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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:

Unifying EFL learners’ online self-regulation and online motivational self-system in MOOCs: A structural equation modeling approach
Amir Reza Rahimi, Zahra Cheraghi
Journal of Computers in Education (2022) Vol. 11, Iss. 1, pp. 1-27
Closed Access | Times Cited: 19

Showing 19 citing articles:

A tri-phenomenon perspective to mitigate MOOCs' high dropout rates: the role of technical, pedagogical, and contextual factors on language learners' L2 motivational selves, and learning approaches to MOOC
Amir Reza Rahimi
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 11
Uncovering personalized L2 motivation and self-regulation in ChatGPT-assisted language learning: A hybrid PLS-SEM-ANN approach
Amir Reza Rahimi, Mahshad Sheyhkholeslami, Ali Mahmoudi Pour
Computers in Human Behavior Reports (2024) Vol. 17, pp. 100539-100539
Closed Access | Times Cited: 9
Modeling the relationship between online L2 motivational self-system and EFL learners’ virtual exchange self-regulations: the mediator and moderator roles of L2 grit
Amir Reza Rahimi, Ana Sevilla‐Pavón
ReCALL (2025), pp. 1-20
Open Access | Times Cited: 1
From hype to reality: the changing landscape of MOOC research
Wiwit Ratnasari, Tzu‐Chuan Chou, Chen-Hao Huang
Library Hi Tech (2024)
Closed Access | Times Cited: 6
Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity
Amir Reza Rahimi, Zahra Mosalli
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 5
Beyond digital competence and language teaching skills: the bi-level factors associated with EFL teachers’ 21st-century digital competence to cultivate 21st-century digital skills
Amir Reza Rahimi
Education and Information Technologies (2023) Vol. 29, Iss. 8, pp. 9061-9089
Closed Access | Times Cited: 12
A pathway from surface to deep online language learning approach: The crucial role of online self-regulation
Amir Reza Rahimi, Ana Sevilla‐Pavón
Acta Psychologica (2024) Vol. 251, pp. 104644-104644
Open Access | Times Cited: 4
Toward the Language MOOC (LMOOC’s) low dropout rate: The control-value theory of persistency in LMOOC (CVTPLMOOC)
Amir Reza Rahimi, Babak Daneshvar Ghorbani
Computers in Human Behavior Reports (2025) Vol. 17, pp. 100593-100593
Open Access
The role of design thinking skills in artificial-intelligence language learning (DEAILL) in shaping language learners’ L2 grit: the mediator and moderator role of artificial intelligence L2 motivational self-system
Amir Reza Rahimi, Ana Sevilla‐Pavón
Computer Assisted Language Learning (2025), pp. 1-49
Closed Access
Digitally Training Future Language Teachers
Francisco Pradas-Esteban
IGI Global eBooks (2025), pp. 115-134
Closed Access
Exploring self-regulated learning within online informal language learning: a case study
Yijen Wang
Computer Assisted Language Learning (2025), pp. 1-37
Open Access
A bi-phenomenon analysis to escalate higher educators’ competence in developing university students’ information literacy (HECDUSIL): the role of language lectures’ conceptual and action-oriented digital competencies and skills
Amir Reza Rahimi
Education and Information Technologies (2023) Vol. 29, Iss. 6, pp. 7195-7222
Closed Access | Times Cited: 6
Association between psychological need satisfaction and online self-regulated learning
Achmad Hidayatullah, Csaba Csíkos
Asia Pacific Education Review (2023)
Open Access | Times Cited: 6
MOOC learners’ perspectives of the effects of self-regulated learning strategy intervention on their self-regulation and speaking performance
Tuong Cao Dinh, Phuong Hoang Yen
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Investigating EFL students’ perceived values of online cooperative learning in MOOCs
Tuong Cao Dinh
Contemporary Educational Technology (2024) Vol. 17, Iss. 1, pp. ep552-ep552
Closed Access | Times Cited: 1
Time Management Disposition in Learning Motivation and Academic Performance of Lacquer Art Majors in Fujian, China
Yuxuan Jiang, Sri Azra Attan
SN Computer Science (2024) Vol. 5, Iss. 5
Closed Access
A scoping review: what kind of built-in social tools keep students in MOOCs?
Juming Jiang, Luke K. Fryer
Education and Information Technologies (2024)
Closed Access
Relationship between Language learners’ perceived supports and their approaches to online language learning (LLAOLL): The mediation role of online self-regulation
Amir Reza Rahimi
Research Square (Research Square) (2023)
Closed Access
Building an economically sustainable online learning ecosystem with freemium model: A sequential mixed-method approach
Yujie Zhou, G. F. Cao, Xiao‐Liang Shen
Education and Information Technologies (2023) Vol. 29, Iss. 10, pp. 12347-12375
Closed Access
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