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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:

Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate
Cong Zhang, Yiwen Meng, Xinyu Ma
System (2024) Vol. 121, pp. 103259-103259
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study
Yongliang Wang, Lina Xue
Computers in Human Behavior (2024) Vol. 159, pp. 108353-108353
Closed Access | Times Cited: 65
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
Fangwei Huang, Yongliang Wang, Haijing Zhang
European Journal of Education (2024)
Closed Access | Times Cited: 39
English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness
Fang Huang, Bin Zou
Computers in Human Behavior (2024) Vol. 159, pp. 108355-108355
Closed Access | Times Cited: 14
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
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study
Yumeng Guo, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 12
The Impact of Different Conversational Generative AI Chatbots on EFL Learners: an Analysis of Willingness to Communicate, Foreign Language Speaking Anxiety, and Self-perceived Communicative Competence
Chenghao Wang, Bin Zou, Yiran Du, et al.
System (2024), pp. 103533-103533
Closed Access | Times Cited: 8
Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight
Kun Dai, Quanguo Liu
Computers in Human Behavior (2024) Vol. 159, pp. 108354-108354
Closed Access | Times Cited: 7
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms
Zhonggui Xin, Ali Derakhshan
European Journal of Education (2024)
Closed Access | Times Cited: 7
Does Generative Artificial Intelligence Improve the Academic Achievement of College Students? A Meta-Analysis
Lihui Sun, Liang Zhou
Journal of Educational Computing Research (2024) Vol. 62, Iss. 7, pp. 1896-1933
Closed Access | Times Cited: 6
The impact of AI-enhanced natural language processing tools on writing proficiency: an analysis of language precision, content summarization, and creative writing facilitation
Dan Zhao
Education and Information Technologies (2024)
Closed Access | Times Cited: 6
Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment
Elov Botir Boltayevich, Irodakhon Abdullayeva, Laylo Raupova, et al.
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access
Unlocking Foreign Language Enjoyment in GenAI-Assisted English Learning: A Q-Methodology Perspective from Chinese EFL Students
Yang Gao, Quan Quan
Research Square (Research Square) (2025)
Closed Access
Software Review
Chenghao Wang, Xueyun Li
International Journal of Computer-Assisted Language Learning and Teaching (2025) Vol. 15, Iss. 1, pp. 1-11
Open Access
Revisiting Integrated Model of Technology Acceptance Among the Generative AI‐Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation
Chenghao Wang, Xueyun Li, Bin Zou
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access
Unboxing the intersections between self‐esteem and academic mindfulness with test emotions, psychological wellness and academic achievement in artificial intelligence‐supported learning environments: Evidence from English as a foreign language learners
Lin Hou
British Educational Research Journal (2025)
Closed Access
The Synergistic Power of AIoT in Enhancing EFL Student CCT Skills in Higher Education
Muthmainnah Muthmainnah, Muliati Muliati, Dalwinder Kaur, et al.
Advances in computational intelligence and robotics book series (2025), pp. 277-304
Closed Access
Empowering creativity and engagement: The impact of generative artificial intelligence usage on Chines EFL students' language learning experience
Abdul Khalique Khoso, Wang Hong-gang, Mansoor Ali Darazi
Computers in Human Behavior Reports (2025) Vol. 18, pp. 100627-100627
Closed Access
Towards a holistic integration of AI in EFL education: A mixed method empirical study
Lihang Guan, John Chi‐Kin Lee, Yue Zhang, et al.
Computers and Education Artificial Intelligence (2025), pp. 100384-100384
Open Access
AI‐assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self‐compassion, L2 learning experiences and academic demotivation
Shihai Zhang
British Educational Research Journal (2025)
Closed Access
The Impact of AI Usage on University Students’ Willingness for Autonomous Learning
Ling Wang, Wenye Li
Behavioral Sciences (2024) Vol. 14, Iss. 10, pp. 956-956
Open Access | Times Cited: 4
AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment
Honggang Liu, Jiqun Fan
European Journal of Education (2024)
Closed Access | Times Cited: 4
Willingness to Communicate in a Second Language
Jian‐E Peng
(2024)
Closed Access | Times Cited: 4
Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom
Xiao-Qi Wang, Lianghong Hui
System (2024) Vol. 125, pp. 103418-103418
Closed Access | Times Cited: 3
From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education
Jiqun Fan, Qinqing Zhang
Heliyon (2024) Vol. 10, Iss. 17, pp. e37158-e37158
Open Access | Times Cited: 3
AI in L2 learning: a meta-analysis of contextual, instructional, and social-emotional moderators
Xiu-Yi Wu
System (2024), pp. 103498-103498
Closed Access | Times Cited: 3
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