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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:

Investigating college EFL learners’ perceptions toward the use of Google Assistant for foreign language learning
Howard Hao-Jan Chen, Christine Yang, Kyle Kuo-Wei Lai
Interactive Learning Environments (2020) Vol. 31, Iss. 3, pp. 1335-1350
Closed Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university
Chunpeng Zhai, Santoso Wibowo
Computers and Education Artificial Intelligence (2023) Vol. 4, pp. 100134-100134
Open Access | Times Cited: 124
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis
Xinghua Wang, Qian Liu, Hui Pang, et al.
Computers & Education (2022) Vol. 194, pp. 104703-104703
Closed Access | Times Cited: 120
A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models
Jaeho Jeon, Seongyong Lee, Seongyune Choi
Interactive Learning Environments (2023) Vol. 32, Iss. 8, pp. 4613-4631
Closed Access | Times Cited: 68
Transforming language education: A systematic review of AI-powered chatbots for English as a foreign language speaking practice
Jinming Du, Ben Kei Daniel
Computers and Education Artificial Intelligence (2024) Vol. 6, pp. 100230-100230
Open Access | Times Cited: 19
Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain
Ping Li, Yu‐Ju Lan
Bilingualism Language and Cognition (2021) Vol. 25, Iss. 3, pp. 361-378
Open Access | Times Cited: 86
Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry
Xinghua Wang, Hui Pang, Matthew P. Wallace, et al.
Computer Assisted Language Learning (2022) Vol. 37, Iss. 4, pp. 814-840
Closed Access | Times Cited: 66
Artificial intelligence technologies and applications for language learning and teaching
Jeong‐Bae Son, Natasha Kathleen Ružić, Andrew Philpott
Journal of China Computer-Assisted Language Learning (2023)
Open Access | Times Cited: 36
University students’ perceptions of artificial intelligence-based tools for English writing courses
Yong‐Jik Lee, R. O. Davis, Sun Ok Lee
Online Journal of Communication and Media Technologies (2024) Vol. 14, Iss. 1, pp. e202412-e202412
Open Access | Times Cited: 12
Systematics review on artificial intelligence chatbots and ChatGPT for language learning and research from self-determination theory (SDT): what are the roles of teachers?
Yan Li, Xinyan Zhou, Thomas K. F. Chiu
Interactive Learning Environments (2024), pp. 1-15
Open Access | Times Cited: 9
Applying intelligent personal assistants to develop fluency and comprehensibility, and reduce accentedness in EFL learners: an empirical study of Google Assistant
Jalil Fathi, Masoud Rahimi, Timothy Teo
Language Teaching Research (2025)
Open Access | Times Cited: 1
Investigating the impact of the Amazon Alexa on the development of L2 listening and speaking skills
Hsiao-Ling Hsu, Howard Hao-Jan Chen, Andrew Graeme Todd
Interactive Learning Environments (2021) Vol. 31, Iss. 9, pp. 5732-5745
Closed Access | Times Cited: 47
Systematic Review for AI-based Language Learning Tools
Jin Ha Woo, Heeyoul Choi
Journal of Digital Contents Society (2021) Vol. 22, Iss. 11, pp. 1783-1792
Open Access | Times Cited: 41
A case study of using Alexa for out-of-class, self-directed Japanese language learning
Gilbert Dizon, Daniel Tang, Yumi Yamamoto
Computers and Education Artificial Intelligence (2022) Vol. 3, pp. 100088-100088
Open Access | Times Cited: 36
Affordances and challenges of technology-assisted language learning for motivation: A systematic review
Akbar Bahari
Interactive Learning Environments (2022) Vol. 31, Iss. 9, pp. 5853-5873
Closed Access | Times Cited: 34
A Systematic Review of Voice-based Intelligent Virtual Agents in EFL Education
Eirene Katsarou, Fridolin Wild, Areti-Maria Sougari, et al.
International Journal of Emerging Technologies in Learning (iJET) (2023) Vol. 18, Iss. 10, pp. 65-85
Open Access | Times Cited: 20
Roles of artificial intelligence experience, information redundancy, and familiarity in shaping active learning: Insights from intelligent personal assistants
Shaofeng Wang, Zhuo Sun
Education and Information Technologies (2024)
Closed Access | Times Cited: 7
The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024
Fatma Koç, Perihan Savaş
ReCALL (2024), pp. 1-18
Open Access | Times Cited: 6
A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents
Wan Yee Winsy Lai, Ju Seong Lee
Computers and Education Artificial Intelligence (2024) Vol. 7, pp. 100291-100291
Open Access | Times Cited: 6
Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners
Seongyong Lee, Jaeho Jeon
Computer Assisted Language Learning (2022) Vol. 37, Iss. 5-6, pp. 1048-1073
Closed Access | Times Cited: 25
Conversational agents in language learning
Feiwen Xiao, Priscilla Zhao, Hanyue Sha, et al.
Journal of China Computer-Assisted Language Learning (2023) Vol. 4, Iss. 2, pp. 300-325
Open Access | Times Cited: 14
Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress?
Liwei Niu, Xinghua Wang, Matthew P. Wallace, et al.
Journal of Computer Assisted Learning (2022) Vol. 38, Iss. 5, pp. 1332-1346
Closed Access | Times Cited: 19
Multisensory Interaction and Analytics to Enhance Smart Learning Environments: A Systematic Literature Review
Giulia Cosentino, Michail N. Giannakos
IEEE Transactions on Learning Technologies (2023) Vol. 16, Iss. 3, pp. 414-430
Open Access | Times Cited: 12
Using Ai in English Language Education: An Exploration of Cambodian Efl University Students’ Experiences, Perceptions, and Attitudes
Koemhong Sol, Kimkong Heng, Sarin Sok
(2024)
Closed Access | Times Cited: 4
Fostering L2 Learners’ Pronunciation and Motivation via Affordances of Artificial Intelligence
Hanieh Shafiee Rad, Ali Roohani
Computers in the Schools (2024), pp. 1-22
Closed Access | Times Cited: 4
AI in Foreign Language Learning in Engineering Education: the Benefits and Challenges of Using ChatGPT
Zh. Demyanova
(2024) Vol. 20, pp. 1-6
Closed Access | Times Cited: 4
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