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:
Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising
Matt Lucas
Language Awareness (2020) Vol. 29, Iss. 2, pp. 155-177
Closed Access | Times Cited: 10
Matt Lucas
Language Awareness (2020) Vol. 29, Iss. 2, pp. 155-177
Closed Access | Times Cited: 10
Showing 10 citing articles:
Number marking in L2 English of the speakers of two classifier languages
Dongmei Yao, David Wijaya
Australian Review of Applied Linguistics (2025)
Closed Access
Dongmei Yao, David Wijaya
Australian Review of Applied Linguistics (2025)
Closed Access
CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning
Akbar Bahari
Interactive Learning Environments (2020) Vol. 31, Iss. 2, pp. 752-778
Closed Access | Times Cited: 19
Akbar Bahari
Interactive Learning Environments (2020) Vol. 31, Iss. 2, pp. 752-778
Closed Access | Times Cited: 19
Teaching foreign language grammar to primary-school children with developmental language disorder: A classroom-based intervention study
Elena Tribushinina, Geke Niemann, Joyce Meuwissen, et al.
Journal of Communication Disorders (2022) Vol. 100, pp. 106269-106269
Open Access | Times Cited: 7
Elena Tribushinina, Geke Niemann, Joyce Meuwissen, et al.
Journal of Communication Disorders (2022) Vol. 100, pp. 106269-106269
Open Access | Times Cited: 7
An Account of Teaching Vocabulary to Indonesian EFL Learners through Web-Based Language Instruction (WLI): Attitude in Focus
Muhammad Aswad, Abdul Hakim Yassi, Abidin Pammu, et al.
Education Research International (2022) Vol. 2022, pp. 1-7
Open Access | Times Cited: 6
Muhammad Aswad, Abdul Hakim Yassi, Abidin Pammu, et al.
Education Research International (2022) Vol. 2022, pp. 1-7
Open Access | Times Cited: 6
Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study
Elena Tribushinina, Zoë op ten Berg, Sonja Karman
Language Awareness (2021) Vol. 31, Iss. 3, pp. 351-370
Open Access | Times Cited: 8
Elena Tribushinina, Zoë op ten Berg, Sonja Karman
Language Awareness (2021) Vol. 31, Iss. 3, pp. 351-370
Open Access | Times Cited: 8
Training finnish morphology with a smartphone application in adult beginner level learners
Rosa Salmela, Minna Lehtonen, Johanna Köykkä, et al.
Computer Assisted Language Learning (2024), pp. 1-33
Open Access
Rosa Salmela, Minna Lehtonen, Johanna Köykkä, et al.
Computer Assisted Language Learning (2024), pp. 1-33
Open Access
Course Teaching Design and Practice Analysis by Intelligent Electronic Technology under Big Data
Jingmin Li
Wireless Communications and Mobile Computing (2022) Vol. 2022, pp. 1-10
Open Access | Times Cited: 1
Jingmin Li
Wireless Communications and Mobile Computing (2022) Vol. 2022, pp. 1-10
Open Access | Times Cited: 1
Exploring Web-based Contrastive Instruction to Enhance Deictic Referencing Accuracy in L2 Spoken Performance
Matt Lucas
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 3, pp. 937-961
Open Access | Times Cited: 1
Matt Lucas
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 3, pp. 937-961
Open Access | Times Cited: 1
How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension
Kevin McManus
(2023)
Open Access
Kevin McManus
(2023)
Open Access
How and why can explicit instruction about L1 reduce the negative effects of crosslinguistic influence? Evidence from accuracy and reaction time signatures in L1 comprehension
Kevin McManus
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 3, pp. 507-539
Open Access
Kevin McManus
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 3, pp. 507-539
Open Access
Acceptance and Online Interpretation of “Gender-Neutral Pronouns”: Performance Asymmetry by Chinese English as a Foreign Language Learners
Zheng Ma, Shiyu Wu, XU Shi-ying
Frontiers in Psychology (2022) Vol. 12
Open Access
Zheng Ma, Shiyu Wu, XU Shi-ying
Frontiers in Psychology (2022) Vol. 12
Open Access
