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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 Engaging Process-Genre Approach on Student Engagement and Writing Achievements
Muhammad Rahimi, Lawrence Jun Zhang
Reading & Writing Quarterly (2021) Vol. 38, Iss. 5, pp. 487-503
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

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
Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance
Zhang Jian-hua, Lawrence Jun Zhang
Learning and Instruction (2023) Vol. 88, pp. 101808-101808
Open Access | Times Cited: 26
Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing
Muhammad Rahimi
System (2024) Vol. 121, pp. 103261-103261
Open Access | Times Cited: 6
Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy
Ahmet Serdar Acar
Assessing Writing (2023) Vol. 56, pp. 100717-100717
Open Access | Times Cited: 13
Exploring undergraduate EFL students’ growth in knowledge of elements in argumentation and their writing performance
Tingting Zhang, Lawrence Jun Zhang, Gregory Ward
Applied Linguistics Review (2025)
Closed Access
Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
Tingting Zhang, Lawrence Jun Zhang
Sustainability (2021) Vol. 13, Iss. 21, pp. 11616-11616
Open Access | Times Cited: 27
Exploring expert teachers' cognitions and practices of teaching English speaking and their students’ experiences and engagement
Muhammad Rahimi, Kenneth Keng Wee Ong
System (2023) Vol. 115, pp. 103064-103064
Open Access | Times Cited: 12
Development and validation of a genre-based second language (L2) writing self-efficacy scale
Zhang Jian-hua, Lawrence Jun Zhang, Ye Zhu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 11
Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach
Yu Huang, Lawrence Jun Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 18
Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs
Xiaolong Cheng, Lawrence Jun Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 16
Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self
Sha Tian, Lingxiao Jia, Zhining Zhang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 9
Investigating high schoolers’ L2 writing anxiety, L2 writing self-efficacy, L2 writing self-regulated strategies, and L2 writing engagement: Relationships and mediator
Jie Zhou, Shusheng Wang, Junju Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 14
Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective
Reza Bozorg Aliabadi, Hiwa Weisi
International Journal of Educational Research Open (2023) Vol. 5, pp. 100262-100262
Open Access | Times Cited: 7
Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective
Dayu Jiang, Slava Kalyuga
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
A genre-based approach in the secondary school English writing class: Voices from student-teachers in the teaching practicum
Chang Liu, Mei‐Hua Chen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 10
Correlation between Teachers Knowledge, Beliefs, and Frequency of Implementation of Brain Based Learning Strategies
M Rajeshkumar
Journal of Enterprise and Business Intelligence (2023), pp. 190-200
Open Access | Times Cited: 4
Malaysian Students’ Perceptions towards Using Peer Feedback to Cultivate Evaluative Judgement of Argumentative Writing
Xiao Xie, Vahid Nimehchisalem, Mei Fung Yong, et al.
Arab World English Journal (2024) Vol. 15, Iss. 1, pp. 298-313
Open Access | Times Cited: 1
Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners’ Argumentative Writing
Hui Helen Li, Lawrence Jun Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Internet-Mediated Joint Construction: Engaging Second Language Learners in Synchronous Online Writing Instruction Through ClassIn
Di Wang, Yu Huang
RELC Journal (2022) Vol. 55, Iss. 1, pp. 198-208
Closed Access | Times Cited: 4
Translanguaging genre pedagogy: implications for teaching business communication in the Greater Bay Area
Zhisheng Wen, Lawrence Jun Zhang, Hao Kong, et al.
Asian-Pacific Journal of Second and Foreign Language Education (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 4
Pre-Writing and Post-Writing Explicit Instruction: Differential Effects on L2 Learners’ Writing Accuracy
Nguyen Huynh Trang, Jessie S. Barrot
RELC Journal (2023) Vol. 55, Iss. 3, pp. 688-704
Closed Access | Times Cited: 2
Exploring the role of teachers’ cognitions and practices of teaching English speaking skills in students’ learning (dis)engagement
Muhammad Rahimi
Language Learning Journal (2024), pp. 1-15
Closed Access
Metacognitive Experiences of EFL Students as Predictors of Enjoyment, Engagement, and Performance in L2 Writing
Büşra Ünsal, Cemil Gökhan Karacan
Journal of College Reading and Learning (2024) Vol. 54, Iss. 1, pp. 32-54
Closed Access
Scripting success: a systematic literature review of the process genre approach for writing in Asian education
Zhang Na, Charanjit Kaur Swaran Singh, Jie Du, et al.
Perspectives of science and education (2024) Vol. 67, Iss. 1, pp. 48-69
Open Access
Malaysian Students’ Perceptions towards Using Peer Feedback to Cultivate Evaluative Judgement of Argumentative Writing
Xiao Xie, Vahid Nimehchisalem, Mei Fung Yong, et al.
(2024)
Open Access
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