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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:

Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices
Qiaozhen Yan, Lawrence Jun Zhang, Helen Dixon
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11

Showing 11 citing articles:

Assessing learners’ English public speaking anxiety with multimodal deep learning technologies
Chunping Zheng, Tingting Zhang, Xu Chen, et al.
Computer Assisted Language Learning (2024), pp. 1-29
Closed Access | Times Cited: 3
Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment
Hung Phu Bui
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 7
Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students' Behavior in Spain
Xinyu Zhang, Francesca Romero Forteza
(2024)
Open Access | Times Cited: 2
Kako učitelji ATJ ocenjujejo učenje jezika? Analiza instrumentov za ocenjevanje znanja angleščine, ki se uporabljajo v čilskih srednjih šolah
Tania Tagle Ochoa, Paulo Etchegaray Pezo, Claudio Díaz, et al.
ELOPE English Language Overseas Perspectives and Enquiries (2024) Vol. 21, Iss. 1, pp. 111-127
Open Access | Times Cited: 2
Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students’ Behaviour in Spain
Xinyu Zhang, Francesca Romero Forteza
Behavioral Sciences (2024) Vol. 14, Iss. 7, pp. 584-584
Open Access | Times Cited: 1
Investigating EFL instructors’ approaches to classroom-based assessment culture: an explanatory sequential mixed-method approach
Muhammad Wasim Latif, Arzoo Wasim
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 1
From a Novice Teacher to a Teacher Leader: An English-As-a-Foreign-Language (EFL) Teacher’s Cognitions About Her Professional Development
Lori Xingzhen Gao, Jennifer Jie Yang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 3
Contextualizing synchronous online EFL classroom assessment: A face saving perspective
Hung Phu Bui
Education and Information Technologies (2024)
Closed Access
Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study
Qiaozhen Yan
System (2024) Vol. 125, pp. 103391-103391
Closed Access
The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions
Yawen Liu
Heliyon (2024) Vol. 10, Iss. 12, pp. e32629-e32629
Open Access
Classroom-Based Assessment (Cba) and Undergraduate Chinese Efl Learners’ Speaking Performance, Engagement, and Willingness to Communicate: Effects and Perceptions
Y. H. Liu
(2023)
Closed Access
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