Asia-Pacific Education Researcher

Papers
(The H4-Index of Asia-Pacific Education Researcher is 22. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-11-01 to 2024-11-01.)
ArticleCitations
Motivating Online Learning: The Challenges of COVID-19 and Beyond95
Thriving or Surviving Emergency Remote Teaching Necessitated by COVID-19: University Teachers’ Perspectives83
Factors Influence Students’ Switching Behavior to Online Learning under COVID-19 Pandemic: A Push–Pull–Mooring Model Perspective81
Perceived Social Support, Psychological Capital, and Subjective Well-Being among College Students in the Context of Online Learning during the COVID-19 Pandemic63
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy53
Criteria for Good Qualitative Research: A Comprehensive Review50
The Predicting Role of EFL Students’ Achievement Emotions and Technological Self-efficacy in Their Technology Acceptance41
Exploring the Structural Relationship Between University Support, Students’ Technostress, and Burnout in Technology-enhanced Learning38
Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers38
Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction?34
The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption32
Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-1931
Examining the Influence of Teaching Presence and Task-Technology Fit on Continuance Intention to Use MOOCs30
EFL Teachers’ Online Assessment Practices During the COVID-19 Pandemic: Changes and Mediating Factors30
Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak28
Understanding Changes in EFL Teachers’ Feedback Practice During COVID-19: Implications for Teacher Feedback Literacy at a Time of Crisis26
Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals25
Teacher Engagement with Online Formative Assessment in EFL Writing During COVID-19 Pandemic: The Case of China23
Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic23
Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts23
Effects of EFL Learners’ L2 Writing Self-efficacy on Engagement with Written Corrective Feedback22
The Effects of Online Feedback on ESL/EFL Writing: A Meta-Analysis22
Motivation, Learning Strategies, and Outcomes in Mobile English Language Learning22
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