Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Showing 1-25 of 43 citing articles:

Unravelling students’ perceived EFL teacher support
Honggang Liu, Xiaoxue Li
System (2023) Vol. 115, pp. 103048-103048
Open Access | Times Cited: 51
Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners
Yunsong Wang, Yihang Xin, Leiming Chen
Learning and Motivation (2024) Vol. 86, pp. 101978-101978
Closed Access | Times Cited: 33
Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom
Ali Derakhshan, Mehdi Solhi, Jean‐Marc Dewaele, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 2
The Association between Perceived Teacher Support, Students’ ICT Self-Efficacy, and Online English Academic Engagement in the Blended Learning Context
Lei Feng, He Li, Jie Ding
Sustainability (2023) Vol. 15, Iss. 8, pp. 6839-6839
Open Access | Times Cited: 27
Unpacking the relationships between emotions and achievement of EFL learners in China: Engagement as a mediator
Haihua Wang, Yingli Wang, Shaojie Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 25
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class
Mohammad Ghafouri
System (2023) Vol. 120, pp. 103209-103209
Closed Access | Times Cited: 21
Contributions of Ideal L2 Self, Grit, and Boredom to Engagement in an EFL Context: A Structural Equation Modeling Approach
Wei Sun, Hong Shi, Yi Yan
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 5, pp. 1161-1172
Closed Access | Times Cited: 14
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators
Yingli Yang, Chenxi Du
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 13
The Relationship between Perceived Teacher Emotional Support, Online Academic Burnout, Academic Self-Efficacy, and Online English Academic Engagement of Chinese EFL Learners
He Li, Lei Feng, Jie Ding
Sustainability (2024) Vol. 16, Iss. 13, pp. 5542-5542
Open Access | Times Cited: 5
Low-to mid-level high school first-year EFL learners’ growth language mindset, grit, burnout, and engagement: Using serial mediation models to explore their relationships
Na Fan, Chengsong Yang, Feng Kong, et al.
System (2024) Vol. 125, pp. 103397-103397
Closed Access | Times Cited: 4
The influence of teacher emotional support on language learners’ basic psychological needs, emotions, and emotional engagement: Treatment-based evidence
Fakieh Alrabai, Wala Algazzaz
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 4
From literacy to learning: The sequential mediation of attitudes and enjoyment in AI-assisted EFL education
Jiqun Fan, Qinqing Zhang
Heliyon (2024) Vol. 10, Iss. 17, pp. e37158-e37158
Open Access | Times Cited: 4
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing
Y.L. Zhang, Zhanhao Jiang
Assessing Writing (2025) Vol. 64, pp. 100920-100920
Closed Access
The impact of teacher socio-emotional competence on student engagement: a meta-analysis
Zerihun Ayalew Gebre, Mesfin Molla Demissie, Berhanu Mekonnen Yimer
Frontiers in Psychology (2025) Vol. 16
Open Access
Evaluating academic motivation among Chinese secondary EFL learners: validation and measurement invariance
Xia Kang, Dongpin Hu, Yajun Wu, et al.
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis
Anne Li Jiang, Sun Ke, Jian-Yong Liang, et al.
Perceptual and Motor Skills (2025)
Closed Access
Unraveling the dynamics of teacher-student relationships, emotions, and socioeconomic status in shaping subjective well-being among FL learners
Lihong Ma, Banban Li, Jian Liu
International Journal of Educational Research (2025) Vol. 131, pp. 102581-102581
Closed Access
Factors influencing engagement in EFL learning of higher education learners in blended learning environments
Qianqian Cai
International Journal of Educational Research (2025) Vol. 131, pp. 102587-102587
Closed Access
From boredom to buoyancy: examining the impact of perceived teacher support on EFL learners’ resilience and achievement through a serial mediation model
Ali Derakhshan, Jalil Fathi
Innovation in Language Learning and Teaching (2025), pp. 1-16
Closed Access
Perceived Teacher Clarity and Willingness to Communicate in L2: The Mediating Effect of Enjoyment
Wenjia Shao
Psychology in the Schools (2025)
Closed Access
Fueling the Cycle: Unpacking the Reciprocal Relationship Between Social Support and Learning Engagement in Chinese EFL Classrooms
Tianxue Cui, Ying Sun
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Examining the Complexity between Boredom and Engagement in English Learning: Evidence from Chinese High School Students
Honggang Liu, Jing Li, Fan Fang
Sustainability (2022) Vol. 14, Iss. 24, pp. 16920-16920
Open Access | Times Cited: 17
A latent profile analysis of Chinese high school students’ control and value appraisals: Associations with enjoyment, boredom, and language achievement
Zhao Yan-lin, Lianrui Yang
System (2023) Vol. 115, pp. 103068-103068
Closed Access | Times Cited: 10
The effects of self-efficacy, teacher support, and positive academic emotions on student engagement in online courses among EFL university students
Oqab Alrashidi, Sultan Hammad Alshammarı
Education and Information Technologies (2024)
Closed Access | Times Cited: 3
Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement
Honggang Liu, Majid Elahi Shirvan, Tahereh Taherian
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 3
Page 1 - Next Page

Scroll to top