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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:

The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach
Abdullah Alamer, Fahad Almulhim
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example
Joseph F. Hair, Abdullah Alamer
Research Methods in Applied Linguistics (2022) Vol. 1, Iss. 3, pp. 100027-100027
Closed Access | Times Cited: 811
Exploratory structural equation modeling (ESEM) and bifactor ESEM for construct validation purposes: Guidelines and applied example
Abdullah Alamer
Research Methods in Applied Linguistics (2022) Vol. 1, Iss. 1, pp. 100005-100005
Closed Access | Times Cited: 86
EXPLORATORY STRUCTURAL EQUATION MODELING IN SECOND LANGUAGE RESEARCH
Abdullah Alamer, Herbert W. Marsh
Studies in Second Language Acquisition (2022) Vol. 44, Iss. 5, pp. 1477-1500
Closed Access | Times Cited: 75
Exploring the mediating roles of motivation and boredom in basic psychological needs and behavioural engagement in English learning: a self-determination theory perspective
Honggang Liu, Ying Wang, Haoyue Wang
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access | Times Cited: 2
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling
Abdullah Alamer, Ahmed Al Khateeb
Computer Assisted Language Learning (2021) Vol. 36, Iss. 1-2, pp. 149-175
Closed Access | Times Cited: 87
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE
Abdullah Alamer
Studies in Second Language Acquisition (2021) Vol. 44, Iss. 1, pp. 164-184
Closed Access | Times Cited: 85
Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement
Majid Elahi Shirvan, Abdullah Alamer
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 7, pp. 2831-2847
Closed Access | Times Cited: 58
The Causal Relationship between Learner Motivation and Language Achievement: New Dynamic Perspective
Abdullah Alamer, Fakieh Alrabai
Applied Linguistics (2022) Vol. 44, Iss. 1, pp. 148-168
Closed Access | Times Cited: 43
Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context
Jalil Fathi, Farnoosh Mohammaddokht
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 45
Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach
Abdullah Alamer, Jihyun Lee
Language Teaching Research (2021) Vol. 28, Iss. 4, pp. 1572-1593
Closed Access | Times Cited: 44
The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
Fakieh Alrabai
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 42
Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit
Abdullah Alamer
System (2022) Vol. 108, pp. 102850-102850
Closed Access | Times Cited: 34
How Accurate Is Your Correlation? Different Methods Derive Different Results and Different Interpretations
Kaiqi Shao, Majid Elahi Shirvan, Abdullah Alamer
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 33
Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach
Abdullah Alamer, Ahmed Al Khateeb, Lucas M. Jeno
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 2, pp. 417-431
Open Access | Times Cited: 33
Construct Validation of Self-Determination Theory in Second Language Scale: The Bifactor Exploratory Structural Equation Modeling Approach
Abdullah Alamer
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 39
The mediating roles of buoyancy and boredom in the relationship between autonomous motivation and engagement among Chinese senior high school EFL learners
Ying Wang, Honggang Liu
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 27
Motivation and Grit Affects Undergraduate Students’ English Language Performance
Ying‐Tien Wu, Lydia Yoke Yean Foong, Noryati Alias
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-2-april-2022, pp. 781-794
Open Access | Times Cited: 22
The impacts of performance-based assessment on reading comprehension achievement, academic motivation, foreign language anxiety, and students’ self-efficacy
Tahereh Heydarnejad, Fariba Tagavipour, Indrajit Patra, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 20
Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement
Xiaoyi Zheng, Sayed M. Ismail, Tahereh Heydarnejad
Heliyon (2023) Vol. 9, Iss. 5, pp. e15830-e15830
Open Access | Times Cited: 13
Self-Determination Theory and Language Learning
Kimberly A. Noels
Oxford University Press eBooks (2023), pp. 619-637
Closed Access | Times Cited: 11
Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety
Tahereh Heydarnejad, Sayed M. Ismail, Goodarz Shakibaei, et al.
Language Testing in Asia (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 19
The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model
Fakieh Alrabai
Language Teaching Research (2022), pp. 136216882211362-136216882211362
Closed Access | Times Cited: 18
Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners
Asep Nurjamin, David Elí Salazar Espinoza, Natalya Saenko, et al.
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 10
Transforming the EMPATHICS Model Into a Workable E4MC Model of Language Learner Well-Being
Fakieh Alrabai, Jean–Marc Dewaele
Journal for the Psychology of Language Learning (2023) Vol. 5, Iss. 1
Open Access | Times Cited: 10
May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes
Lei Li, Tahereh Heydarnejad
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
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