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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:

Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?
Lin Sophie Teng, Lawrence Jun Zhang
Journal of Second Language Writing (2019) Vol. 48, pp. 100701-100701
Closed Access | Times Cited: 220

Showing 1-25 of 220 citing articles:

Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Shengji Li, Hanwei Wu, Yunsong Wang
Acta Psychologica (2024) Vol. 243, pp. 104143-104143
Open Access | Times Cited: 36
Metacognition in Language Teaching
Mark Feng Teng
(2025)
Closed Access | Times Cited: 1
Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions
Lin Sophie Teng, Lawrence Jun Zhang
Applied Linguistics (2021) Vol. 43, Iss. 3, pp. 587-595
Closed Access | Times Cited: 83
Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes
Zhujun An, Chuang Wang, Siying Li, et al.
Frontiers in Psychology (2021) Vol. 11
Open Access | Times Cited: 80
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing
Lin Sophie Teng
Language Teaching Research (2021) Vol. 28, Iss. 2, pp. 366-388
Closed Access | Times Cited: 74
Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study
Lawrence Jun Zhang, Xiaolong Cheng
Journal of English for Academic Purposes (2021) Vol. 54, pp. 101043-101043
Closed Access | Times Cited: 62
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
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment
Lin Sophie Teng
Assessing Writing (2022) Vol. 53, pp. 100645-100645
Closed Access | Times Cited: 50
Chinese university students’ self-regulated writing strategy use and EFL writing performance: influences of self-efficacy, gender, and major
Bin Shen, Barry Bai
Applied Linguistics Review (2022) Vol. 15, Iss. 1, pp. 161-188
Closed Access | Times Cited: 42
Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
Li Yang, Lawrence Jun Zhang
Journal of English for Academic Purposes (2023) Vol. 63, pp. 101226-101226
Closed Access | Times Cited: 27
Understanding the impact of teacher feedback on EFL students’ use of self-regulated writing strategies
Li Yang, Lawrence Jun Zhang, Helen Dixon
Journal of Second Language Writing (2023) Vol. 60, pp. 101015-101015
Closed Access | Times Cited: 27
Proactive Language Learning Theory
Mostafa Papi, Phil Hiver
Language Learning (2024)
Open Access | Times Cited: 11
Understanding self-directed learning in AI-Assisted writing: A mixed methods study of postsecondary learners
Chaoran Wang, Zixi Li, Curtis J. Bonk
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100247-100247
Open Access | Times Cited: 10
Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis
Jinfen Xu, Juan Li, Jiaqi Yang
System (2024) Vol. 125, pp. 103451-103451
Closed Access | Times Cited: 9
A Pedagogical Exploration of the Challenges and Efficacy Performance in Integrating Literature into Language Teaching
Mona Jabber Shailsh, Aswan Fakhir Jasim, Fatima Raheem Almosawi, et al.
Salud Ciencia y Tecnología - Serie de Conferencias (2025) Vol. 4, pp. 1461-1461
Closed Access | Times Cited: 1
Teacher Written Feedback on English as a Foreign Language Learners’ Writing: Examining Native and Nonnative English-Speaking Teachers’ Practices in Feedback Provision
Xiaolong Cheng, Lawrence Jun Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 49
Metacognitive ability and autonomous learning strategy in improving learning outcomes
Juliaans E. R. Marantika
Journal of Education and Learning (EduLearn) (2021) Vol. 15, Iss. 1, pp. 88-96
Open Access | Times Cited: 49
EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study
Mohialdeen Alotumi
Heliyon (2021) Vol. 7, Iss. 4, pp. e06664-e06664
Open Access | Times Cited: 40
The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study
Jing Chen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 31
Self-regulated learning with mobile devices for university students: exploring the impacts on academic vocabulary development
Tahereh Boroughani, Ismail Xodabande, Sedigheh Karimpour
Discover Education (2023) Vol. 2, Iss. 1
Open Access | Times Cited: 20
Ideal L2 self, enjoyment, and strategy use in L2 integrated writing: A self-regulatory learning perspective
Pengfei Zhao, Xinhua Zhu, Yuan Yao, et al.
System (2023) Vol. 115, pp. 103033-103033
Closed Access | Times Cited: 18
Exploring the Effects of Automated Written Corrective Feedback on EFL Students’ Writing Quality: A Mixed-Methods Study
Ning Fan
SAGE Open (2023) Vol. 13, Iss. 2
Open Access | Times Cited: 18
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives
Xiaolong Cheng, Lawrence Jun Zhang
Computer Assisted Language Learning (2024), pp. 1-30
Open Access | Times Cited: 7
Enhancing Chinese university students' writing performance and self-regulated learning (SRL) writing strategy use through a strategy-based intervention
Bin Shen, Barry Bai
System (2024) Vol. 122, pp. 103249-103249
Closed Access | Times Cited: 7
Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies
Jinyu Zhu, Yongle Yang, Zi Yan
System (2024) Vol. 123, pp. 103338-103338
Closed Access | Times Cited: 7
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