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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.

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Showing 1-25 of 35 citing articles:

Speaking exams with less anxiety in Intelligent Computer-Assisted Language Assessment (ICALA): mirroring EFL learners’ foreign language anxiety, shyness, autonomy, and enjoyment
Elov Botir Boltayevich, Irodakhon Abdullayeva, Laylo Raupova, et al.
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access | Times Cited: 1
Under the world of AI-generated feedback on writing: mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development
Shireen Jamal Mohammed, Muhammad Khalid
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access | Times Cited: 1
Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT
Jia Xu, Qianwen Liu
Learning and Motivation (2025) Vol. 89, pp. 102100-102100
Closed Access | Times Cited: 1
Which one? AI-assisted language assessment or paper format: an exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance
Neha Biju, Nasser Said Gomaa Abdelrasheed, Khilola Bakiyeva, et al.
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
The blue sky of AI-assisted language assessment: autonomy, academic buoyancy, psychological well-being, and academic success are involved
Mohamad Ahmad Saleem Khasawneh, Sayed M. Ismail, Negash Hussen
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 4
Emotional Neuroscience and Academic Achievement: Current Trends and Perspectives
Anthimos Aroutzidis, Hera Antonopoulou
Technium Social Sciences Journal (2025) Vol. 67, pp. 219-233
Open Access
The role of techno-competence in AI-based assessments: exploring its influence on students’ boredom, self-esteem, and writing development
Shoeb Saleh, Abdullah Ibrahim Alsubhi
Language Testing in Asia (2025) Vol. 15, Iss. 1
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
Examining the Roles of Problematic Internet Use and Emotional Regulation Self-Efficacy on the Relationship Between Digital Game Addiction and Motivation Among Turkish Adolescents
Öner Çelikkaleli, Rıdvan Ata, Muhammet Mustafa Alpaslan, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 3, pp. 241-241
Open Access
Emotion recognition for enhanced learning: using AI to detect students’ emotions and adjust teaching methods
Said A. Salloum, Khaled Mohammad Alomari, Aseel M. Alfaisal, et al.
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
Unboxing the intersections between self‐esteem and academic mindfulness with test emotions, psychological wellness and academic achievement in artificial intelligence‐supported learning environments: Evidence from English as a foreign language learners
Lin Hou
British Educational Research Journal (2025)
Closed Access
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
Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective
Anwar Hammad Al-Rashidi
Learning and Motivation (2025) Vol. 90, pp. 102115-102115
Closed Access
Online interactive resilience programme for final-year university students
Zi-Ying Chong, Ah Choo Koo, Hawa Rahmat, et al.
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Effects of AI-enhanced multi-display language teaching systems on learning motivation, cognitive load management, and learner autonomy
Xiaoqing Hong, Li Guo
Education and Information Technologies (2025)
Closed 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
Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses
Xuefei Li, Wael Alharbi
Learning and Motivation (2025) Vol. 90, pp. 102121-102121
Closed Access
Exploring the Dynamics of Artificial Intelligence Literacy on English as a Foreign Language Learners’ Willingness to Communicate: The Critical Mediating Roles of Artificial Intelligence Learning Self-Efficacy and Classroom Anxiety
Qinqing Zhang, Nie Hua, Jiqun Fan, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 523-523
Open Access
AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory
Wenwen Lyu, Zarina Abdul Salam
Learning and Motivation (2025) Vol. 90, pp. 102129-102129
Closed Access
Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels
Mahmoud Abdi Tabari, Seyyed Ehsan Golparvar
International Journal of Applied Linguistics (2025)
Closed Access
Book Review on Technology and English Language Teaching in a Changing World: A Practical Guide for Teachers and Teacher Educators
Yunjing Guo
Journal of China Computer-Assisted Language Learning (2025)
Open Access
The role of ChatGPT and grammarly in promoting emotion regulation, psychological well-being, motivation, and academic writing in Chinese college students: A self-determination theory perspective
Caili Wang, Binghe Wang, Danielle Xu
Learning and Motivation (2025) Vol. 90, pp. 102131-102131
Closed Access
Unboxing the gifts of WhatsApp in language learning: magnifying the impacts on english achievement, academic engagement, foreign language anxiety, and learner autonomy
Ehsan Namaziandost, Tahereh Heydarnejad, Ahmad Goodarzi
Smart Learning Environments (2025) Vol. 12, Iss. 1
Open Access
To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus
Jianbin Yu, Ye Tao
British Educational Research Journal (2025)
Closed Access
Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study
Barno Abdullaeva, Diyorjon Àbdullaev, Feruza Abulkosimovna Rakhmatova, et al.
Language Testing in Asia (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 3
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