanshan, Daniel Cassany
Journal of China Computer-Assisted Language Learning (2025)
Open Access
Artificial intelligence in applied (linguistics): a content analysis and future prospects
Obied Alaqlobi, Ahmed Alduais, Fawaz Qasem, et al.
Cogent Arts and Humanities (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Strengthening the interface between research and pedagogy in business English and beyond
Clarice S.C. Chan
English for Specific Purposes (2023) Vol. 74, pp. 23-28
Open Access | Times Cited: 5
Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment
Si Xu, Pengfei Chen, Ge Zhang
Heliyon (2024) Vol. 10, Iss. 21, pp. e39845-e39845
Open Access | Times Cited: 1
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers
Lộc Thị Huỳnh Nguyễn, Jessie S. Barrot
Assessing Writing (2024) Vol. 62, pp. 100899-100899
Closed Access | Times Cited: 1
Globalisation and Higher Education: Integrating Generative Artificial Intelligence into Global Higher Educational Systems: Implications for Practice, Policy, and Research
Jessie S. Barrot
(2024), pp. 231-250
Closed Access
Innovative Early Childhood STEM Education with ChatGPT: Teacher Perspectives
Hilal Uğraş, Mustafa Uğraş, Stamatios Papadakis, et al.
Technology Knowledge and Learning (2024)
Closed Access
The promising and problematic potential of generative AI as a leveler of the publishing playing field
Diane Belcher
Journal of English for Research Publication Purposes (2024) Vol. 5, Iss. 1-2, pp. 93-105
Closed Access
Theoretical and Technological Foundations of DIGICOMPASS
Santa La Rocca
(2024), pp. 43-71
Closed Access
ChatGPT in Language Education: Meta-Analysis
Muhammad Iqbal Amrullah, Firmansyah Firmansyah, Anisah Nabilah, et al.
Journal of World Englishes and Educational Practices (2024) Vol. 6, Iss. 2, pp. 18-25
Open Access
Assessing AI and Human Writing Skills: A Comparative Analysis of Pre-Service Teachers’ Perceptions
Maria Navío-Inglés, Sergio Tirado‐Olivares, Javier del Olmo‐Muñoz, et al.
Computers in the Schools (2024), pp. 1-21
Closed Access
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