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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 Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation
Cui Ying, Christian D. Schunn, Xiaosong Gai, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Peer Assessment in Writing Instruction
Shulin Yu
(2024)
Closed Access | Times Cited: 12
What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy
Yi Zhang, Christian D. Schunn, Yong Wu
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 9
<div> Exploring the Effect of Corrective Feedback Through QuillBot on&nbsp;<span>EFL Learners’ Writing Skill&nbsp;</span> </div>
Mohamad Azimi, Majid Farahian
SSRN Electronic Journal (2025)
Closed Access
Perceptual Alignment: Investigating EFL Teachers' Perspectives on Students' Writing Difficulties
Novika Amalia
EBONY Journal of English Language Teaching Linguistics and Literature (2025) Vol. 5, Iss. 1, pp. 26-40
Closed Access
Integrating human expertise with GenAI: insights into a collaborative feedback approach in translation education
Xueying XU, Fuchun Sun, Wei Wei Hu
System (2025), pp. 103600-103600
Open Access
Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment
Musril Zahari, Arita Marini, Desy Safitri, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101286-101286
Open Access
Ai Generated vs. Peer Feedback in Esl Writing:Effects on Writing Skill, Self-Efficacy, And Enjoyment
Ying Fang, Ya Tan, Chan Zuo, et al.
(2025)
Closed Access
Promoting draft revision motivation and quality through technology-enhanced peer feedback workshops
Qiufang Zheng
Educational Technology Research and Development (2025)
Closed Access
Peer assessment in EFL oral presentations: Saudi students’ perspectives and self-efficacy in peer evaluation
Mohammad H. Al-khresheh, R. A. Ali, Syeda Sumaira Jillani, et al.
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access
The Effects of Peer Feedback on L2 Students’ Writing Motivation: An Experimental Study in China
Fanrong Weng, Shelly Xueting Ye, Weihe Xue
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 4, pp. 473-483
Closed Access | Times Cited: 18
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy
Fanrong Weng, Cecilia Guanfang Zhao, Shangwen Chen
Assessing Writing (2024) Vol. 61, pp. 100874-100874
Closed Access | Times Cited: 3
Explicating peer feedback quality and its impact on feedback implementation in EFL writing
Wenjing He, Ying Gao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
The role and features of peer assessment feedback in college English writing
Qiyu Sun, Fang Chen, Shengkai Yin
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 7
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation
Yiwen Cen, Yao Zheng
Assessing Writing (2023) Vol. 59, pp. 100802-100802
Closed Access | Times Cited: 7
The Correlation Between Students’ Writing Self-Efficacy and Essay Writing Performance
Lestari Setyowati, Sony Sukmawan, Sari Karmina, et al.
Journal of Languages and Language Teaching (2024) Vol. 12, Iss. 1, pp. 72-72
Open Access | Times Cited: 2
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
Carlton J. Fong, Diane L. Schallert, Shengjie Lin, et al.
Studies In Educational Evaluation (2024) Vol. 81, pp. 101351-101351
Closed Access | Times Cited: 2
Peer feedback that consistently supports learning to write and read: providing comments on meaning-level issues
Cui Ying, Christian D. Schunn
Assessment & Evaluation in Higher Education (2024), pp. 1-14
Closed Access | Times Cited: 2
To peer or not to peer: A controlled peer-editing intervention measuring writing self-efficacy in South Korean higher education
Colin William Campbell, Barney Batista
International Journal of Educational Research Open (2022) Vol. 4, pp. 100218-100218
Open Access | Times Cited: 9
Why increasing the number of raters only helps sometimes: Reliability and validity of peer assessment across tasks of different complexity
Yimin Tong, Christian D. Schunn, Hong Wang
Studies In Educational Evaluation (2022) Vol. 76, pp. 101233-101233
Closed Access | Times Cited: 8
Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research
Yingchun Liu, Guangqiang Xu, Shuo Yuan, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101423-101423
Closed Access | Times Cited: 1
The Impact of Writing Center Consultations on Student Writing Self-Efficacy
Isabelle M Lundin, Victoria O’Connor, Sherry Wynn Perdue
Deleted Journal (2023) Vol. 41, Iss. 2
Open Access | Times Cited: 3
Enhancing Writing Quality and Self-Efficacy Beliefs through Process-oriented Task-based Instruction and Multiple Feedback Forms
Samira Moussaoui
Journal of Educational and Psychological Studies [JEPS] (2024) Vol. 18, Iss. 1, pp. 96-116
Open Access
THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL LEARNERS’ WRITING PERFORMANCES
Kristian Florensio Wijaya
ELTR Journal (2024) Vol. 8, Iss. 1, pp. 33-45
Open Access
Optimizing the Effectiveness of Chat GPT’s Feedback on ESL Student's Written Productions
R. Hernandez
YUYAY Estrategias Metodologías & Didácticas Educativas (2024) Vol. 3, Iss. 2, pp. 50-61
Closed Access
Enhancing coherence and student engagement through portfolio assignments and peer-feedback
Lisa Gregersen Oestergaard, Janne Saltoft Hansen, Maiken Bay Ravn, et al.
Discover Education (2024) Vol. 3, Iss. 1
Open Access
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