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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:

RETHINKING L2 MOTIVATION RESEARCH
Mostafa Papi, Anna Bondarenko, Soheil Mansouri, et al.
Studies in Second Language Acquisition (2018) Vol. 41, Iss. 2, pp. 337-361
Closed Access | Times Cited: 130

Showing 26-50 of 130 citing articles:

Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students
Hung Tzu Huang, Hsin Yu Chan
Modern Language Journal (2024) Vol. 108, Iss. S1, pp. 127-146
Closed Access | Times Cited: 7
MOTIVATION AS QUALITY
Mostafa Papi
Studies in Second Language Acquisition (2018) Vol. 40, Iss. 4, pp. 707-730
Closed Access | Times Cited: 59
The motivation‐anxiety interface in language learning: A regulatory focus perspective
Chen Jiang, Mostafa Papi
International Journal of Applied Linguistics (2021) Vol. 32, Iss. 1, pp. 25-40
Closed Access | Times Cited: 34
L2 motivation and self regulated learning: An integrated model
Alastair Henry, Meng Liu
System (2024) Vol. 123, pp. 103301-103301
Open Access | Times Cited: 5
EXPLORING THE RELATIONSHIP BETWEEN SECOND LANGUAGE LEARNING MOTIVATION AND PROFICIENCY
Karen Dunn, Janina Iwaniec
Studies in Second Language Acquisition (2021) Vol. 44, Iss. 4, pp. 967-997
Open Access | Times Cited: 29
The mediating role of English learning motivation between socioeconomic status and pragmatic awareness
Xu Hui, Yuqing Chen
Frontiers in Psychology (2025) Vol. 15
Open Access
Enhancing second language motivation and facilitating vocabulary acquisition in an EFL classroom through translanguaging practices
X. Christine Wang, Chunlai Xia, Qing Zhao, et al.
Applied Linguistics Review (2025)
Closed Access
Cultures of learning and expectations by Chinese learners of English in universities of the third age
Yanchuan Geng, Lixian Jin
Educational Gerontology (2025), pp. 1-15
Closed Access
L2 grit and age as predictors of attrition in mobile-assisted language learning
Ekaterina Sudina, Yasser Teimouri, Luke Plonsky
Learning and Individual Differences (2025) Vol. 120, pp. 102704-102704
Open Access
Motivational factors underlying learner preferences for corrective feedback: Language mindsets and achievement goals
Mostafa Papi, Dominik Wolff, Kimi Nakatsukasa, et al.
Language Teaching Research (2021) Vol. 25, Iss. 6, pp. 858-877
Closed Access | Times Cited: 26
The Effect of Language-specific Grit and Future Self-Guides on Willingness to Communicate in the Second Language
Hsing-Fu Cheng
English Teaching & Learning (2021) Vol. 45, Iss. 3, pp. 283-301
Closed Access | Times Cited: 25
Mapping the landscape of research on the L2 motivational self system theory (2005–2021): A bibliometric and text network analysis
Meng Liu
System (2023) Vol. 120, pp. 103180-103180
Closed Access | Times Cited: 10
Factors Influencing Tibetan College Students’ Willingness to Communicate in Their Second Language in China: A Mixed Methods Study
Yang Jiang
International Journal of Applied Linguistics (2025)
Closed Access
Guiding the Future: The Role of L2 Self‐Guides in Predicting Pre‐Service Language Teachers’ Professional Commitment
Yiran Zhang, Chen Qi, Yue Peng
International Journal of Applied Linguistics (2025)
Closed Access
Positive psychology in L2 speaking: The predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit
Jalil Fathi, Seyyed-Foad Behzadpoor
Studies in Second Language Learning and Teaching (2025)
Open Access
Unlocking the interplay among Chinese EFL Learners’ L2 motivation, regulatory focus, and language learning achievement: From a regulatory focus theory perspective
Chili Li, Yuxin Fang, Ali Derakhshan
Learning and Motivation (2025) Vol. 91, pp. 102141-102141
Closed Access
Motivating Second Language Learners with a Possible Selves Intervention Program
Mutahar Al‐Murtadha
Journal of Language Identity & Education (2023), pp. 1-14
Closed Access | Times Cited: 9
The role of future L2 selves in L2 speech development: A longitudinal study in an instructional setting
Yang Zhou, Mostafa Papi
System (2023) Vol. 119, pp. 103156-103156
Closed Access | Times Cited: 9
The effects of frequency, duration, and intensity on L2 learning through Duolingo
Ekaterina Sudina, Luke Plonsky
Journal of Second Language Studies (2023) Vol. 7, Iss. 1, pp. 1-43
Open Access | Times Cited: 8
The Role of Psychological Capital in Language Learners’ Willingness to Communicate, Motivation, and Achievement
Gholam Hassan Khajavy, Hossein Makiabadi, Samaneh Abdi Navokhi
Eurasian Journal of Applied Linguistics (2019) Vol. 5, Iss. 3, pp. 495-513
Open Access | Times Cited: 25
Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency
Chika Takahashi, Seongah Im
Studies in Second Language Learning and Teaching (2020) Vol. 10, Iss. 4, pp. 673-696
Open Access | Times Cited: 23
Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior
Masatoshi Sato
TESOL Quarterly (2020) Vol. 55, Iss. 2, pp. 427-457
Closed Access | Times Cited: 22
A design framework for longitudinal individual difference research: Conceptual, methodological, and analytical considerations
Charlie Nagle
Research Methods in Applied Linguistics (2022) Vol. 2, Iss. 1, pp. 100033-100033
Open Access | Times Cited: 13
Motivational dispositions predict qualitative differences in oral task performance
Mostafa Papi, Mijin Eom, Yiran Zhang, et al.
Studies in Second Language Acquisition (2023) Vol. 45, Iss. 5, pp. 1261-1286
Open Access | Times Cited: 8
An investigation into learners’ ideal L2 self and its motivational capacity
Minyoung Cho
Reading and Writing (2020) Vol. 33, Iss. 8, pp. 2029-2048
Closed Access | Times Cited: 19

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