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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.

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Showing 26-50 of 587 citing articles:

Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis
Yongliang Wang, Ziwen Pan
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 64
The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model
Shanshan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 59
What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature
Hanwei Wu, Yongliang Wang, Yunsong Wang
Forum for Linguistic Studies (2023) Vol. 5, Iss. 3
Open Access | Times Cited: 59
Grit, emotions, and their effects on ethnic minority students’ English language learning achievements: A structural equation modelling analysis
Xian Zhao, Danping Wang
System (2023) Vol. 113, pp. 102979-102979
Open Access | Times Cited: 56
A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate
Miaomiao Wang, Yongliang Wang
Learning and Motivation (2024) Vol. 86, pp. 101981-101981
Closed Access | Times Cited: 53
Teacher Confirmation and Caring as Predictors of Chinese and Iranian EFL Students’ Willingness to Attend EFL Classes
Yongliang Wang, Ali Derakhshan
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. 39, pp. 165-192
Open Access | Times Cited: 52
What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment
Liqaa Habeb Al-Obaydi, Farzaneh Shakki, Ragad M Tawafak, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 51
How burnout, resilience, and engagement interplay among EFL learners? A mixed-methods investigation in the Chinese senior high school context
Hanwei Wu, Yunsong Wang, Yongliang Wang
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 193-213
Open Access | Times Cited: 51
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
Fangwei Huang, Yongliang Wang, Haijing Zhang
European Journal of Education (2024)
Closed Access | Times Cited: 48
Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate
Cong Zhang, Yiwen Meng, Xinyu Ma
System (2024) Vol. 121, pp. 103259-103259
Closed Access | Times Cited: 43
Modelling the interplay between resilience, emotion regulation and psychological well‐being among Chinese English language teachers: The mediating role of self‐efficacy beliefs
Ran Zhi, Ali Derakhshan
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access | Times Cited: 37
Engagement and willingness to communicate in the L2 classroom: identifying the latent profiles and their relationships with achievement emotions
Yongliang Wang, Hanwei Wu, Yunsong Wang
Journal of Multilingual and Multicultural Development (2024), pp. 1-17
Closed Access | Times Cited: 37
Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context
Shengji Li, Hanwei Wu, Yunsong Wang
Acta Psychologica (2024) Vol. 243, pp. 104143-104143
Open Access | Times Cited: 36
Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19
Jie Lin, Yongliang Wang
Acta Psychologica (2024) Vol. 245, pp. 104233-104233
Open Access | Times Cited: 35
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
Sketching the ecology of humor in English language classes: disclosing the determinant factors
S. Qi, Yongliang Wang
Applied Linguistics Review (2024)
Closed Access | Times Cited: 28
Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study
Zhang Xiaohuan, Yongliang Wang
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 23
Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit
Jalil Fathi, Mirosław Pawlak, Abdulbaset Saeedian, et al.
Language Teaching Research (2024)
Closed Access | Times Cited: 22
On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate
Ran Zhi, Yongxiang Wang
System (2024) Vol. 124, pp. 103341-103341
Closed Access | Times Cited: 21
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language Teaching Research (2024)
Closed Access | Times Cited: 19
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context
Guangxiang Liu, Ron Darvin, Chaojun Ma
Computers in Human Behavior (2024) Vol. 160, pp. 108362-108362
Closed Access | Times Cited: 19
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait
Robert Kirkpatrick, Ali Derakhshan, Hala Almutawa, et al.
Journal of Multilingual and Multicultural Development (2024), pp. 1-21
Closed Access | Times Cited: 18
Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking
Ali Derakhshan, Jalil Fathi
System (2024) Vol. 123, pp. 103320-103320
Closed Access | Times Cited: 17
A self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement
Ali Derakhshan, Mostafa Azari Noughabi
Learning and Motivation (2024) Vol. 87, pp. 102025-102025
Closed Access | Times Cited: 17
Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study
Yongliang Wang, Ali Derakhshan, Farhad Ghiasvand, et al.
System (2024) Vol. 125, pp. 103437-103437
Closed Access | Times Cited: 17

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