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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 26-50 of 69 citing articles:

Reframing the space between: Teachers and learners in context
Annela Teemant
Language Teaching Research (2018) Vol. 24, Iss. 1, pp. 82-93
Open Access | Times Cited: 13
Exploring Pre-service Pre-primary EFL Teacher Beliefs about Teaching English to Very Young Learners: A Macau Case Study
Barry Lee Reynolds, Sylvia Liu, Maja Milosavljevic, et al.
SAGE Open (2021) Vol. 11, Iss. 4
Open Access | Times Cited: 11
Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies
Kalpana Vijayavarathan-R
(2017)
Open Access | Times Cited: 11
Critical Research in English Language Teaching
Christian W. Chun, Brian Morgan
Springer international handbooks of education (2019), pp. 1091-1110
Closed Access | Times Cited: 11
Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2018), pp. 1-23
Closed Access | Times Cited: 11
Relevance, Representation, and Responsibility: Exploring World Language Teachers’ Critical Consciousness and Pedagogies
Hannah Carson Baggett
L2 Journal (2020) Vol. 12, Iss. 2
Open Access | Times Cited: 10
Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction
Babürhan Üzüm, Bedrettin Yazan, Latisha Mary, et al.
Language Learning Journal (2022) Vol. 51, Iss. 6, pp. 766-782
Closed Access | Times Cited: 6
LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN
Majid Amerian, Sajjad Pouromid
Indonesian Journal of Applied Linguistics (2018) Vol. 7, Iss. 3, pp. 583-583
Open Access | Times Cited: 7
Relationships between Foreign Language Teachers Cognitions and Actions: Evidence from Instructors at Tertiary-level
Mustafa Öztürk, Ali Yıldırım
Hacettepe University Journal of Education (2018), pp. 1-15
Open Access | Times Cited: 6
"It's been a real eye opener": learning to teach English pronunciation from a teacher cognition perspective
Michael Burri
(2016)
Closed Access | Times Cited: 5
Critical Research in English Language Teaching
Christian W. Chun, Brian Morgan
Springer international handbooks of education (2019), pp. 1-20
Closed Access | Times Cited: 5
teacher’s moral role in mobilizing students’ motivation beyond L2 vision
Harumi Ogawa
Apples - Journal of Applied Language Studies (2017) Vol. 11, Iss. 2, pp. 5-23
Open Access | Times Cited: 4
Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers’ Teaching Experiences
Muhlise Coşgun Ögeyik
Educational Sciences Theory & Practice (2016)
Open Access | Times Cited: 3
A Mixed Methods Study of Motivational Teaching Strategies in the ESL Classroom in Australia
Kate Elizabeth Bokan-Smith
(2015)
Closed Access | Times Cited: 3
Indonesian EFL teachers’ cognitions and practices related to social justice
Margaretha Sulistyowardani, Joseph Ernest Mambu, Athriyana Santye Pattiwael
Indonesian Journal of Applied Linguistics (2020) Vol. 10, Iss. 2, pp. 420-433
Open Access | Times Cited: 4
Experientially grounded praxis of social justice language education: pre-service teachers of English engage in field work in an Argentine NGO
Melina Porto
Teaching Education (2022) Vol. 34, Iss. 2, pp. 225-245
Closed Access | Times Cited: 3
Developments in a teacher’s cognition about written feedback: A sociocultural theory-driven perspective
Hooman Saeli, Payam Rahmati
Language Teaching Research (2022)
Closed Access | Times Cited: 3
A construção da identidade profissional de professores de língua portuguesa em formação inicial
Émerson de Pietri, Lívia de Araújo Donnini Rodrigues, Hugo Santiago Sánchez
Revista Brasileira de Educação (2019) Vol. 24
Open Access | Times Cited: 3
English Language Teachers’ Maxims in Evaluating Materials: A Case Study from Iran
Mostafa Nazari, Sedigheh Karimpour, Ismail Xodabande
Teaching English as a Second or Foreign Language--TESL-EJ (2023) Vol. 27, Iss. 2
Open Access | Times Cited: 1
Exploring Non-Native-English-Speaking Preservice EFL Teachers’ Cognitions: What Teaching Philosophy Statements Can Tell Us
Sibel Tatar
PROFILE Issues in Teachers Professional Development (2024) Vol. 26, Iss. 2, pp. 27-41
Open Access
A Review of Critical Pedagogy-Informed Collaborative Professional Development Practices in English Language Teaching
Serhat Başar, İrem Çomoğlu
PROFILE Issues in Teachers Professional Development (2024) Vol. 26, Iss. 2, pp. 163-179
Open Access
Identities of Non-English-Dominant Teachers-In-Training: Alignments and Tensions
Itsaraphap Moonthiya
Journal of Language Identity & Education (2024), pp. 1-26
Open Access
Teaching from the heart: an evaluation of award-winning teachers in Singapore
Jason Loh, Kiren Kaur, Dennis Yeo
Asia Pacific Journal of Education (2024) Vol. 44, Iss. 3, pp. 627-640
Closed Access
Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher
Seyyed‐Abdolhamid Mirhosseini, Golgis Bayat
TESOL Quarterly (2022) Vol. 57, Iss. 4, pp. 1463-1489
Closed Access | Times Cited: 2
Interlanguage Pragmatics: Iranian EFL Teachers’ Cognition
Mohammad Reza Masrour, Esmat Babaii, Mahmood Reza Atai
Alberta Journal of Educational Research (2019) Vol. 65, Iss. 3, pp. 238-257
Open Access | Times Cited: 2

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