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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:

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

Showing 23 citing articles:

AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies
Lei Yang, Zhao Shu
Computers in Human Behavior (2024) Vol. 159, pp. 108337-108337
Closed Access | Times Cited: 27
From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill
Mohammad Ghafouri, Jaleh Hassaskhah, Amir Mahdavi-Zafarghandi
Language Teaching Research (2024)
Closed Access | Times Cited: 19
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
Exploring the potential of generative AI in democratizing English language education
Dara Tafazoli
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100275-100275
Open Access | Times Cited: 9
Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training
Yang-Zheng Lan
Teaching and Teacher Education (2024) Vol. 151, pp. 104736-104736
Open 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
“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
Exploration of ChatGPT in basic education: Advantages, disadvantages, and its impact on school tasks
Raúl Alberto García Castro, Nikole Alexandra Mayta Cachicatari, Willian Máximo Bartesaghi Asté, et al.
Contemporary Educational Technology (2024) Vol. 16, Iss. 3, pp. ep511-ep511
Open Access | Times Cited: 6
Beyond text: ChatGPT as an emotional resilience support tool for Gen Z – A sequential explanatory design exploration
K. Kavitha, V. P. Joshith, Sonal Sharma
E-Learning and Digital Media (2024)
Closed Access | Times Cited: 5
Exploring the application of ChatGPT in ESL/EFL education and related research issues: a systematic review of empirical studies
Chung Kwan Lo, Philip L. H. Yu, Simin Xu, et al.
Smart Learning Environments (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 5
The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education
Qijing Zhang
Learning and Motivation (2025) Vol. 89, pp. 102092-102092
Closed Access
Can AI chatbots effectively improve EFL learners’ learning effects?—A meta-analysis of empirical research from 2022–2024
Zhaoyang Liu, Wenlan Zhang, Panpan Yang
Computer Assisted Language Learning (2025), pp. 1-27
Closed Access
Design language learning with artificial intelligence (AI) chatbots based on activity theory from a systematic review
Yan Li, Xinyan Zhou, Hongbiao Yin, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
AI‐assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self‐compassion, L2 learning experiences and academic demotivation
Shihai Zhang
British Educational Research Journal (2025)
Closed Access
Factors influencing engagement in EFL learning of higher education learners in blended learning environments
Qianqian Cai
International Journal of Educational Research (2025) Vol. 131, pp. 102587-102587
Closed Access
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement
Lin Luan, Bowen Jing, Jon‐Chao Hong, et al.
System (2025), pp. 103689-103689
Closed Access
The mediating effects of needs satisfaction on the relationship between teacher support and student engagement with generative artificial intelligence (GenAI) chatbots from a self-determination theory (SDT) perspective
Yan Li, Thomas K. F. Chiu
Education and Information Technologies (2025)
Open Access
Cognitive and sociocultural dynamics of self-regulated use of machine translation and generative AI tools in academic EFL writing
Yijen Wang
System (2024) Vol. 126, pp. 103505-103505
Open Access | Times Cited: 3
EFL Teachers’ Perspectives on Artificial Intelligence: A Systematic Review
Elif Kadriye Özkan, Nihan Erdemir, Derya Coşkun
Ihlara Eğitim Araştırmaları Dergisi (2024)
Closed Access | Times Cited: 1
Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study
Jieting Jerry Xin
Language Teaching Research (2024)
Closed Access | Times Cited: 1
La mente digital: un análisis del impacto psicosocial de la inteligencia artificial en los estudiantes del siglo XXI
María del Carmen Jardón Gallegos, Andrea Cristina García Pilataxi, Maritza Brigith Constante Toscano, et al.
Reincisol (2024) Vol. 3, Iss. 6, pp. 2038-2069
Open Access
New Frontiers in Language and Technology
Weiran Huang, Shifa Chen
Innovation in Language Learning and Teaching (2024), pp. 1-3
Closed Access
Understanding the Digital Epistemologies of Chat GPT: Towards a Decolonial Language Pedagogy
Adelina Asmawi, Md. Saiful Alam
(2024), pp. 277-283
Closed Access
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