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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:

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: 86

Showing 1-25 of 86 citing articles:

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: 141
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
A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate
Miaomiao Wang, Yongliang Wang
Learning and Motivation (2024) Vol. 86, pp. 101981-101981
Closed Access | Times Cited: 53
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
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
Ali Derakhshan, Hongbiao Yin
Journal of Multilingual and Multicultural Development (2024), pp. 1-19
Closed Access | Times Cited: 52
How burnout, resilience, and engagement interplay among EFL learners? A mixed-methods investigation in the Chinese senior high school context
Hanwei Wu, Yunsong Wang, Yongliang Wang
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 193-213
Open Access | Times Cited: 51
Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners
Yunsong Wang, Yihang Xin, Leiming Chen
Learning and Motivation (2024) Vol. 86, pp. 101978-101978
Closed Access | Times Cited: 33
Investigating the Effects of Chinese University Students’ Online Engagement on Their EFL Learning Outcomes
Peijian Paul Sun, Lawrence Jun Zhang
The Asia-Pacific Education Researcher (2024) Vol. 33, Iss. 4, pp. 747-757
Open Access | Times Cited: 18
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
Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport
Farzaneh Shakki
Language Related Research (2022) Vol. 13, Iss. 3, pp. 175-198
Open Access | Times Cited: 65
Examining the relationship between perceived teacher support and students’ academic engagement in foreign language learning: Enjoyment and boredom as mediators
Zhao Yanlin, Lianrui Yang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 43
A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners
Hamed Mohammad Hosseini, Jalil Fathi, Ali Derakhshesh, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 39
An investigation into the association between student-perceived affective teacher variables and students’ L2-Grit
Ali Derakhshan, Mehdi Solhi, Mostafa Azari Noughabi
Journal of Multilingual and Multicultural Development (2023), pp. 1-17
Closed Access | Times Cited: 36
ChatGPT: The catalyst for teacher-student rapport and grit development in L2 class
Mohammad Ghafouri
System (2023) Vol. 120, pp. 103209-103209
Closed Access | Times Cited: 23
Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment
Yaming Jin
Learning and Motivation (2024) Vol. 85, pp. 101960-101960
Closed Access | Times Cited: 15
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
Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence
Ying Li, Zhang Li
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 12
Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework
Huajie Shen, X W Ye, Jilin Zhang, et al.
Learning and Motivation (2024) Vol. 86, pp. 101968-101968
Closed Access | Times Cited: 10
Task engagement in second language acquisition: a questionnaire development and validation study
Javad Zare, Ali Derakhshan
Journal of Multilingual and Multicultural Development (2024), pp. 1-17
Closed Access | Times Cited: 8
Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement
Robert Kirkpatrick, Yongliang Wang, Ali Derakhshan, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-20
Closed Access | Times Cited: 1
Exploring a Structural Model of Teaching Enjoyment, Teacher Self-Efficacy, and Work Engagement
Yan Xiao, Jalil Fathi, Farnoosh Mohammaddokht
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 29
Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign student engagement in foreign language learning: the mediating role of foreign language enjoyment
Haoting Li
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 22
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 interrelationships between Chinese learners’ trait emotional intelligence and teachers’ emotional support in learners’ engagement
Yao Yan, Xusheng Zhang, Tong Lei, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 7
A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers
Hanwei Wu, Yonghong Zeng
Perceptual and Motor Skills (2024)
Closed Access | Times Cited: 7
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