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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:

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions
Li Dong, Shireen Jamal Mohammed, Khaled Ahmed Abdel-Al Ibrahim, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 22

Showing 22 citing articles:

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction
Yi Zheng, Ao Xiao
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 6
Mobile language app learners’ self-efficacy increases after using generative AI
Audrey K. Kittredge, Elise Hopman, Ben Reuveni, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory
Jiao Song, Ru Wang, X. Ben Wu, et al.
Learning and Motivation (2025) Vol. 90, pp. 102110-102110
Closed Access
Motivation and English self-efficacy in online learning applications among Saudi EFL learners: Exploring the mediating role of self-regulated learning strategies
Mayez Almayez, Mohammad H. Al-khresheh, Abdo Hasan AL-Qadri, et al.
Acta Psychologica (2025) Vol. 254, pp. 104796-104796
Closed Access
Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments
Chunhua Yang, Ming Wei, Liu Qi
British Educational Research Journal (2025)
Closed Access
Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective
Anwar Hammad Al-Rashidi
Learning and Motivation (2025) Vol. 90, pp. 102115-102115
Closed Access
Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses
Xuefei Li, Wael Alharbi
Learning and Motivation (2025) Vol. 90, pp. 102121-102121
Closed Access
Factors Determining the Continuance Intention to Use Mobile English Learning Applications: An Application and Extension of Expectation Confirmation Model in the Mobile‐Assisted Language Learning Context
Kun Dou, Huzaina Abdul Halim, Mohd Rashid Mohd Saad
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study
Mohammad H. Al-khresheh
Acta Psychologica (2024) Vol. 243, pp. 104159-104159
Open Access | Times Cited: 4
The Role of Language Learning Technologies: Insights from the Saudi Context
Alaa Alzahrani, Alaa Mamoun Saleh
English language teaching (2025), pp. 129-145
Closed Access
FIVE DECADES OF ACHIEVEMENT MOTIVATION RESEARCH IN ELT: A SYSTEMATIC LITERATURE REVIEW
Marzia Shurovi, Mohamad Fadhili Yahaya, Hafizah Hajimia, et al.
Malaysian Journal of Learning and Instruction (2024) Vol. 21, Iss. 1, pp. 285-318
Open Access | Times Cited: 3
Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy
Yujie Huang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024)
B. Xu
Language Teaching Research (2024)
Closed Access | Times Cited: 1
University Students’ Dynamic Motivation to Learn Chinese as a Second Language
Meihua Liu
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 2
UTILIZING MOBILE-ASSISTED LANGUAGE LEARNING (MALL) TO ALLEVIATE SPEAKING ANXIETY AMONG EFL STUDENTS
Nanda Allya Putri, Putu Dian Danayanti Degeng
English Review Journal of English Education (2024) Vol. 12, Iss. 1, pp. 125-136
Open Access
From Tech Skills to Performance Gains: How Digital Literacy Drives Productivity Improvements in the Public Sector
Kazeem Adebayo Oladimeji, Abdulrazaq Kayode Abdulkareem, Abdulhakeem Adejumo
Institutiones Administrationis (2024) Vol. 4, Iss. 1, pp. 56-73
Open Access
Research on Computer Aided Learning System Based On Reinforcement Learning Algorithm
Haiyan Lu
Procedia Computer Science (2024) Vol. 243, pp. 472-481
Open Access
Writing with motivation: To delve into the impacts of modifications in academic materials on learners' motivation, creativity, and writing progress in online instruction
Min Yang, Xiaoluo Meng, Farhana Diana Deris
Learning and Motivation (2024) Vol. 89, pp. 102086-102086
Closed Access
Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance
Meihua Liu
Sustainability (2024) Vol. 16, Iss. 13, pp. 5395-5395
Open Access
Psychological Factors Affecting Language-Learning Process in Saudi Arabia: The Effect of Technology-Based Education on High School Students’ Motivation, Anxiety, and Attitude through Flipped Learning
Khaled Ahmed Abdel-Al Ibrahim, Abeer Ahmed Hammad Ali, Salama Aqeel Al-mehsin, et al.
Education Research International (2022) Vol. 2022, pp. 1-14
Open Access | Times Cited: 1
A Review of Research on Second Language Learning Strategies (2000-2022)
Shujing Han, Shiwei Cui, Chen Qing-wen
OALib (2023) Vol. 10, Iss. 07, pp. 1-17
Open Access
The Effect of Computer-Assisted Pronunciation Training on EFL Learners’ Use of Suprasegmental Features and Foreign Language Speaking Anxiety
Nima Almasifar, Farrokhlagha Heidari
English Teaching & Learning (2023) Vol. 48, Iss. 4, pp. 625-648
Closed Access
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