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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:

Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions
Reza Pishghadam, Ali Derakhshan, Kiyana Zhaleh, et al.
Current Psychology (2021) Vol. 42, Iss. 5, pp. 4065-4079
Open Access | Times Cited: 129

Showing 1-25 of 129 citing articles:

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
Yongliang Wang, Ali Derakhshan, Lawrence Jun Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 595
A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context
Fei Xie, Ali Derakhshan
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 328
Boredom in online classes in the Iranian EFL context: Sources and solutions
Ali Derakhshan, Mariusz Kruk, Mostafa Mehdizadeh, et al.
System (2021) Vol. 101, pp. 102556-102556
Closed Access | Times Cited: 246
Investigating the Correlation Among Chinese EFL Teachers' Self-efficacy, Work Engagement, and Reflection
Yawen Han, Yongliang Wang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 148
Unpacking Chinese EFL Students’ Academic Engagement and Psychological Well-Being: The Roles of Language Teachers’ Affective Scaffolding
Ziwen Pan, Yongliang Wang, Ali Derakhshan
Journal of Psycholinguistic Research (2023) Vol. 52, Iss. 5, pp. 1799-1819
Closed Access | Times Cited: 145
English as a foreign language teachers’ professional success in the Chinese context: The effects of well-being and emotion regulation
Fan Jian, Yongliang Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 101
A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context
Ali Derakhshan, Dariusz Doliński, Kiyana Zhaleh, et al.
System (2022) Vol. 106, pp. 102790-102790
Closed Access | Times Cited: 87
Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach
Yongliang Wang, Mariusz Kruk
Studies in Second Language Learning and Teaching (2024) Vol. 14, Iss. 2, pp. 235-265
Open Access | Times Cited: 81
English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach
Ran Zhi, Yongliang Wang
Thinking Skills and Creativity (2023) Vol. 49, pp. 101370-101370
Closed Access | Times Cited: 64
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
Examining the Role of Teachers’ Stroking Behaviors in EFL Learners’ Active/Passive Motivation and Teacher Success
Reza Pishghadam, Ali Derakhshan, Haniyeh Jajarmi, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 85
Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships
Kunni Han
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 61
Psychological Wellbeing, Mindfulness, and Immunity of Teachers in Second or Foreign Language Education: A Theoretical Review
Shengji Li
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 60
Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout
Ali Derakhshan, Zohreh R. Eslami, Samantha Curle, et al.
Studies in Second Language Learning and Teaching (2022) Vol. 12, Iss. 1, pp. 87-115
Open Access | Times Cited: 50
Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout
Wangjiao Wu, Yabing Wang, Ruifang Huang
System (2023) Vol. 117, pp. 103096-103096
Closed Access | Times Cited: 33
The Interrelationship Between Chinese English as a Foreign Language Teachers’ Immediacy and Clarity With Learners’ Boredom
Jieping Xu, Yuehong Pan, Ali Derakhshan
Perceptual and Motor Skills (2024) Vol. 131, Iss. 5, pp. 1934-1957
Closed Access | Times Cited: 15
A Functional Review of Research on Clarity, Immediacy, and Credibility of Teachers and Their Impacts on Motivation and Engagement of Students
Jin Zheng
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 53
EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review
Mo Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 52
Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment
Peng Yang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 45
Foreign Language Enjoyment and Anxiety as the Correlates of the Ideal L2 Self in the English as a Foreign Language Context
Jalil Fathi, Farnoosh Mohammaddokht
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 45
Challenges and Resilience-Building: A Narrative Inquiry Study on a Mid-Career Chinese EFL Teacher
Lina Xue
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 42
The effects of instructor clarity and non-verbal immediacy on Chinese and Iranian EFL students’ affective learning: The mediating role of instructor understanding
Ali Derakhshan, Lawrence Jun Zhang, Kiyana Zhaleh
Studies in Second Language Learning and Teaching (2023) Vol. 13, Iss. 1, pp. 71-100
Open Access | Times Cited: 19
The interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners
Min Li
Learning and Motivation (2024) Vol. 85, pp. 101965-101965
Closed Access | Times Cited: 6
Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective
Ting Luo, Ali Derakhshan
Learning and Motivation (2024) Vol. 88, pp. 102062-102062
Closed Access | Times Cited: 6
Building Teachers' Resilience: Practical Applications for Teacher Education of China
Yi Wang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 38
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