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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:

Metacognition in Language Learning and Teaching
Åsta Haukås, Camilla Bjørke, Magne Dypedahl
Routledge eBooks (2018)
Open Access | Times Cited: 97

Showing 1-25 of 97 citing articles:

Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference?
Lin Sophie Teng, Lawrence Jun Zhang
Journal of Second Language Writing (2019) Vol. 48, pp. 100701-100701
Closed Access | Times Cited: 220
Metacognition in Language Teaching
Mark Feng Teng
(2025)
Closed Access | Times Cited: 1
Language learning strategy research in System: Looking back and looking forward
Lawrence Jun Zhang, Nathan Thomas, Tony Limin Qin
System (2019) Vol. 84, pp. 87-92
Closed Access | Times Cited: 96
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance
Mark Feng Teng
Innovation in Language Learning and Teaching (2019) Vol. 14, Iss. 5, pp. 436-450
Closed Access | Times Cited: 94
Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance
Mark Feng Teng, Chuang Wang, Lawrence Jun Zhang
Assessing Writing (2021) Vol. 51, pp. 100573-100573
Open Access | Times Cited: 72
Metacognition and Self-Regulated Learning (SRL) in Second/Foreign Language Teaching
Donglan Zhang, Lawrence Jun Zhang
Springer international handbooks of education (2019), pp. 883-897
Closed Access | Times Cited: 68
Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing
Dayu Jiang, Lawrence Jun Zhang
Computers & Education (2020) Vol. 150, pp. 103841-103841
Closed Access | Times Cited: 60
Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies
Jinyu Zhu, Yongle Yang, Zi Yan
System (2024) Vol. 123, pp. 103338-103338
Closed Access | Times Cited: 7
Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness
Line Krogager Andersen
Modern Language Journal (2024) Vol. 108, Iss. 1, pp. 353-380
Closed Access | Times Cited: 6
Chinese English language learners’ vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies
Hu Wei, Yipeng Luo
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 5
Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve
Yuyang Cai
System (2024) Vol. 123, pp. 103324-103324
Open Access | Times Cited: 5
Comparing L2 learners’ writing against parallel machine-translated texts: Raters’ assessment, linguistic complexity and errors
Yuah V. Chon, Dongkwang Shin, Go Eun Kim
System (2020) Vol. 96, pp. 102408-102408
Closed Access | Times Cited: 40
E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation
Endang Susantini, Rinie Pratiwi Puspitawati, Raharjo Raharjo, et al.
Research and Practice in Technology Enhanced Learning (2021) Vol. 16, Iss. 1
Open Access | Times Cited: 38
Students’ Self-Regulated Strategies in Approaching Second Language Writing
I Gusti N. E. Valentino Arnawa, Burhanuddin Arafah
Theory and Practice in Language Studies (2023) Vol. 13, Iss. 3, pp. 690-696
Open Access | Times Cited: 15
An investigation into EFL pre-service teachers’ academic writing strategies
Hung Phu Bui, Loc T. Nguyen, Viet Thi Nguyen
Heliyon (2023) Vol. 9, Iss. 3, pp. e13743-e13743
Open Access | Times Cited: 14
Exploring the Effect of Cooperative Learning on Senior High School Students’ Critical Thinking in EFL Writing: An Intervention Study
Yin Zhang, C D Xia, Hui Sun, et al.
Thinking Skills and Creativity (2025), pp. 101765-101765
Closed Access
Research agenda: From monolingual to multilingual norms in multilingual classrooms
Barbara Hofer, Ulrike Jessner
Language Teaching (2025), pp. 1-16
Closed Access
Exploring the Multifaceted Challenges of Learning English as a Second Language in a Private Educational Institution in Gumaca, Quezon
Nico James Urlanda, Gregory Ching, Medy Espiritu, et al.
(2025) Vol. 34, Iss. 1, pp. 107-126
Open Access
Metacognitive strategy use in L2 writing assessment
Cecilia Guanfang Zhao, Linyu Liao
System (2021) Vol. 98, pp. 102472-102472
Closed Access | Times Cited: 28
Towards a digital bilingualism? Students’ use of machine translation in international higher education
Shu Zhou, Shuo Zhao, Michael J. Groves
Journal of English for Academic Purposes (2022) Vol. 60, pp. 101193-101193
Closed Access | Times Cited: 19
The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms
Karen Forbes
Research Papers in Education (2018) Vol. 34, Iss. 4, pp. 445-464
Open Access | Times Cited: 32
Composing strategies employed by high-and low-performing Iranian EFL students in essay writing classes
Rasoul Mohammad Hosseinpur, Zahra Kazemi
Assessing Writing (2021) Vol. 51, pp. 100601-100601
Closed Access | Times Cited: 24
Evaluating teacher multilingualism across contexts and multiple languages: validation and insights
Raees Calafato
Heliyon (2020) Vol. 6, Iss. 8, pp. e04471-e04471
Open Access | Times Cited: 24
Deep Reading and In-depth Learning in English Language Education
Janice Bland
(2022), pp. 17-44
Open Access | Times Cited: 14
Metacognitive Development and Conceptual Change in Children
Joulia Smortchkova, Nicholas Shea
Review of Philosophy and Psychology (2020) Vol. 11, Iss. 4, pp. 745-763
Open Access | Times Cited: 22
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