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:

Using AI-driven chatbots to foster Chinese EFL students’ academic engagement: An intervention study
Yongliang Wang, Lina Xue
Computers in Human Behavior (2024) Vol. 159, pp. 108353-108353
Closed Access | Times Cited: 80

Showing 1-25 of 80 citing articles:

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
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
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study
Yumeng Guo, Yongliang Wang
European Journal of Education (2024)
Closed Access | Times Cited: 19
From Technology‐Challenged Teachers to Empowered Digitalized Citizens: Exploring the Profiles and Antecedents of Teacher AI Literacy in the Chinese EFL Context
Ziwen Pan, Yongliang Wang
European Journal of Education (2025) Vol. 60, Iss. 1, pp. 1-16
Closed Access | Times Cited: 5
The Mediating Roles of Resilience and Flow in Linking Basic Psychological Needs to Tertiary EFL Learners’ Engagement in the Informal Digital Learning of English: A Mixed-Methods Study
Yang Gao, Xiaochen Wang, Barry Lee Reynolds
Behavioral Sciences (2025) Vol. 15, Iss. 1, pp. 85-85
Open Access | Times Cited: 3
AI and Uncertain Motivation: Hidden allies that impact EFL argumentative essays using the Toulmin Model
Abdullah Al Fraidan
Acta Psychologica (2025) Vol. 252, pp. 104684-104684
Open Access | Times Cited: 2
How AI‐Enhanced Social–Emotional Learning Framework Transforms EFL Students' Engagement and Emotional Well‐Being
Yue Zong, Lei Yang
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access | Times Cited: 2
Disclosing the Correlation Between Using ChatGPT and Well‐Being in EFL Learners: Considering the Mediating Role of Emotion Regulation
Afsheen Rezai, Ali Soyoof, Barry Lee Reynolds
European Journal of Education (2024)
Open Access | Times Cited: 14
The Effect of Artificial Intelligence Tools on EFL Learners' Engagement, Enjoyment, and Motivation
Lingjie Yuan, Xiaojuan Liu
Computers in Human Behavior (2024) Vol. 162, pp. 108474-108474
Closed Access | Times Cited: 12
The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study
Wenxia Liu, Yunsong Wang
European Journal of Education (2024) Vol. 59, Iss. 4
Closed Access | Times Cited: 12
AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment
Honggang Liu, Jiqun Fan
European Journal of Education (2024)
Closed Access | Times Cited: 12
Fostering Engagement in AI‐Mediate Chinese EFL Classrooms: The Role of Classroom Climate, AI Literacy, and Resilience
Xiaochen Wang, Yang Gao, Qikai Wang, et al.
European Journal of Education (2024)
Closed Access | Times Cited: 11
What drives college students to use AI for L2 learning? Modeling the roles of self-efficacy, anxiety, and attitude based on an extended technology acceptance model
Dayou Chen, Wentao Liu, Xinyu Liu
Acta Psychologica (2024) Vol. 249, pp. 104442-104442
Open Access | Times Cited: 10
Leveraging artificial intelligence (AI) in English as a foreign language (EFL) classes: Challenges and opportunities in the spotlight
Kun Dai, Quanguo Liu
Computers in Human Behavior (2024) Vol. 159, pp. 108354-108354
Closed Access | Times Cited: 9
Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners
Changyin Zhou, Fanfan Hou
European Journal of Education (2024)
Closed Access | Times Cited: 9
From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms
Zhonggui Xin, Ali Derakhshan
European Journal of Education (2024)
Closed Access | Times Cited: 9
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise?
Guofeng Zhao
Innovation in Language Learning and Teaching (2025), pp. 1-14
Closed Access | Times Cited: 1
Enjoyment and boredom in GenAI-mediated informal L2 speaking practices: The impact of gender, L2 proficiency, personal innovativeness, and GenAI competence
Hanwei Wu
Forum for education studies. (2025) Vol. 3, Iss. 2, pp. 2622-2622
Closed Access | Times Cited: 1
“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-Mediated L2 classes
Yumin Shen, Guo Hong-yu
Computers in Human Behavior (2024) Vol. 161, pp. 108429-108429
Closed Access | Times Cited: 8
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship
Dongmin Ma, Yongliang Wang
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 7
The Contribution of Teacher Self‐Efficacy, Resilience and Emotion Regulation to Teachers' Well‐Being: Technology‐Enhanced Teaching Context
Lihua Lu, Wang Cui-ying, Yunsong Wang
European Journal of Education (2024) Vol. 59, Iss. 4
Closed Access | Times Cited: 7
Artificial Intelligence in Teaching and Teacher Professional Development: A Systematic Review
Xiao Jian Tan, Gary Cheng, Man Ho Ling
Computers and Education Artificial Intelligence (2024), pp. 100355-100355
Open Access | Times Cited: 7
Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic emotions and academic performance
S. Qi, Ali Derakhshan
Education and Information Technologies (2024)
Closed Access | Times Cited: 4
Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning
Mariusz Kruk, Agnieszka Kałużna
European Journal of Education (2024)
Closed Access | Times Cited: 4
The role of STEM teachers' emotional intelligence and psychological well-being in predicting their artificial intelligence literacy
Ли Фу
Acta Psychologica (2025) Vol. 253, pp. 104708-104708
Closed Access
Page 1 - Next Page

Scroll to top