Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students
Timothy Teo, Saeed Khazaie, Ali Derakhshan
Computers & Education (2021) Vol. 179, pp. 104406-104406
Closed Access | Times Cited: 67

Showing 1-25 of 67 citing articles:

Revisiting Research on Positive Psychology in Second and Foreign Language Education: Trends and Directions
Ali Derakhshan
Language Related Research (2022) Vol. 13, Iss. 5, pp. 1-43
Open Access | Times Cited: 100
The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance
Yongliang Wang, Yongxiang Wang, Ziwen Pan, et al.
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 771-782
Closed Access | Times Cited: 94
The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
Li Hu, Yongliang Wang
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 75
The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption
Ran Zhi, Yunsong Wang, Yongliang Wang
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 845-856
Closed Access | Times Cited: 74
Modeling EFL teachers’ intention to integrate informal digital learning of English (IDLE) into the classroom using the theory of planned behavior
Guangxiang Liu, Yongliang Wang
System (2023) Vol. 120, pp. 103193-103193
Closed Access | Times Cited: 54
The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability
Yongliang Wang, Ziwen Pan, Mingzhe Wang
Heliyon (2023) Vol. 9, Iss. 3, pp. e13890-e13890
Open Access | Times Cited: 44
The Interrelationship Between Chinese English as a Foreign Language Teachers’ Immediacy and Clarity With Learners’ Boredom
Jieping Xu, Yuehong Pan, Ali Derakhshan
Perceptual and Motor Skills (2024) Vol. 131, Iss. 5, pp. 1934-1957
Closed Access | Times Cited: 15
Flipped classroom: Challenges and benefits of using social media in English language teaching and learning
Shujun Han
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
Virtual reality-assisted language learning: A follow-up review (2018–2022)
Congchao Hua, Jia Wang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 26
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach
Xiao‐Fan Lin, Zhaoyang Wang, Wei Zhou, et al.
Computers & Education (2023) Vol. 201, pp. 104813-104813
Closed Access | Times Cited: 26
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east
Ali Derakhshan, Timothy Teo, Saeed Khazaie
Computers & Education (2024) Vol. 213, pp. 105013-105013
Closed Access | Times Cited: 10
Robot-Assisted Language Learning: A Meta-Analysis
Ali Derakhshan, Timothy Teo, Esmaeel Saeedy Robat, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 9
EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context
Lingjie Yuan
Acta Psychologica (2024) Vol. 244, pp. 104185-104185
Open Access | Times Cited: 8
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise?
Guofeng Zhao
Innovation in Language Learning and Teaching (2025), pp. 1-14
Closed Access | Times Cited: 1
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding
Ali Derakhshan, Lawrence Jun Zhang, Kiyana Zhaleh
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 1, pp. 71-100
Open Access | Times Cited: 18
On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs
Lan Ding, Zhanzhan Hong
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 869-878
Closed Access | Times Cited: 18
Meta‐analyses of anxiety, motivation, performance, satisfaction, and self‐efficacy in virtual reality‐assisted language education
Zhonggen Yu, Peng Duan
Foreign Language Annals (2024) Vol. 57, Iss. 2, pp. 550-580
Closed Access | Times Cited: 6
Which one? Technology or non-technology-assisted vocabulary learning: a probe into the state of academic buoyancy, creativity, and academic achievement
Omar Abu Al-majd, Barana Belton
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 6
Extending embodied cognition through robot's augmented reality in English for medical purposes classrooms
Saeed Khazaie, Ali Derakhshan
English for Specific Purposes (2024) Vol. 75, pp. 15-36
Closed Access | Times Cited: 6
Investigating the impact of technology-based education on academic motivation, academic perseverance, and academic self-efficacy in english language learning skills
Jingxuan Bi, Siros Izadpanah, Zohreh Mohammadi, et al.
Education and Information Technologies (2024) Vol. 29, Iss. 15, pp. 20523-20545
Closed Access | Times Cited: 5
Toward the Role of Teacher Empathy in Students’ Engagement in English Language Classes
Zhichao Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 27
Design and evaluation of an augmented reality cyberphysical game for the development of empathic abilities
Lissette López-Faican, Juan Javier
International Journal of Human-Computer Studies (2023) Vol. 176, pp. 103041-103041
Closed Access | Times Cited: 15
Exploring the feasibility of augmented reality game-supported flipped classrooms in reading comprehension of English for Medical Purposes
Saeed Khazaie, Saman Ebadi
Computer Assisted Language Learning (2023), pp. 1-34
Closed Access | Times Cited: 14
Augmented‐reality‐enhanced game‐based learning in flipped English classrooms: Effects on students' creative thinking and vocabulary acquisition
Hsiu‐Ting Hung, Hui‐Chin Yeh
Journal of Computer Assisted Learning (2023) Vol. 39, Iss. 6, pp. 1786-1800
Closed Access | Times Cited: 14
A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 13
Page 1 - Next Page

Scroll to top