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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:

Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2019), pp. 1149-1170
Closed Access | Times Cited: 74

Showing 1-25 of 74 citing articles:

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong
Anisa Cheung
RELC Journal (2021) Vol. 54, Iss. 1, pp. 55-70
Closed Access | Times Cited: 131
Narrating translingual teacher cognition: theorising the knowledge base of teaching Chinese as a first and second language in Hong Kong schools
Zhen Li, Yongcan Liu
Journal of Multilingual and Multicultural Development (2025), pp. 1-16
Closed Access | Times Cited: 2
Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong
Anisa Cheung, Mairin Hennebry‐Leung
Language Teaching Research (2020) Vol. 27, Iss. 1, pp. 181-206
Closed Access | Times Cited: 57
Mediating Innovation through Language Teacher Education
Martin East
(2022)
Closed Access | Times Cited: 23
Intercultural Communicative Competence in EFL Setting: A Systematic Review
Yuseva Ariyani Iswandari, Priyatno Ardi
rEFLections (2022) Vol. 29, Iss. 2, pp. 361-380
Open Access | Times Cited: 23
Teaching, learning, and growing: the construction of a novice L2 writing teacher’s personal practical knowledge
Mingyu Li
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Lacking bridges and apprehensive tensions: The impact of emotions and contextual factors on German L3 teachers’ perceptions and grammar teaching practices
Deni Beslagic
Language Teaching Research (2025)
Closed Access
Language Teachers’ Development of Decision‐Making and Pedagogical Reasoning: A Sociocultural Perspective on Peer Coaching
Abdulbaset Saeedian, Ata Ghaderi, Minh Hue Nguyen
International Journal of Applied Linguistics (2025)
Closed Access
Highlighting spaces for enacting multilingualism as a resource: an appreciative inquiry approach
Theresé Tishakov, Åsta Haukås
Journal of Multilingual and Multicultural Development (2025), pp. 1-19
Open Access
Technology enriched teaching simulations
Megan E. Welsh, Kayce L. Mastrup
Educational Technology Research and Development (2025)
Closed Access
Teaching in a multilingual school: What do teachers believe and know about multilingual pluralist diversity policies?
Lies Sercu, Sientje Maes, Evelien Flamez
Journal of Multilingual and Multicultural Development (2025), pp. 1-21
Closed Access
Tracing a pre-service primary English teacher’s development in teaching L2 pragmatics: Knowledge, beliefs, and perceived challenges
Karen Glaser, Alicia Martínez‐Flor
System (2025), pp. 103655-103655
Open Access
Regulation in Practice: Standards and Novice Language Teachers’ Perspectives on Summative Assessment in Sweden
Birgitta Fröjdendahl, Ali Yıldırım, Anne Dragemark Oscarson, et al.
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students
Marilisa Birello, Júlia Llompart Esbert, Emilee Moore
International Journal of Multilingualism (2021) Vol. 18, Iss. 4, pp. 586-600
Open Access | Times Cited: 24
Teachers Helping EFL Students Improve Their Writing Through Written Feedback: The Case of Native and Non-native English-Speaking Teachers' Beliefs
Xiaolong Cheng, Lawrence Jun Zhang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 16
Reconciling the evolving conceptualisations of language teacher cognition from an activity theory perspective
Yue Peng
Asia-Pacific Journal of Teacher Education (2024) Vol. 52, Iss. 2, pp. 226-240
Open Access | Times Cited: 3
Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development
Lawrence Jun Zhang
Chinese Journal of Applied Linguistics (2021) Vol. 44, Iss. 4, pp. 435-450
Closed Access | Times Cited: 21
Research or teaching? That is the problem: A narrative inquiry into a Chinese college English teacher’s cognitive development in the teaching-research nexus
Hui Ni, Xinxin Wu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 8
Teacher Cognition and Language Teaching
Simon Borg
The Encyclopedia of Applied Linguistics (2023), pp. 1-8
Closed Access | Times Cited: 7
The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition
Yi Wang, Jonathon Ryan
Language Teaching Research (2020) Vol. 27, Iss. 3, pp. 518-543
Closed Access | Times Cited: 20
Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices
Qiaozhen Yan, Lawrence Jun Zhang, Helen Dixon
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
‘I have survived and become more confident’: effects of in-service TKT-based training on primary school English teachers’ professional beliefs and self-efficacy
Xiaojing Wang, Fan Fang, Tariq Elyas
Cambridge Journal of Education (2023) Vol. 53, Iss. 4, pp. 511-532
Closed Access | Times Cited: 6
Malaysian ESL Teachers’ Beliefs and Practices Regarding the Use of Music and Songs in Second Language Teaching
Daler Bokiev, Lilliati Ismail
The Qualitative Report (2021)
Open Access | Times Cited: 14
Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry
Jia Rong Yap, Laura Gurney
Literacy (2023) Vol. 57, Iss. 3, pp. 292-304
Open Access | Times Cited: 5
Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences
Júlia Llompart Esbert, Marilisa Birello
Sustainable Multilingualism (2020) Vol. 17, Iss. 1, pp. 102-123
Open Access | Times Cited: 12
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