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:
Chapter 3. Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment
Chengchen Li, Jean‐Marc Dewaele
Task-based language teaching (2024), pp. 84-110
Closed Access | Times Cited: 15
Chengchen Li, Jean‐Marc Dewaele
Task-based language teaching (2024), pp. 84-110
Closed Access | Times Cited: 15
Showing 15 citing articles:
Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom
Ali Derakhshan, Mehdi Solhi, Jean‐Marc Dewaele, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 2
Ali Derakhshan, Mehdi Solhi, Jean‐Marc Dewaele, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 2
Chapter 1. Individual differences and task-based language teaching
Shaofeng Li
Task-based language teaching (2024), pp. 10-49
Closed Access | Times Cited: 12
Shaofeng Li
Task-based language teaching (2024), pp. 10-49
Closed Access | Times Cited: 12
Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors
Chengchen Li, Li Wei, Xiaojun Lu
Modern Language Journal (2024) Vol. 108, Iss. 3, pp. 741-770
Open Access | Times Cited: 10
Chengchen Li, Li Wei, Xiaojun Lu
Modern Language Journal (2024) Vol. 108, Iss. 3, pp. 741-770
Open Access | Times Cited: 10
Chapter 7. A review of learner motivation and engagement research in task-based language teaching
Yoon Namkung, YouJin Kim
Task-based language teaching (2024), pp. 198-227
Closed Access | Times Cited: 7
Yoon Namkung, YouJin Kim
Task-based language teaching (2024), pp. 198-227
Closed Access | Times Cited: 7
Chapter 4. Task complexity, task features, and task anxiety at low L2 proficiency levels
Ángela Donate, Ronald P. Leow
Task-based language teaching (2024), pp. 111-137
Closed Access | Times Cited: 6
Ángela Donate, Ronald P. Leow
Task-based language teaching (2024), pp. 111-137
Closed Access | Times Cited: 6
Chapter 12. Conclusion
Rod Ellis
Task-based language teaching (2024), pp. 346-364
Closed Access | Times Cited: 6
Rod Ellis
Task-based language teaching (2024), pp. 346-364
Closed Access | Times Cited: 6
Chapter 10. Practitioners’ perspectives
Jane Willis
Task-based language teaching (2024), pp. 288-312
Closed Access | Times Cited: 5
Jane Willis
Task-based language teaching (2024), pp. 288-312
Closed Access | Times Cited: 5
The relationship between task-specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners' spoken task performances
Scott Aubrey
Learning and Individual Differences (2025) Vol. 120, pp. 102677-102677
Open Access
Scott Aubrey
Learning and Individual Differences (2025) Vol. 120, pp. 102677-102677
Open Access
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective
Chengchen Li
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 4
Chengchen Li
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 4
Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis
Anne Li Jiang, Sun Ke, Jian-Yong Liang, et al.
Perceptual and Motor Skills (2025)
Closed Access
Anne Li Jiang, Sun Ke, Jian-Yong Liang, et al.
Perceptual and Motor Skills (2025)
Closed Access
Achievement emotions in online language learning: domain-specific components and interactions with self-regulation strategies and language performance
Lin Sophie Teng, Junji Pan
Applied Linguistics (2024)
Closed Access | Times Cited: 2
Lin Sophie Teng, Junji Pan
Applied Linguistics (2024)
Closed Access | Times Cited: 2
The effects of task repetition and corrective feedback on L2 writing development
Jeungeun Kim, Shaofeng Li
Language Learning Journal (2024), pp. 1-16
Closed Access | Times Cited: 1
Jeungeun Kim, Shaofeng Li
Language Learning Journal (2024), pp. 1-16
Closed Access | Times Cited: 1
Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning
Hyejin An, Shaofeng Li
System (2024) Vol. 126, pp. 103480-103480
Open Access | Times Cited: 1
Hyejin An, Shaofeng Li
System (2024) Vol. 126, pp. 103480-103480
Open Access | Times Cited: 1
Exploring foreign language classroom emotions and their impact on achievement in China: Validating the Achievement Emotions Questionnaire—Short form
Nuozhou Chen, Yu Mei Li, Anna N. N. Hui
Research Methods in Applied Linguistics (2024) Vol. 4, Iss. 1, pp. 100158-100158
Closed Access
Nuozhou Chen, Yu Mei Li, Anna N. N. Hui
Research Methods in Applied Linguistics (2024) Vol. 4, Iss. 1, pp. 100158-100158
Closed Access
