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:
Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns
Mark Feng Teng
System (2020) Vol. 97, pp. 102426-102426
Open Access | Times Cited: 46
Mark Feng Teng
System (2020) Vol. 97, pp. 102426-102426
Open Access | Times Cited: 46
Showing 1-25 of 46 citing articles:
Assessing self-regulated writing strategies, working memory, L2 proficiency level, and multimedia writing performance
Mark Feng Teng, Lawrence Jun Zhang
Language Awareness (2024) Vol. 33, Iss. 3, pp. 570-596
Closed Access | Times Cited: 17
Mark Feng Teng, Lawrence Jun Zhang
Language Awareness (2024) Vol. 33, Iss. 3, pp. 570-596
Closed Access | Times Cited: 17
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
Mark Feng Teng, Mei Yue
Metacognition and Learning (2022) Vol. 18, Iss. 1, pp. 237-260
Closed Access | Times Cited: 64
Mark Feng Teng, Mei Yue
Metacognition and Learning (2022) Vol. 18, Iss. 1, pp. 237-260
Closed Access | Times Cited: 64
Robot-Assisted Language Learning: A Meta-Analysis
Ali Derakhshan, Timothy Teo, Esmaeel Saeedy Robat, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 12
Ali Derakhshan, Timothy Teo, Esmaeel Saeedy Robat, et al.
Review of Educational Research (2024)
Closed Access | Times Cited: 12
Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms: A structural equation modeling analysis
Jinfen Xu, Juan Li, Jiaqi Yang
System (2024) Vol. 125, pp. 103451-103451
Closed Access | Times Cited: 10
Jinfen Xu, Juan Li, Jiaqi Yang
System (2024) Vol. 125, pp. 103451-103451
Closed Access | Times Cited: 10
The effects of using an online collaboration tool on college students’ learning of academic writing skills
Jia Li, Lillian Mak
System (2022) Vol. 105, pp. 102712-102712
Closed Access | Times Cited: 36
Jia Li, Lillian Mak
System (2022) Vol. 105, pp. 102712-102712
Closed Access | Times Cited: 36
Assessing academic writing self‐efficacy belief and writing performance in a foreign language context
Mark Feng Teng, Chuang Wang
Foreign Language Annals (2022) Vol. 56, Iss. 1, pp. 144-169
Open Access | Times Cited: 31
Mark Feng Teng, Chuang Wang
Foreign Language Annals (2022) Vol. 56, Iss. 1, pp. 144-169
Open Access | Times Cited: 31
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing
Mark Feng Teng, Ying Zhan
Assessing Writing (2023) Vol. 57, pp. 100728-100728
Open Access | Times Cited: 19
Mark Feng Teng, Ying Zhan
Assessing Writing (2023) Vol. 57, pp. 100728-100728
Open Access | Times Cited: 19
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 17
Xiaoli Zheng, Jun Huang, Xiao-Han Xia, et al.
Computers & Education (2023) Vol. 207, pp. 104920-104920
Closed Access | Times Cited: 17
Electronic writing portfolio in a collaborative writing environment: its impact on EFL students’ writing performance
Jalil Fathi, Masoud Rahimi
Computer Assisted Language Learning (2022) Vol. 37, Iss. 7, pp. 1659-1697
Closed Access | Times Cited: 26
Jalil Fathi, Masoud Rahimi
Computer Assisted Language Learning (2022) Vol. 37, Iss. 7, pp. 1659-1697
Closed Access | Times Cited: 26
An AI-enabled feedback-feedforward approach to promoting online collaborative learning
Lanqin Zheng, Yunchao Fan, Bodong Chen, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 9, pp. 11385-11406
Closed Access | Times Cited: 16
Lanqin Zheng, Yunchao Fan, Bodong Chen, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 9, pp. 11385-11406
Closed Access | Times Cited: 16
The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
Yan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 15
Yan Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 15
Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges
Ruofei Zhang, Di Zou, Gary Cheng, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8041-8069
Closed Access | Times Cited: 21
Ruofei Zhang, Di Zou, Gary Cheng, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8041-8069
Closed Access | Times Cited: 21
A two-staged SEM-ANN approach to predict learning presence in online foreign language education: The role of teaching presence and online interaction
Nuoen Li, Kit‐Ling Lau
The Internet and Higher Education (2025), pp. 101012-101012
Closed Access
Nuoen Li, Kit‐Ling Lau
The Internet and Higher Education (2025), pp. 101012-101012
Closed Access
Challenges and affordances of reading and writing development in technology-assisted language learning
Akbar Bahari, Leila Gholami
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 7226-7250
Closed Access | Times Cited: 15
Akbar Bahari, Leila Gholami
Interactive Learning Environments (2022) Vol. 31, Iss. 10, pp. 7226-7250
Closed Access | Times Cited: 15
Digital Multimodal Composing Using Visme: EFL Students’ Perspectives
Quang Nam Pham, Mimi Li
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 5, pp. 695-706
Open Access | Times Cited: 15
Quang Nam Pham, Mimi Li
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 5, pp. 695-706
Open Access | Times Cited: 15
Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting
You Su, Jyh‐Chong Liang, Chunping Zheng, et al.
Journal of Second Language Writing (2023) Vol. 59, pp. 100972-100972
Closed Access | Times Cited: 8
You Su, Jyh‐Chong Liang, Chunping Zheng, et al.
Journal of Second Language Writing (2023) Vol. 59, pp. 100972-100972
Closed Access | Times Cited: 8
The effects of incorporating metacognitive strategies instruction into collaborative writing on writing complexity, accuracy, and fluency
Mark Feng Teng, Jing Huang
Asia Pacific Journal of Education (2021) Vol. 43, Iss. 4, pp. 1071-1090
Open Access | Times Cited: 18
Mark Feng Teng, Jing Huang
Asia Pacific Journal of Education (2021) Vol. 43, Iss. 4, pp. 1071-1090
Open Access | Times Cited: 18
Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners
Dai Jian-chun, Li Wang, Yongcheng He
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 7
Dai Jian-chun, Li Wang, Yongcheng He
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 7
Exploring the correlation and influential factors of online self-regulation and in-class co-regulation in a flipped EFL writing classroom
Behice Ceyda Cengiz, Amine Hatun Ataş
Computer Assisted Language Learning (2024), pp. 1-32
Closed Access | Times Cited: 2
Behice Ceyda Cengiz, Amine Hatun Ataş
Computer Assisted Language Learning (2024), pp. 1-32
Closed Access | Times Cited: 2
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
Mark Feng Teng, Mei Yue
(2022)
Open Access | Times Cited: 7
Mark Feng Teng, Mei Yue
(2022)
Open Access | Times Cited: 7
A Review of Effective Technology-Based Writing Interventions: A Componential Analysis
María Victoria González Laguna, Raquel Fidalgo Redondo, Paula Hernanz López, et al.
Sustainability (2024) Vol. 16, Iss. 9, pp. 3703-3703
Open Access | Times Cited: 1
María Victoria González Laguna, Raquel Fidalgo Redondo, Paula Hernanz López, et al.
Sustainability (2024) Vol. 16, Iss. 9, pp. 3703-3703
Open Access | Times Cited: 1
Chapter 2. Metacognitive approaches to collaborative writing
Masatoshi Sato
Language learning and language teaching (2023), pp. 32-52
Closed Access | Times Cited: 3
Masatoshi Sato
Language learning and language teaching (2023), pp. 32-52
Closed Access | Times Cited: 3
Professional development through CALL lesson study: L2 writing teachers’ perception and practice
Mohammad Nabi Karimi, Fatemeh Nami, Fatemeh Asadnia
Computers & composition/Computers and composition (2023) Vol. 70, pp. 102805-102805
Closed Access | Times Cited: 3
Mohammad Nabi Karimi, Fatemeh Nami, Fatemeh Asadnia
Computers & composition/Computers and composition (2023) Vol. 70, pp. 102805-102805
Closed Access | Times Cited: 3
Collaborative writing among young EFL learners in a school context: product and process
Amparo Lázaro Ibarrola, María Ángeles Hidalgo
Language Learning Journal (2022) Vol. 52, Iss. 3, pp. 285-300
Closed Access | Times Cited: 4
Amparo Lázaro Ibarrola, María Ángeles Hidalgo
Language Learning Journal (2022) Vol. 52, Iss. 3, pp. 285-300
Closed Access | Times Cited: 4
