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:

Effect of chatbot-assisted language learning: A meta-analysis
Shunan Zhang, Cheng Shan, John Sie Yuen Lee, et al.
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 15223-15243
Closed Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Empowering education development through AIGC: A systematic literature review
Xiaojiao Chen, Zhebing Hu, Chengliang Wang
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 17485-17537
Closed Access | Times Cited: 38
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior
Shunan Zhang, Xiangying Zhao, Tong Zhou, et al.
International Journal of Educational Technology in Higher Education (2024) Vol. 21, Iss. 1
Open Access | Times Cited: 32
What factors will affect the effectiveness of using ChatGPT to solve programming problems? A quasi-experimental study
Yuhui Jing, Haoming Wang, Xiaojiao Chen, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 27
Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective
Kai Guo, Yuanke Li, Yongyan Li, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 1, pp. 1-20
Closed Access | Times Cited: 25
A Review of Promises and Challenges of AI-Based Chatbots in Language Education through the Lens of Learner Emotions
Yuehai Xiao, Tianyu Zhang, Jingyi He
Heliyon (2024), pp. e37238-e37238
Open Access | Times Cited: 12
Facilitating Student Learning With a Chatbot in an Online Math Learning Platform
Li Cheng, Ethan Croteau, Sami Baral, et al.
Journal of Educational Computing Research (2024) Vol. 62, Iss. 4, pp. 907-937
Closed Access | Times Cited: 11
The influence of GenAI on the effectiveness of argumentative writing in higher education: evidence from a quasi-experimental study in China
Hanlin Li, Yu Wang, Siqi Luo, et al.
Journal of Asian Public Policy (2024), pp. 1-26
Closed Access | Times Cited: 11
Chatbots in education: Hype or help? A meta-analysis
Martin Laun, Fabian Wolff
Learning and Individual Differences (2025) Vol. 119, pp. 102646-102646
Open Access | Times Cited: 1
Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from self-determination theory (SDT): what are the roles of teachers?
Yan Li, Xinyan Zhou, Thomas K. F. Chiu
Interactive Learning Environments (2024), pp. 1-15
Open Access | Times Cited: 7
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Feifei Wang, Alan Cheung, Amanda Neitzel, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 6
Enabling learner independence and self-regulation in language education using AI tools: a systematic review
Ahmadreza Mohebbi
Cogent Education (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 5
Application of artificial intelligence in physical education: a systematic review
Tong Zhou, Xingliang Wu, Yudong Wang, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8203-8220
Closed Access | Times Cited: 12
Can learners benefit from chatbots instead of humans? A systematic review of human-chatbot comparison research in language education
Jaeho Jeon, Seongyong Lee
Education and Information Technologies (2024)
Closed Access | Times Cited: 4
AI-driven knowledge discovery: Developing a human–machine collaborative framework for learning Japanese sentence patterns
Jun Liu
Education and Information Technologies (2025)
Closed Access
Tracing interpersonal emotion regulation, behavioural emotion regulation strategies, hopelessness and vocabulary retention within Bing vs. ChatGPT environments
Meiping Wang, Shamim Akhter
British Educational Research Journal (2025)
Closed Access
Exploring the impact of generative artificial intelligence on students’ learning outcomes: a meta-analysis
Yinkun Zhu, Qiwen Liu, Li Zhao
Education and Information Technologies (2025)
Closed Access
Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review
Yan Li, Xinyan Zhou, Hongbiao Yin, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
A meta-analysis examining AI-assisted L2 learning
Guanyao Xu, Aiqing Yu, Lin Liu
IRAL - International Review of Applied Linguistics in Language Teaching (2025)
Closed Access
A Meta-Analysis of the Efficacy of Conversational AI Use in EFL Learning Contexts
Wenjie Gu
Studies in computational intelligence (2025), pp. 335-374
Closed Access
Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output
Jian‐E Peng, Weijun Liang
Computer Assisted Language Learning (2025), pp. 1-27
Closed Access
Effects of Generative Artificial Intelligence on K-12 and Higher Education Students’ Learning Outcomes: A Meta-Analysis
Xiaohong Liu, B. J. Guo, Wei He, et al.
Journal of Educational Computing Research (2025)
Closed Access
A Bibliometric Analysis of Artificial Intelligence Chatbots in Language Education
Wenting Liu, Lin Yu-peng, Zhonggen Yu
Social Education Research (2024), pp. 59-78
Open Access | Times Cited: 3
Exploring the acceptance of generative artificial intelligence for language learning among EFL postgraduate students: An extended TAM approach
Muqing Ma
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 3
Physical Robots in Education: A Systematic Review Based on the Technological Pedagogical Content Knowledge Framework
Huayi Wang, Ningfeng Luo, Tong Zhou, et al.
Sustainability (2024) Vol. 16, Iss. 12, pp. 4987-4987
Open Access | Times Cited: 2
A Study on the Application of ChatGPT by Instructional Design Stage of ADDIE Model
Sang-bong Lim, Eunhee Kim
The Journal of Korean Association of Computer Education (2024) Vol. 27, Iss. 1, pp. 171-184
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top