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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 a concept mapping‐based flipped learning approach on EFL students’ English speaking performance, critical thinking awareness and speaking anxiety
Mei‐Rong Alice Chen, Gwo‐Jen Hwang
British Journal of Educational Technology (2019) Vol. 51, Iss. 3, pp. 817-834
Closed Access | Times Cited: 102

Showing 1-25 of 102 citing articles:

A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings
Di Zou, Shuqiong Luo, Haoran Xie, et al.
Computer Assisted Language Learning (2020) Vol. 35, Iss. 8, pp. 1811-1837
Closed Access | Times Cited: 94
Flipped classroom in business and entrepreneurship education: A systematic review and future research agenda
Madugoda Gunaratnege Senali, Mohammad Iranmanesh, Morteza Ghobakhloo, et al.
The International Journal of Management Education (2022) Vol. 20, Iss. 1, pp. 100614-100614
Closed Access | Times Cited: 63
Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study
Zhiyong Li, Jiaying Li
Sustainability (2022) Vol. 14, Iss. 10, pp. 5983-5983
Open Access | Times Cited: 40
The Effects of an Artificial Intelligence Voice Chatbot on Improving Vietnamese Undergraduate Students’ English Speaking Skills
Tam Duong, Suksan Suppasetseree
International Journal of Learning Teaching and Educational Research (2024) Vol. 23, Iss. 3, pp. 293-321
Open Access | Times Cited: 9
Chapter 2. Anxiety in task-based language teaching
Hyejin An, Shaofeng Li
Task-based language teaching (2024), pp. 52-83
Closed Access | Times Cited: 8
A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
Cassandra Santhanasamy, Melor Md Yunus
European Journal of Educational Research (2021) Vol. volume-11-2022, Iss. volume-11-issue-1-january-2022, pp. 127-139
Open Access | Times Cited: 47
The development of students critical thinking abilities and dispositions through the concept mapping learning method – A meta-analysis
Andrea Barta, Liviu A. Fodor, Borbála Tamás, et al.
Educational Research Review (2022) Vol. 37, pp. 100481-100481
Open Access | Times Cited: 36
The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis
Nilüfer Aybirdi, Hüseyin Efe, Çağla Atasoy Şal
Shanlax International Journal of Education (2023) Vol. 11, Iss. S1-Jan, pp. 41-60
Open Access | Times Cited: 19
Technology-enhanced language learning in English language education: Performance analysis, core publications, and emerging trends
Toshiyuki Hasumi, Mei-Shiu Chiu
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 7
A comparative review of technology-assisted and non-technology concept mapping-based language learning
Fan Su, Di Zou
International Journal of Educational Research Open (2024) Vol. 6, pp. 100319-100319
Open Access | Times Cited: 5
Health management students’ self-regulation and digital concept mapping in online learning environments
Dorit Alt, Lior Naamati-Schneider
BMC Medical Education (2021) Vol. 21, Iss. 1
Open Access | Times Cited: 38
Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing
Azizullah Mirzaei, Hanieh Shafiee Rad, Ebrahim Rahimi
Computer Assisted Language Learning (2022) Vol. 37, Iss. 5-6, pp. 1136-1165
Closed Access | Times Cited: 24
Towards a set of design principles for technology-assisted critical-thinking cultivation: A synthesis of research in English language education
Weijun Liang
Thinking Skills and Creativity (2022) Vol. 47, pp. 101203-101203
Closed Access | Times Cited: 24
The Impact of COVID-19 Pandemic on Flipped Classroom for EFL Courses: A Systematic Literature Review
Zhong Linling, Rohaya Abdullah
SAGE Open (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 15
A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 13
Critical Thinking and Its Relation to Strategic Processing
Daniel L. Dinsmore, Luke K. Fryer
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 13
Characteristics of facilitated critical thinking when students listen to and speak English as an additional language in Indonesia
Ricky Fernandes, John Willison, Christopher Boyle
Thinking Skills and Creativity (2024) Vol. 52, pp. 101513-101513
Open Access | Times Cited: 4
Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities
Xiu Mei Xin, M Zhang
Journal of Computer Assisted Learning (2024) Vol. 40, Iss. 4, pp. 1745-1765
Closed Access | Times Cited: 4
Concept maps in technological contexts of higher education: a systematic review of selected SSCI publications
Shih‐Ting Chu, Chun‐Chun Chang, Yun‐Fang Tu
Educational Technology Research and Development (2025)
Closed Access
A progressive concept map-based digital gaming approach for mathematics courses
Kai-Hsiang Yang, Hui‐Chun Chu, Gwo Jen Hwang, et al.
Educational Technology Research and Development (2025)
Closed Access
A Ten-Year Perspective of Bibliometric Analysis of Flipped Classroom in English as a Foreign Language (EFL) Context
Zhong Linling
International Journal of Education and Information Technologies (2025) Vol. 19, pp. 10-20
Open Access
Prompting scientific concept learning in augmented reality: impact of the concept map strategy on mental models and cognitive load
Jingjing Ma, Qingtang Liu, Shufan Yu, et al.
Educational Technology Research and Development (2025)
Closed Access
Effects of an automated corrective feedback-based peer assessment approach on students’ learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation
Chenchen Liu, Gwo‐Jen Hwang, Peng Yu, et al.
Educational Technology Research and Development (2025)
Open Access
Experimental Studies Enhancing the English Proficiency of College Students: A Meta Analysis
M Park
(2025), pp. 58-77
Open Access
Flipping EFL Reading Comprehension Classes: Students’ Learning Achievement and Perceptions
Quyen Tran, Elena Verezub, Rosemary Fisher
Teaching & Learning Inquiry The ISSOTL Journal (2025) Vol. 13, pp. 1-44
Open Access
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