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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:

Writing Process Feedback Based on Keystroke Logging and Comparison With Exemplars: Effects on the Quality and Process of Synthesis Texts
Nina Vandermeulen, Elke Van Steendam, Sven De Mæyer, et al.
Written Communication (2022) Vol. 40, Iss. 1, pp. 90-144
Open Access | Times Cited: 12

Showing 12 citing articles:

Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German
Katrin Peltzer, Alina Lira Lorca, Ulrike-Marie Krause, et al.
Learning and Instruction (2024) Vol. 92, pp. 101935-101935
Open Access | Times Cited: 7
Understanding the Effectiveness of Automated Feedback: Using Process Data to Uncover the Role of Behavioral Engagement
Ronja Schiller, Johanna Fleckenstein, Ute Mertens, et al.
Computers & Education (2024), pp. 105163-105163
Closed Access | Times Cited: 6
A Systematic Review of the Use of Log-based Process Data in Computer-Based Assessments
Surina He, Ying Cui
Computers & Education (2025), pp. 105245-105245
Closed Access
Unveiling Patterns of Interaction With Automated Feedback in Writing Mentor and Their Relationships With Use Goals and Writing Outcomes
Yang Jiang, Beata Beigman Klebanov, Jiangang Hao, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 2
Closed Access
Coding Process Visualizations for Improved Learning and Academic Integrity in CS1
Badri Adhikari, Nirala Lamichhane
Communications in computer and information science (2025), pp. 275-282
Closed Access
Feedback to diverse language learners: Where are we and where do we need to go in literacy research? An introduction to the Special Issue on Literacy and Feedback
Vera Busse, Steve Graham, Hilde Van Keer
Learning and Instruction (2024), pp. 102035-102035
Closed Access | Times Cited: 3
Introduction to the special issue on synthesis tasks: where reading and writing meet
Nina Vandermeulen, Elke Van Steendam, Gert Rijlaarsdam
Reading and Writing (2022) Vol. 36, Iss. 4, pp. 747-768
Open Access | Times Cited: 7
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing
Michelle Taub, Allison Macey Banzon, Sierra Outerbridge, et al.
Metacognition and Learning (2023) Vol. 18, Iss. 3, pp. 749-782
Closed Access | Times Cited: 3
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors
Nina Vandermeulen, Elke Van Steendam, Sven De Mæyer, et al.
Reading and Writing (2023) Vol. 37, Iss. 6, pp. 1375-1405
Open Access | Times Cited: 3
Fostering philosophy teachers' disciplinary writing practice: A multiple-case design study
Lieke Holdinga, J. van Drie, Gert Rijlaarsdam
Journal of Writing Research (2024) Vol. 16, Iss. 1, pp. 39-77
Open Access
Modeling the Meaning of Individual Words Using Cultural Cartography and Keystroke Dynamics
Tatiana Litvinova, Olga V. Dekhnich
Integration of Education (2024) Vol. 28, Iss. 4, pp. 624-640
Open Access
Examining simultaneous pausing on the cognitive writing process: a micro-formative writing assessment
Yuguo Ke
Current Psychology (2023) Vol. 43, Iss. 1, pp. 39-50
Closed Access | Times Cited: 1
Developing and evaluating an approach to individualized, automated, process-focused feedback for university writing instruction
Emily Dux Speltz
(2023)
Open Access
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