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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:

Graduate students’ use of ChatGPT for academic text revision: Behavioral, cognitive, and affective engagement
Svetlana Koltovskaia, Payam Rahmati, Hooman Saeli
Journal of Second Language Writing (2024) Vol. 65, pp. 101130-101130
Closed Access | Times Cited: 19

Showing 19 citing articles:

Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies
Ruiqi Deng, Mingyu Jiang, Xiao Yu, et al.
Computers & Education (2024), pp. 105224-105224
Open Access | Times Cited: 14
AI in the classroom: Exploring students’ interaction with ChatGPT in programming learning
Hacer Güner, Erkan Er
Education and Information Technologies (2025)
Open Access | Times Cited: 1
Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments
Chunhua Yang, Ming Wei, Liu Qi
British Educational Research Journal (2025)
Closed Access | Times Cited: 1
Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students
Feng Jiang, Ken Hyland
English for Specific Purposes (2025) Vol. 79, pp. 17-29
Closed Access | Times Cited: 1
What Deserve Studying the Most? A Q‐Methodology Approach to Explore Stakeholders' Perspectives on Research Priorities in GenAI‐Supported Second Language Education
Ran Zhi, Ziwen Pan
European Journal of Education (2024)
Closed Access | Times Cited: 5
Peer and AI Review + Reflection (PAIRR): A human-centered approach to formative assessment
Lisa Sperber, Marit MacArthur, Sophia Minnillo, et al.
Computers & composition/Computers and composition (2025) Vol. 76, pp. 102921-102921
Open Access
Differences in User Perception of Artificial Intelligence-Driven Chatbots and Traditional Tools in Qualitative Data Analysis
Boštjan Šumak, Maja Pušnik, Ines Kožuh, et al.
Applied Sciences (2025) Vol. 15, Iss. 2, pp. 631-631
Open Access
Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement
Mark Feng Teng, Jerry Huang
International Journal of Computer-Assisted Language Learning and Teaching (2025) Vol. 15, Iss. 1, pp. 1-21
Open 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 students’ prior knowledge of and metacognitive skills for game-based learning in relation to cognitive strategy and learning effectiveness
Ying‐Lien Lin, Wei‐Tsong Wang, Zona Lai
Education and Information Technologies (2025)
Closed Access
Exploring the impact of ChatGPT on teaching performance: findings from SOR theory, SEM and IPMA analysis approach
Nisar Ahmed Dahri, Noraffandy Yahaya, Muhammad Saleem Vighio, et al.
Education and Information Technologies (2025)
Closed Access
University students’ engagement with generative AI-supported automated writing evaluation (AWE) feedback
Steven Yeung
Journal of Second Language Writing (2025) Vol. 68, pp. 101203-101203
Open Access
CHATGPT IN TEACHING PHYSICS HANDS-ON EXPERIMENTS IN PRIMARY SCHOOL
Konstantinos Τ. Kotsis
European Journal of Education Studies (2024) Vol. 11, Iss. 10
Open Access | Times Cited: 2
The importance of needs satisfaction, teacher support, and L2 learning experience in Intelligent Computer-Assisted Language Assessment (ICALA): a probe into the state of willingness to communicate as well as academic motivation in EFL settings
Alaa Aladini, Rashed Mahmud, Abeer Ahmed Hammad Ali
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 2
Exploring Learner Prompting Behavior and Its Effect on ChatGPT-Assisted English Writing Revision
Myunghwan Hwang, Robert Jeens, Hee-Kyung Lee
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
A mixed-methods study on the use of chatgpt in the pre-writing stage: EFL learners’ utilization patterns, affective engagement, and writing performance
Long Quoc Nguyen, Ha Van Le, Phong Thanh Nguyen
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
The promising and problematic potential of generative AI as a leveler of the publishing playing field
Diane Belcher
Journal of English for Research Publication Purposes (2024) Vol. 5, Iss. 1-2, pp. 93-105
Closed Access | Times Cited: 1
From Periphery to Center: The Emotional Sequence of Cognitive Revision in L2 Writing Assessment
Yuguo Ke, Xiaozhen Zhou, Gang Wang
Psychological Reports (2024)
Closed Access
Enhancing socio-pedagogical engagement in Moodle through AI-driven personalized learning
Souhaib Aammou, Zakaria Tagdimi, Touis Tarik
Cadernos de Educação Tecnologia e Sociedade (2024) Vol. 17, Iss. se4, pp. 63-73
Open Access
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