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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:

Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback
Jui-Jung Tsao
The Asia-Pacific Education Researcher (2021) Vol. 30, Iss. 6, pp. 575-584
Open Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts
Wu‐Yuin Hwang, Rio Nurtantyana, Siska Wati Dewi Purba, et al.
Journal of Educational Computing Research (2023) Vol. 61, Iss. 5, pp. 1008-1035
Closed Access | Times Cited: 43
Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents
Hanwei Wu, Yonghong Zeng, Zhiguang Fan
Acta Psychologica (2024) Vol. 243, pp. 104153-104153
Open Access | Times Cited: 16
EFL student engagement with giving peer feedback in academic writing: A longitudinal study
Fuhui Zhang, Christian D. Schunn, Sisi Chen, et al.
Journal of English for Academic Purposes (2023) Vol. 64, pp. 101255-101255
Closed Access | Times Cited: 29
The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial
Ping Wei, Xiaosai Wang, Hui Dong
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 23
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing
Yuge Zhang, Ying Gao
Assessing Writing (2024) Vol. 60, pp. 100842-100842
Closed Access | Times Cited: 7
Towards Clarification of the Second Language Learner Engagement Construct: Taking Stock of its Conceptual Overlap and Hierarchical Structure
Vo Ngoc Hoi
Applied Linguistics (2024)
Closed Access | Times Cited: 5
The impact of automated writing evaluation on English as a foreign language learners' writing self‐efficacy, self‐regulation, anxiety, and performance
Elif Sarı, Turgay Han
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 5, pp. 2065-2080
Closed Access | Times Cited: 5
The Effect of Educational Technology on EFL Learners’ Self-Efficacy
Ying Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 22
What sustain Chinese adult second language (L2) learners’ engagement in online classes? A sequential mix-methods study on the roles of L2 motivation and enjoyment
Yanyan Li, Hanwei Wu, Shuai Ren
PLoS ONE (2025) Vol. 20, Iss. 1, pp. e0317761-e0317761
Open Access
Does student assessment literacy matter between motivational constructs and engagement in L2 writing? A survey of Chinese EFL undergraduates
Jian Xu, Yao Zheng
Assessing Writing (2025) Vol. 64, pp. 100916-100916
Closed Access
How Do English Proficiency and Learning Motivation Shape EFL Students’ Emotions Toward Written Corrective Feedback?
Feifei Ni, Wei Xu
System (2025), pp. 103681-103681
Closed Access
Control-value appraisals, academic emotions, and student engagement: A case of Chinese EFL undergraduates
Jinfen Xu, Jiaqi Yang, Dengke He
Language Teaching Research (2023)
Closed Access | Times Cited: 10
Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?
Jiajing Li, Chuang Wang, Yao Zhao, et al.
TESOL Quarterly (2023) Vol. 58, Iss. 4, pp. 1518-1547
Open Access | Times Cited: 10
The role of self-efficacy and learner engagement in the relationship between prior achievement and final achievement in EFL writing
Xia Hao, Huaguo Lu
Learning and Motivation (2024) Vol. 87, pp. 102007-102007
Closed Access | Times Cited: 3
Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator
Jie Zhou, Shusheng Wang, Junju Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 14
Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting
You Su, Jyh‐Chong Liang, Chunping Zheng, et al.
Journal of Second Language Writing (2023) Vol. 59, pp. 100972-100972
Closed Access | Times Cited: 8
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation
Yiwen Cen, Yao Zheng
Assessing Writing (2023) Vol. 59, pp. 100802-100802
Closed Access | Times Cited: 7
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior
Jian Xu, Yabing Wang
Assessing Writing (2023) Vol. 59, pp. 100805-100805
Closed Access | Times Cited: 6
Flow in ChatGPT-based logic learning and its influences on logic and self-efficacy in English argumentative writing
Ruofei Zhang, Di Zou, Gary Cheng, et al.
Computers in Human Behavior (2024), pp. 108457-108457
Closed Access | Times Cited: 2
A comparative study of the engagement with written corrective feedback of Chinese private college students
Jie Pan, Hui‐Mei Chen, Surong Yuan
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 6
An empirical study of the effects of intelligent cognitive diagnostic feedback strategy on L2 writing performance, epistemic structure, and transferability
Gang Yang, Wei Zhou, Huimin Zhou, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 2, pp. 2183-2216
Closed Access | Times Cited: 4
Development and initial validation of learner engagement with teacher written corrective feedback scale
Yabing Wang, Jian Xu
System (2024) Vol. 124, pp. 103376-103376
Closed Access | Times Cited: 1
Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance
Lastika Ary Prihandoko, Ruly Morganna, Suci Nugrah Amalia
Journal of language and Education (2024) Vol. 10, Iss. 2, pp. 108-122
Open Access | Times Cited: 1
Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning
Hyejin An, Shaofeng Li
System (2024) Vol. 126, pp. 103480-103480
Open Access | Times Cited: 1
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
Jill A. Boggs, Rosa M. Manchón
Assessing Writing (2023) Vol. 58, pp. 100786-100786
Open Access | Times Cited: 3
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