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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 roles of learning strategies and motivation in online language learning: A structural equation modeling analysis
Chin‐Hsi Lin, Yining Zhang, Binbin Zheng
Computers & Education (2017) Vol. 113, pp. 75-85
Closed Access | Times Cited: 197

Showing 1-25 of 197 citing articles:

Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Zhihong Xu, Yingying Zhao, Jeffrey Liew, et al.
Educational Research Review (2023) Vol. 39, pp. 100510-100510
Open Access | Times Cited: 92
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
Qi Xia, Thomas K. F. Chiu, Ching Sing Chai, et al.
British Journal of Educational Technology (2023) Vol. 54, Iss. 4, pp. 967-986
Open Access | Times Cited: 65
Motivation and E-Learning English as a foreign language: A qualitative study
Fredy Geovanni Escobar Fandiño, Luz Dary Muñoz, Angela Juliette Silva Velandia
Heliyon (2019) Vol. 5, Iss. 9, pp. e02394-e02394
Open Access | Times Cited: 131
Student interaction and the role of the teacher in a state virtual high school: what predicts online learning satisfaction?
Yining Zhang, Chin‐Hsi Lin
Technology Pedagogy and Education (2019) Vol. 29, Iss. 1, pp. 57-71
Closed Access | Times Cited: 86
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications
Ruofei Zhang, Di Zou
Computer Assisted Language Learning (2022) Vol. 37, Iss. 4, pp. 720-765
Closed Access | Times Cited: 52
Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study
Tanaporn Hongsuchon, Ibrahiem M. M. El Emary, Taqwa Hariguna, et al.
Sustainability (2022) Vol. 14, Iss. 5, pp. 2570-2570
Open Access | Times Cited: 38
Self-regulation of the use of digital resources in an online language learning course improves learning outcomes
Christopher D. Hromalik, Tiffany A. Koszalka
Distance Education (2018) Vol. 39, Iss. 4, pp. 528-547
Closed Access | Times Cited: 67
Challenges of Learning English in 21st Century: Online vs. Traditional During Covid-19
Isai Amuthan Krishan, Hee Sio Ching, Selvajothi Ramalingam, et al.
Malaysian Journal of Social Sciences and Humanities (MJSSH) (2020) Vol. 5, Iss. 9, pp. 1-15
Open Access | Times Cited: 66
Students Perceptions in Online Class Learning During the Covid-19 Pandemic
Dewi Surani, Hamidah Hamidah
International Journal on Advanced Science Education and Religion (2020) Vol. 3, Iss. 3, pp. 83-95
Open Access | Times Cited: 59
E-learning During Covid-19: A Review of Literature
Ana Nurdini Sharin
Jurnal Pengajian Media Malaysia (2021) Vol. 23, Iss. 1, pp. 15-28
Open Access | Times Cited: 51
A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy
Jiangping Chen, Chin‐Hsi Lin, Gaowei Chen
Computers & Education (2021) Vol. 175, pp. 104322-104322
Closed Access | Times Cited: 47
The relationship among motivation, self-monitoring, self-management, and learning strategies of MOOC learners
Meina Zhu, Min Young Doo
Journal of Computing in Higher Education (2021) Vol. 34, Iss. 2, pp. 321-342
Open Access | Times Cited: 43
Immersive on-the-job training module development and modeling users’ behavior using parametric multi-group analysis: A modified educational technology acceptance model
Samad M. E. Sepasgozar
Technology in Society (2022) Vol. 68, pp. 101921-101921
Closed Access | Times Cited: 37
Online learning after the COVID-19 pandemic: Learners’ motivations
Luis Miguel Dos Santos
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 35
Preference analysis on the online learning attributes among senior high school students during the COVID-19 pandemic: A conjoint analysis approach
Ardvin Kester S. Ong, Yogi Tri Prasetyo, Thanatorn Chuenyindee, et al.
Evaluation and Program Planning (2022) Vol. 92, pp. 102100-102100
Open Access | Times Cited: 32
Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach
Mark Feng Teng, Zi Yang
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 4, pp. 778-794
Closed Access | Times Cited: 28
Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture
Kyungjin Ryong, Daeho Lee, Jae-gil Lee
International Journal of Human-Computer Interaction (2023) Vol. 40, Iss. 10, pp. 2641-2655
Closed Access | Times Cited: 16
Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators
Shlomit Hadad, Tamar Shamir‐Inbal, Ina Blau
Learning Environments Research (2024)
Closed Access | Times Cited: 6
Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms
C. C. Hsiao, Jeff Huang, Anna Y.Q. Huang, et al.
Interactive Learning Environments (2018) Vol. 27, Iss. 8, pp. 1160-1177
Closed Access | Times Cited: 58
Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of student with different backgrounds
Ching‐Hsue Cheng, Chung‐Hsi Chen
Computer Assisted Language Learning (2019) Vol. 35, Iss. 1-2, pp. 88-113
Closed Access | Times Cited: 46
Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context
Chuan Gao, Huizhong Shen
ReCALL (2020) Vol. 33, Iss. 1, pp. 88-105
Closed Access | Times Cited: 41
Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach
Mark Feng Teng, Chuang Wang, Junjie Gavin Wu
RELC Journal (2021) Vol. 54, Iss. 3, pp. 648-666
Open Access | Times Cited: 37
Language Learning Strategies, English proficiency and Online English Instruction Perception during COVID-19 in Peru
Walter Miguel Fernandez Malpartida
International Journal of Instruction (2021) Vol. 14, Iss. 4, pp. 155-172
Open Access | Times Cited: 36
Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning
You Su, Yanyan Li, Jyh‐Chong Liang, et al.
Computer Assisted Language Learning (2018) Vol. 32, Iss. 5-6, pp. 556-586
Closed Access | Times Cited: 44
The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment
Caiyu Wang, Yuanyuan Zhang, Shih‐Chih Chen
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 32
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