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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:

Revolutionizing EFL special education: how ChatGPT is transforming the way teachers approach language learning
Mogbel Aid K. Alenezi, Amr M. Mohamed, Tahany S. Shaaban
Innoeduca International Journal of Technology and Educational Innovation (2023) Vol. 9, Iss. 2, pp. 5-23
Open Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

The role and impact of ChatGPT in educational practices: insights from an Australian higher education case study
Raj Sandu, Ergun Gide, Mahmoud Elkhodr
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 13
Beyond the hype: exploring faculty perceptions and acceptability of AI in teaching practices
Kingsley Ofosu‐Ampong
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 11
Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs
Julio Cabero Almenara, Antonio Palacios‐Rodríguez, María Isabel Loaiza Aguirre, et al.
Education Sciences (2024) Vol. 14, Iss. 7, pp. 740-740
Open Access | Times Cited: 10
Empowering the Faculty of Education Students: Applying AI’s Potential for Motivating and Enhancing Learning
Amr M. Mohamed, Tahany S. Shaaban, Sameh H. Bakry, et al.
Innovative Higher Education (2024)
Open Access | Times Cited: 9
Towards Intelligent Universities Enhanced with Artificial Intelligence (AI)
‫Mohammed Ahmed Abou Adel, Moustafa Mohamed Abouelnour, Mohammad Issa Alhourani, et al.
Journal of Infrastructure Policy and Development (2025) Vol. 9, Iss. 1, pp. 10412-10412
Open Access | Times Cited: 1
Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries
Łukasz Tomczyk
Evaluation and Program Planning (2024) Vol. 105, pp. 102449-102449
Open Access | Times Cited: 7
Developing effective prompts to improve communication with ChatGPT: a formula for higher education stakeholders
Mostafa Nazari, Golsa Saadi
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 6
The Transformative Power of Generative Artificial Intelligence for Achieving the Sustainable Development Goal of Quality Education
Prema Nedungadi, Kai–Yu Tang, Raghu Raman
Sustainability (2024) Vol. 16, Iss. 22, pp. 9779-9779
Open Access | Times Cited: 5
Relationship Between Attachment and Social Skills in Adulthood Education in the Digital Society
Raquel Muñoz-Pradas, Margarita González Benítez, Antonio Palacios‐Rodríguez, et al.
Societies (2025) Vol. 15, Iss. 1, pp. 8-8
Open Access
Evaluation of the Impact of ChatGPT on the Development of Research Skills in Secondary Education Students: An Experimental Approach
Benjamín Maraza-Quispe
International Journal of Information and Education Technology (2025) Vol. 15, Iss. 1, pp. 59-69
Open Access
ChatGPT and responsible student education
Wioleta Gałat
Management (2025) Vol. 28, Iss. 2, pp. 423-443
Open Access
Exploring the application of ChatGPT in ESL/EFL education and related research issues: a systematic review of empirical studies
Chung Kwan Lo, Philip L. H. Yu, Simin Xu, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
Artificial intelligence in applied (linguistics): a content analysis and future prospects
Obied Alaqlobi, Ahmed Alduais, Fawaz Qasem, et al.
Cogent Arts and Humanities (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
EFL Special Education Teachers’ Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders
Amr M. Mohamed, Tahany S. Shaaban, Hassen Alazhar Jmaiel
Journal of Attention Disorders (2024) Vol. 28, Iss. 11, pp. 1482-1495
Closed Access | Times Cited: 2
Exploring the transformative influence of artificial intelligence in EFL context: A comprehensive bibliometric analysis
Xia Zhang, Kingsley Obiajulu Umeanowai
Education and Information Technologies (2024)
Open Access | Times Cited: 2
The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2
Julio Cabero Almenara, Antonio Palacios‐Rodríguez, María Isabel Loaiza Aguirre, et al.
Frontiers in Artificial Intelligence (2024) Vol. 7
Open Access | Times Cited: 2
Artificial intelligence in university education: Systematic review
Oscar López-Regalado, Nemecio Núñez Rojas, Oscar Rafael López-Gil, et al.
Research Square (Research Square) (2024)
Open Access | Times Cited: 1
Promoting Multilingual Skills in Children with Autism: Parent and Teacher Perspectives on Teaching ESL
Amr M. Mohamed, Tahany S. Shaaban
Sustainable Multilingualism (2024) Vol. 24, Iss. 1, pp. 106-135
Open Access | Times Cited: 1
Comparative analysis of GPT-4, Gemini, and Ernie as gloss sign language translators in special education
Achraf Othman, Khansa Chemnad, Ahmed Tlili, et al.
Discover Global Society (2024) Vol. 2, Iss. 1
Open Access | Times Cited: 1
Harnessing the Power of Artificial Intelligence in Education
Er Shruti Tiwari
SSRN Electronic Journal (2024)
Closed Access
ChatGPT y EFL: Un análisis exhaustivo a través de la literatura
Melissa Bernarda Rodriguez- Moscoso, Shalena Silvana Naranjo Andrade
MQRInvestigar (2024) Vol. 8, Iss. 2, pp. 1648-1666
Open Access
Empowering Language: Parents Insights on Enhancing English Learning for Children with Mild Intellectual Disabilities in Remote Enclaves
Tahany S. Shaaban
مجلة العلوم التربوية و الدراسات الإنسانية (2024), Iss. 39, pp. 711-738
Open Access
An Investigation of Students’ Perspectives on the Application of Chat GPT as an Academic Tool: A Case Study at HIUC
Ahmed Hussein, Saad Sameer Dhari
ZAC conference series. (2024) Vol. 1, Iss. 1, pp. 6-14
Closed Access
Prompting for pedagogy? Australian F-10 teachers’ generative AI prompting use cases
Peter Crosthwaite, Simone Smala, Franciele Spinelli
The Australian Educational Researcher (2024)
Closed Access
Empowering multilingualism in children with autism: Insights from parents and EFL teachers
Amr M. Mohamed, Tahany S. Shaaban, Hassen Alazhar Jmaiel
Specijalna edukacija i rehabilitacija (2024) Vol. 23, Iss. 4, pp. 341-360
Open Access
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