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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:

Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, et al.
Studies in Second Language Learning and Teaching (2022) Vol. 12, Iss. 1, pp. 87-115
Open Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement
Li Hu, Yongliang Wang
BMC Psychology (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 78
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach
Yongliang Wang, Mariusz Kruk
Studies in Second Language Learning and Teaching (2024) Vol. 14, Iss. 2, pp. 235-265
Open Access | Times Cited: 77
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Ali Derakhshan, Hongbiao Yin
Journal of Multilingual and Multicultural Development (2024), pp. 1-19
Closed Access | Times Cited: 51
Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners
Yunsong Wang, Yihang Xin, Leiming Chen
Learning and Motivation (2024) Vol. 86, pp. 101978-101978
Closed Access | Times Cited: 33
Modelling the interaction between EFL teachers' personality traits, emotion regulation strategies, and teachers' depression: A structural equation approach
Jingfeng Qu, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 25
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout
Wangjiao Wu, Yabing Wang, Ruifang Huang
System (2023) Vol. 117, pp. 103096-103096
Closed Access | Times Cited: 32
Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important?
Liping Fu
Current Psychology (2023) Vol. 43, Iss. 7, pp. 5789-5803
Open Access | Times Cited: 26
The Interrelationship Between Chinese English as a Foreign Language Teachers’ Immediacy and Clarity With Learners’ Boredom
Jieping Xu, Yuehong Pan, Ali Derakhshan
Perceptual and Motor Skills (2024) Vol. 131, Iss. 5, pp. 1934-1957
Closed Access | Times Cited: 15
Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis
Yilin Cong, Lei Yang, Anna Lia Proietti Ergün
Acta Psychologica (2024) Vol. 248, pp. 104394-104394
Open Access | Times Cited: 14
Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers
Yuxia Ma, Zengqiang Liu
Acta Psychologica (2024) Vol. 245, pp. 104219-104219
Open Access | Times Cited: 11
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding
Ali Derakhshan, Lawrence Jun Zhang, Kiyana Zhaleh
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 1, pp. 71-100
Open Access | Times Cited: 18
English as a foreign language teachers' burnout: The predicator powers of self-efficacy and well-being
Shangyong An, Sha Tao
Acta Psychologica (2024) Vol. 245, pp. 104226-104226
Open Access | Times Cited: 6
Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout
Xiaojuan Gao
Journal of Multilingual and Multicultural Development (2023), pp. 1-18
Closed Access | Times Cited: 14
Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset
Xiaoling Liu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 14
The impact of academic self-efficacy and academic motivation on Chinese EFL students’ academic burnout
Yanfang Ma
Learning and Motivation (2024) Vol. 85, pp. 101959-101959
Closed Access | Times Cited: 5
Towards the role of apprehension and anxiety as antecedents of EFL students’ burnout
Liping Ren
Heliyon (2024) Vol. 10, Iss. 4, pp. e25777-e25777
Open Access | Times Cited: 5
Unveiling Chinese EFL students’ academic burnout and its prediction by anxiety, boredom, and hopelessness: a latent growth curve modeling
Lan Ding, Yongliang Wang
Innovation in Language Learning and Teaching (2024), pp. 1-17
Closed Access | Times Cited: 4
The power of teacher immediacy in predicting Chinese SFL students’ engagement and motivation
Nan Ding, Yongliang Wang
Current Psychology (2025)
Closed Access
Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners
Lihong Ma, Banban Li, Jian Liu
International Journal of Educational Research (2025) Vol. 131, pp. 102581-102581
Closed Access
Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective
Biao Xu, Norsafinar Rahim
Learning and Motivation (2025) Vol. 90, pp. 102126-102126
Closed Access
Unveiling the Predictive Effect of Perceived Social Support on Foreign Language Learning Burnout: The Mediating Role of L2 Selves
Tingting Xie, Mei‐Hua Chen
The Asia-Pacific Education Researcher (2025)
Closed Access
Chinese students’ boredom and burnout and their prediction by autonomy supportive learning climate: a latent growth curve modeling
Aigui Wang, Hongwu Yang, Xinyu Yang
Innovation in Language Learning and Teaching (2025), pp. 1-15
Closed Access
Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom
Fei Qiu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 18
English Teachers’ Post-Pandemic Motivation in Macau’s Higher Education System
Yuying Wang, Xu We, Kaining Guan, et al.
Theory and Practice in Language Studies (2024) Vol. 14, Iss. 7, pp. 1990-2001
Open Access | Times Cited: 3
Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender differences
Lihong Ma, Lixueqing Liu, Jian Liu
Innovation in Language Learning and Teaching (2024), pp. 1-15
Closed Access | Times Cited: 3
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