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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:

A Longitudinal Analysis of Informal Digital Learning of English, Willingness to Communicate and Foreign Language Boredom: A Latent Change Score Mediation Model
Tahereh Taherian, Majid Elahi Shirvan, Elham Yazdanmehr, et al.
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 997-1010
Open Access | Times Cited: 25

Showing 25 citing articles:

On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate
Ran Zhi, Yongxiang Wang
System (2024) Vol. 124, pp. 103341-103341
Closed Access | Times Cited: 19
The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners’ Engagement in the Informal Digital Learning of English: A Mixed-Methods Study
Yang Gao, Xiaochen Wang, Barry Lee Reynolds
Behavioral Sciences (2025) Vol. 15, Iss. 1, pp. 85-85
Open Access | Times Cited: 2
A person-specific perspective on the dynamics of anxiety in foreign language learning: A dynamic P-technique factor analysis
Majid Elahi Shirvan, Tahereh Taherian, Mariusz Kruk, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 1
Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions
Afsheen Rezai, Ali Soyoof, Barry Lee Reynolds
Teaching and Teacher Education (2024) Vol. 145, pp. 104629-104629
Closed Access | Times Cited: 6
Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation
Afsheen Rezai, Ali Soyoof, Barry Lee Reynolds
Computer Assisted Language Learning (2024), pp. 1-26
Closed Access | Times Cited: 5
Is Informal Digital Learning of English Significantly Correlated with Online Motivation for Learning, Online Foreign Language Enjoyment, and Telecollaborative Foreign Language Anxiety? Evidence from Higher Education
Afsheen Rezai, Parisa Ashkani, Mahmood Reza Moradian
International Journal of Human-Computer Interaction (2025), pp. 1-15
Closed Access
Comparing classroom and digital settings: the role of basic psychological needs on EFL students’ IDLE engagement
Artem Zadorozhnyy, Ju Seong Lee
ReCALL (2025), pp. 1-18
Closed Access
Innovation in ELT in Korea: Looking to the Future
Ju Seong Lee, Hayo Reinders, Joo-Kyung Park
Innovation in Language Learning and Teaching (2025), pp. 331-342
Closed Access
The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence
Wu Ronglan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
Willingness to Communicate in a Second Language
Jian‐E Peng
(2024)
Closed Access | Times Cited: 4
Exploring the nexus of informal digital learning of English and online self-regulated learning in EFL university contexts: Longitudinal insights
Afsheen Rezai, Ahmad Goodarzi
Computers in Human Behavior Reports (2025) Vol. 18, pp. 100666-100666
Closed Access
The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation
Minlin Minny Zou, Mostafa Azari Noughabi, Maryam Sabouri, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-19
Closed Access
A comparative study of the effects of informal digital learning of English in extracurricular and extramural settings on reading comprehension: a multi-analysis study on Iranian university students
Afsheen Rezai, Ahmad Goodarzi, Guangxiang Liu
Computer Assisted Language Learning (2025), pp. 1-25
Closed Access
Investigating in-class and after-class boredom among advanced learners of English: intensity, interrelationships and learner profiles
Mirosław Pawlak, Mariusz Kruk, Kata Csizér, et al.
Applied Linguistics Review (2023) Vol. 15, Iss. 6, pp. 2537-2564
Closed Access | Times Cited: 9
Effects of Extramural English Activities on Willingness to Communicate: The Role of Teacher Support for Chinese EFL Students
Linlin Liu, Wen Juan Guan, Yefeng Qiu, et al.
System (2024) Vol. 124, pp. 103319-103319
Closed Access | Times Cited: 3
Artificial Intelligence in Higher Education: The Power and Damage of AI-assisted Tools on Academic English Reading Skills
Phalla Chea, Yangtian Xiao
Journal of General Education and Humanities (2024) Vol. 3, Iss. 3, pp. 287-306
Open Access | Times Cited: 3
The dynamics of L2 teacher boredom and their link to creativity: A ban or boon for boredom
Majid Elahi Shirvan, Tahereh Taherian, Mirosław Pawlak, et al.
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 3
Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning
Mariusz Kruk, Agnieszka Kałużna
European Journal of Education (2024)
Closed Access | Times Cited: 3
Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis
Artem Zadorozhnyy, Ju Seong Lee
Computer Assisted Language Learning (2024), pp. 1-25
Closed Access | Times Cited: 2
Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement
Honggang Liu, Majid Elahi Shirvan, Tahereh Taherian
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 2
The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment
Jiaming Qi
The Asia-Pacific Education Researcher (2024) Vol. 33, Iss. 4, pp. 807-818
Closed Access | Times Cited: 1
Factor structure and psychometric properties of the L2 teacher boredom scale
Mariusz Kruk, Mirosław Pawlak, Majid Elahi Shirvan, et al.
System (2024) Vol. 125, pp. 103403-103403
Closed Access | Times Cited: 1
Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling
Majid Elahi Shirvan, Tahereh Taherian, Mariusz Kruk, et al.
Journal of Multilingual and Multicultural Development (2024), pp. 1-18
Closed Access | Times Cited: 1
Unpacking the predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China
Guangxiang Liu, Xian Zhao, Binyu Yang
System (2024), pp. 103504-103504
Closed Access | Times Cited: 1
Investigating the mediating role of Foreign Language Peace of mind and learning burnout in the relationship between Informal Digital Learning of English and willingness to communicate
Ameneh Ghasemi, Mostafa Azari Noughabi
Computer Assisted Language Learning (2024), pp. 1-30
Closed Access | Times Cited: 1
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