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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:

EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE
Ting Xu, Lawrence Jun Zhang, Janet S. Gaffney
Studies in Second Language Acquisition (2021) Vol. 44, Iss. 2, pp. 483-506
Open Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Examining the effects of comprehensive written corrective feedback on L2 EAP students’ linguistic performance: A mixed-methods study
Lawrence Jun Zhang, Xiaolong Cheng
Journal of English for Academic Purposes (2021) Vol. 54, pp. 101043-101043
Closed Access | Times Cited: 62
Examining the relationship between English as a foreign language learners' cognitive abilities and L2 grit in predicting their writing performance
Zhang Jian-hua, Lawrence Jun Zhang
Learning and Instruction (2023) Vol. 88, pp. 101808-101808
Open Access | Times Cited: 27
Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning
Zhang Jian-hua, Lawrence Jun Zhang
System (2024) Vol. 122, pp. 103253-103253
Open Access | Times Cited: 11
Mapping the interactions between task sequencing, anxiety, and enjoyment in L2 writing development
Mahmoud Abdi Tabari, Gholam Hassan Khajavy, Julia Goetze
Journal of Second Language Writing (2024) Vol. 65, pp. 101116-101116
Open Access | Times Cited: 9
Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives
Xiaolong Cheng, Lawrence Jun Zhang
Computer Assisted Language Learning (2024), pp. 1-30
Open Access | Times Cited: 8
Improving EFL students’ text revision with the Self-Regulated Strategy Development (SRSD) model
Jing Chen, Lawrence Jun Zhang, Judy M. Parr
Metacognition and Learning (2021) Vol. 17, Iss. 1, pp. 191-211
Closed Access | Times Cited: 34
Examining the effects of English as a foreign language student-writers’ metacognitive experiences on their writing performance
Qiyu Sun, Lawrence Jun Zhang
Current Psychology (2022) Vol. 42, Iss. 27, pp. 23743-23758
Open Access | Times Cited: 25
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing
Ting Xu, Lawrence Jun Zhang, Janet S. Gaffney
Assessing Writing (2022) Vol. 55, pp. 100690-100690
Open Access | Times Cited: 24
Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
Zhiqing Xu, Lawrence Jun Zhang, Judy M. Parr
IRAL - International Review of Applied Linguistics in Language Teaching (2022) Vol. 61, Iss. 4, pp. 1337-1364
Closed Access | Times Cited: 21
EFL students' syntactic complexity development in argumentative writing：A latent class growth analysis (LCGA) approach
Lawrence Jun Zhang, Zhang Jian-hua
Assessing Writing (2024) Vol. 61, pp. 100877-100877
Open Access | Times Cited: 4
Understanding Workers’ Psychological States and Physiological Responses during Human-Robot Collaboration
Egle Maria Orlando, Federica Nenna, Davide Zanardi, et al.
International Journal of Human-Computer Studies (2025), pp. 103516-103516
Closed Access
The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective
Kaixuan Wang, Lawrence Jun Zhang, Mingzhe Wang, et al.
Learning and Motivation (2024) Vol. 88, pp. 102035-102035
Open Access | Times Cited: 3
Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality
Zhang Jian-hua, Lawrence Jun Zhang
IRAL - International Review of Applied Linguistics in Language Teaching (2024)
Open Access | Times Cited: 2
Getting Closer to Real-world: Monitoring Humans Working with Collaborative Industrial Robots
Federica Nenna, Davide Zanardi, Egle Maria Orlando, et al.
(2024), pp. 789-793
Open Access | Times Cited: 2
Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception
Suryanto Suryanto, Habiburrahim Habiburrahim, Saiful Akmal, et al.
Jurnal Ilmiah Peuradeun (2024) Vol. 12, Iss. 2, pp. 465-465
Open Access | Times Cited: 2
Lexical cohesion development in English as a foreign language learners' argumentative writing: A latent class growth model approach
Zhang Jian-hua, Lawrence Jun Zhang
Linguistics and Education (2023) Vol. 78, pp. 101255-101255
Open Access | Times Cited: 6
Effects of cognitive task complexity and online planning on second language learners’ argumentative writing
Ting Xu, Lawrence Jun Zhang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Effects of mobile-supervised question-driven collaborative dialogues on EFL learners’ communication strategy use and academic oral English performance
Yuesheng Cai, Lawrence Jun Zhang
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation
Weiwei Zhang, Lawrence Jun Zhang
System (2022) Vol. 111, pp. 102951-102951
Closed Access | Times Cited: 7
Pen-and-Paper versus Computer-Mediated Writing Modality as a New Dimension of Task Complexity
Olena Vasylets, Javier Marín
Languages (2022) Vol. 7, Iss. 3, pp. 195-195
Open Access | Times Cited: 6
Effects of Task Complexity on Linguistic Complexity for Sustainable EFL Writing Skills Development
Liping Wang, Chunlan Jin
Sustainability (2022) Vol. 14, Iss. 8, pp. 4791-4791
Open Access | Times Cited: 5
Effects of reasoning demands triggered by genre on Chinese EFL learners' writing performance
Peng Cheng, Zhen Bao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach
Weiwei Zhang, Lawrence Jun Zhang, Aaron Wilson
Applied Linguistics Review (2022) Vol. 15, Iss. 3, pp. 1121-1149
Closed Access | Times Cited: 4
Pitfalls of production data analysis for investigating L2 cognitive mechanism
Junya Fukuta, Yoshito Nishimura, Yu Tamura
Journal of Second Language Studies (2022) Vol. 6, Iss. 1, pp. 95-118
Open Access | Times Cited: 3
Scoring and Consequential Validity Evidence of Computer- and Paper-Based Writing Tests in Times of Change
María Guapacha-Chamorro, Orlando Chaves-Varón
Chinese Journal of Applied Linguistics (2024) Vol. 47, Iss. 3, pp. 450-480
Closed Access
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