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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:

Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability
Kai Guo, Mengru Pan, Yuanke Li, et al.
The Internet and Higher Education (2024) Vol. 63, pp. 100962-100962
Closed Access | Times Cited: 13

Showing 13 citing articles:

How AI‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being
Yue Zong, Lei Yang
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access | Times Cited: 1
Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment
Musril Zahari, Arita Marini, Desy Safitri, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101286-101286
Open Access
Modeling AI-assisted writing: How self-regulated learning influences writing outcomes
Fangzhou Jin, Chin‐Hsi Lin, Chun Lai
Computers in Human Behavior (2024) Vol. 165, pp. 108538-108538
Closed Access | Times Cited: 4
Advancing asynchronous pre-class learning in flipped classrooms: Generative AI companions in business ethics
Yung-Hsiang Hu
Education and Information Technologies (2025)
Closed Access
Do AI-generative tools kill or nurture creativity in EFL teaching and learning?
Ali Abbas Falah Alzubi, Mohd Nazim, Naji Awadh n Alyami
Education and Information Technologies (2025)
Closed Access
Understanding the place and value of GenAI feedback: a recognition-based framework
Thomas Corbin, Joanna Tai, Gene Flenady
Assessment & Evaluation in Higher Education (2025), pp. 1-14
Open Access
Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis
Yinkun Zhu, Qiwen Liu, Li Zhao
Education and Information Technologies (2025)
Closed Access
Investigating student engagement with AI-driven feedback in translation revision: A mixed-methods study
Simin Xu, Yanfang Su, Kanglong Liu
Education and Information Technologies (2025)
Open Access
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
Mengru Pan, Chun Lai, Kai Guo
The Internet and Higher Education (2024), pp. 100991-100991
Closed Access | Times Cited: 2
Using AI‐supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays
Kai Guo, Emily Di Zhang, Danling Li, et al.
British Journal of Educational Technology (2024)
Open Access
Effectiveness of Chatbots in Improving Language Learning: A Meta‐Analysis of Comparative Studies
Boning Lyu, Chun Lai, Jianing Guo
International Journal of Applied Linguistics (2024)
Closed Access
Evaluating the quality of AI feedback: A comparative study of AI and human essay grading
Afnan Almegren, Hassan Saleh Mahdi, Abduljalil Nasr Hazaea, et al.
Innovations in Education and Teaching International (2024), pp. 1-16
Closed Access
Intelligent summaries: Will Artificial Intelligence mark the finale for biomedical literature reviews?
Carlo Galli, Chiara Moretti, Elena Calciolari
Learned Publishing (2024)
Open Access
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