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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 effects of using mobile devices on language learning: a meta-analysis
Zhenzhen Chen, Weichao Chen, Jiyou Jia, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1769-1789
Closed Access | Times Cited: 96

Showing 1-25 of 96 citing articles:

A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education
Xinjie Deng, Zhonggen Yu
Sustainability (2023) Vol. 15, Iss. 4, pp. 2940-2940
Open Access | Times Cited: 124
Supporting Speaking Practice by Social Network-Based Interaction in Artificial Intelligence (AI)-Assisted Language Learning
Bin Zou, Xin Guan, Yinghua Shao, et al.
Sustainability (2023) Vol. 15, Iss. 4, pp. 2872-2872
Open Access | Times Cited: 63
Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era
Rivi Frei-Landau, Yulia Muchnik-Rozanov, Orit Avidov‐Ungar
Education and Information Technologies (2022) Vol. 27, Iss. 9, pp. 12811-12838
Open Access | Times Cited: 49
Mobile-assisted or paper-based? The influence of the reading medium on the reading comprehension of English as a foreign language
Yu Jie, Xing Zhou, Xiaoming Yang, et al.
Computer Assisted Language Learning (2022) Vol. 35, Iss. 1-2, pp. 217-245
Open Access | Times Cited: 39
A review of chatbot-assisted learning: pedagogical approaches, implementations, factors leading to effectiveness, theories, and future directions
Ruofei Zhang, Di Zou, Gary Cheng
Interactive Learning Environments (2023) Vol. 32, Iss. 8, pp. 4529-4557
Closed Access | Times Cited: 31
Chatbot-based training on logical fallacy in EFL argumentative writing
Ruofei Zhang, Di Zou, Gary Cheng
Innovation in Language Learning and Teaching (2023) Vol. 17, Iss. 5, pp. 932-945
Closed Access | Times Cited: 29
Are open educational resources (OER) and practices (OEP) effective in improving learning achievement? A meta-analysis and research synthesis
Ahmed Tlili, Juan Garzón, Soheil Salha, et al.
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 22
Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis
WU Xue-qing, Rui Li
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 10
Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends
Toshiyuki Hasumi, Mei-Shiu Chiu
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 9
State‐of‐the‐Art of Eye Tracking in Mobile‐Assisted Learning Studies: A Review of Twenty Years of Empirical Studies
Jiarui Hou, James F. Lee, Stephen Doherty
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Open Access | Times Cited: 1
MALL language learning outcomes: A comprehensive meta-analysis 1994–2019
Jack Burston, Konstantinos Giannakou
ReCALL (2021) Vol. 34, Iss. 2, pp. 147-168
Open Access | Times Cited: 47
Mobile-assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory
Fan Li, Si Fan, Yanjun Wang
Education and Information Technologies (2022) Vol. 27, Iss. 7, pp. 9665-9688
Open Access | Times Cited: 31
Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development
Ismail Xodabande, Mohammad R. Hashemi
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 1587-1611
Open Access | Times Cited: 31
Teaching Academic Words With Digital Flashcards: Investigating the Effectiveness of Mobile-Assisted Vocabulary Learning for University Students
Ismail Xodabande, Yasaman Iravi, Behzad Mansouri, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 26
Investigating effects of computer-mediated feedback on L2 vocabulary learning
Rui Li
Computers & Education (2023) Vol. 198, pp. 104763-104763
Closed Access | Times Cited: 15
Mobile Learning Application Integration in the English as a Foreign Language Classroom to Improve College Students’ Learning Outcomes
Shan Xia, Thanawan Phongsatha
International Journal of Sociologies and Anthropologies Science Reviews (2025) Vol. 5, Iss. 1, pp. 75-90
Closed Access
Self-directed learning of core vocabulary in English by EFL learners: comparing the outcomes from paper and mobile application flashcards
Ismail Xodabande, Asqar Pourhassan, Mohammadreza Valızadeh
Journal of Computers in Education (2021) Vol. 9, Iss. 1, pp. 93-111
Closed Access | Times Cited: 32
Effects of blended language learning on EFL learners' language performance: An activity theory approach
Rui Li
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1273-1285
Closed Access | Times Cited: 22
Exploring the Effectiveness of Flipped Classroom on STEM Student Achievement: A Meta-analysis
Jin G. Gong, Sanfa Cai, Ming Cheng
Technology Knowledge and Learning (2023) Vol. 29, Iss. 2, pp. 1129-1150
Closed Access | Times Cited: 12
Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis
Ahmed Tlili, Soheil Salha, Juan Garzón, et al.
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 3, pp. 1321-1346
Closed Access | Times Cited: 4
MALL and Data-Driven Learning
Pascual Pérez-Paredes
(2025), pp. 1-7
Closed 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
A Meta-Analysis of the Efficacy of Conversational AI Use in EFL Learning Contexts
Wenjie Gu
Studies in computational intelligence (2025), pp. 335-374
Closed Access
Digital Tools and Multicultural Competence
Jacqueline Żammit
Advances in educational technologies and instructional design book series (2025), pp. 251-298
Closed Access
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: 18
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