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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:

Contributions of foreign language writing emotions to writing achievement
Chengchen Li, Li Wei, Xiaojun Lu
System (2023) Vol. 116, pp. 103074-103074
Closed Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies
Mehdi Solhi, Ali Derakhshan, Mirosław Pawlak, et al.
Language Teaching Research (2024)
Closed Access | Times Cited: 21
Foreign language learning boredom: Refining its measurement and determining its role in language learning
Chengchen Li, Enhao Feng, Xian Zhao, et al.
Studies in Second Language Acquisition (2024) Vol. 46, Iss. 3, pp. 893-920
Closed Access | Times Cited: 21
Modeling the associations between L2 teacher support and EFL learners’ reading motivation: The mediating impact of reading enjoyment, anxiety, and boredom
Ali Derakhshan, Mehdi Solhi, Jean–Marc Dewaele, et al.
Studies in Second Language Learning and Teaching (2025)
Open Access | Times Cited: 2
Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors
Chengchen Li, Li Wei, Xiaojun Lu
Modern Language Journal (2024) Vol. 108, Iss. 3, pp. 741-770
Open Access | Times Cited: 12
Boredom and achievement in L2 learning: a meta-analysis
Chengchen Li, Enhao Feng, Shaofeng Li
Applied Linguistics Review (2025)
Closed Access | Times Cited: 1
Task-specific emotions in L2 writing: A control-value theory approach from a positive psychology perspective
Chengchen Li
Studies in Second Language Learning and Teaching (2024)
Open Access | Times Cited: 7
Task complexity and foreign language writing emotions as predictors of EFL writing performance
Libo Wu, Hasliza Binti Abdul Halim
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
The role of positive learning emotions in sustaining cognitive motivation for multilingual development
Hao Xu
System (2024) Vol. 123, pp. 103323-103323
Closed Access | Times Cited: 4
How to support at-risk writers: Differential effects of formative feedback on argumentative writing and motivation
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Reading and Writing (2025)
Open Access
The Impact of Integrating ChatGPT with Teachers’ Feedback on EFL Writing Skills
Marjan Asadi, Saman Ebadi, Laleh Mohammadi
Thinking Skills and Creativity (2025), pp. 101766-101766
Closed Access
Effects of Strategy-based Instruction on Chinese EFL Learners’ Writing Enjoyment: A Mixed-methods Study
Nan Hu, Ci Zhang
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Review on <i>Complexity in Second Language Study Emotions</i>
宗雨 黄
Modern Linguistics (2025) Vol. 13, Iss. 02, pp. 286-291
Closed Access
The relationship between boredom and second language achievement: A multilevel meta-analysis
Fangwei Huang, Haijing Zhang
Studies in Second Language Acquisition (2025), pp. 1-24
Closed Access
Emotional dynamics of advanced Chinese as a second language learners: a Q methodology study
Xin Wen, Liu Fangfang
Language Culture and Curriculum (2025), pp. 1-21
Closed Access
Investigating the role of ideal L2 writing self, writing growth mindset, and writing enjoyment in L2 writing self-efficacy: a mediation model
Lawrence Jun Zhang, Jalil Fathi, Hamed Mohammad Hosseini, et al.
Applied Linguistics Review (2025)
Closed Access
Foreign language enjoyment in language learning from a positive psychology perspective: a scoping review
Wenjie Wu, Muhammad Kamarul Kabilan
Frontiers in Psychology (2025) Vol. 16
Open Access
Unveiling the precursors of negative emotions in second language writing through control-value theory: An explanatory sequential design approach
Haijing Zhang, Fangwei Huang
Assessing Writing (2025) Vol. 65, pp. 100949-100949
Closed Access
Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward
Qiangfu Yu
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 3
Profiles of EFL Learners’ motivational regulation strategies and their nonlinear relationship to English writing performance in mainland China
Zhenlei Huang, Xinjian Hu, Xiaojuan Yu, et al.
Metacognition and Learning (2024)
Closed Access | Times Cited: 2
Unlocking the magic of digital adaptivity: Unleashing students' writing skills and self-determination motivation through digital literacy instruction
Hanieh Shafiee Rad, Javad Alipour, Aliakbar Jafarpour, et al.
System (2024) Vol. 125, pp. 103454-103454
Closed Access | Times Cited: 2
Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context
Xian Zhao, Danping Wang
International Journal of Applied Linguistics (2024)
Open Access | Times Cited: 2
Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis
Junling Xiao, Yushen Zhang
International Journal of English Language Studies (2024) Vol. 6, Iss. 2, pp. 43-56
Open Access | Times Cited: 1
Development and initial validation of learner engagement with teacher written corrective feedback scale
Yabing Wang, Jian Xu
System (2024) Vol. 124, pp. 103376-103376
Closed Access | Times Cited: 1
Boredom and self-perceived learning achievement in postgraduate interpreting classes: the mediating roles of amotivation and engagement
Hu Pingping, Bin Gao, Jiashun Fan, et al.
Journal of Multilingual and Multicultural Development (2024), pp. 1-17
Closed Access
Exploring foreign language classroom emotions and their impact on achievement in China: Validating the Achievement Emotions Questionnaire—Short form
Nuozhou Chen, Yu Mei Li, Anna N. N. Hui
Research Methods in Applied Linguistics (2024) Vol. 4, Iss. 1, pp. 100158-100158
Closed Access
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