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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:

Understanding the Ecology of Foreign Language Teacher Wellbeing
Jun Jin, Sarah Mercer, Sonja Babić, et al.
Second language learning and teaching (2021), pp. 19-38
Closed Access | Times Cited: 24

Showing 24 citing articles:

Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions
Yongliang Wang, Ali Derakhshan, Lawrence Jun Zhang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 587
Teaching and researching motivation
Lin Li, Qian Chu
Journal of Psychology in Africa (2024) Vol. 34, Iss. 3, pp. 332-333
Closed Access | Times Cited: 29
Modeling the associations between EFL teachers’ immunity, L2 grit, and work engagement
Mostafa Azari Noughabi, Behzad Ghonsooly, Safoura Jahedizadeh
Journal of Multilingual and Multicultural Development (2022) Vol. 45, Iss. 8, pp. 3158-3173
Closed Access | Times Cited: 44
The effect of positive emotion on foreign language teacher engagement and well-being: A cross-cultural comparison
Mostafa Azari Noughabi, Shanshan Yang, Elouise Botes, et al.
Language Teaching Research (2024)
Open Access | Times Cited: 9
Challenges and Resilience-Building: A Narrative Inquiry Study on a Mid-Career Chinese EFL Teacher
Lina Xue
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 42
Conclusions, Implications and Reconsiderations
Ewelina Mierzwa-Kamińska
Second language learning and teaching (2025), pp. 193-207
Closed Access
Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language
Mingzhe Wang, Lawrence Jun Zhang, Richard Hamilton
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 7
Gender‐justice beyond inclusion: How trans knowledges and linguistic practices can and should be re‐shaping language education
Kris Aric Knisely
Modern Language Journal (2023) Vol. 107, Iss. 2, pp. 607-623
Closed Access | Times Cited: 6
The Impact of WebQuest-Based Sheltered Instruction on Improving Academic Writing Skills, Soft Skills, and Minimizing Writing Anxiety
Ashraf Atta M. S. Salem
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
The moderating role of teacher collaboration in the association between job satisfaction and job performance
Z.C. Liu, Yuyang Cai, Zuochen Zhang
Asia Pacific Education Review (2024)
Closed Access | Times Cited: 1
Toward an Ecological Understanding of Transnational Chinese Language Teachers’ Professional Wellbeing in the United Kingdom
Isobel Kai-Hui Wang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
In-servıce EFL teachers’ well-beıng durıng onlıne teacher professıonal development program ın Indonesıa: An ecologıcal perspectıve.
Priyatno Ardi, Rina Sari, Luki Emiliya Hidayat, et al.
Studies in Linguistics Culture and FLT (2023) Vol. 11, Iss. 2, pp. 26-45
Open Access | Times Cited: 3
The English as a Foreign Language Learners’ Psychological and Emotional Perceptions on Technology Integration in Language Classrooms
Yu Xiao
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 5
A qualitative inquiry of minimalistic mindset outcomes on Iranian English language teachers’ well-being
Mohammad Ghafouri, Jaleh Hassaskhah
Discover Psychology (2024) Vol. 4, Iss. 1
Open Access
The Emotional Side of Language Teaching
Hülya İpek
Advances in educational technologies and instructional design book series (2024), pp. 237-249
Closed Access
A Bibliometric Analysis of Ten Years on Positive Psychology in Foreign/Second Language Education (2012-2022)
Naile Canlı, Devrim Höl
Kuramsal Eğitimbilim (2024) Vol. 17, Iss. 4, pp. 765-790
Open Access
Language Teacher Wellbeing in the Private School Context: A Case Study
Katarzyna Budzińska
Theory and Practice of Second Language Acquisition (2023), pp. 1-30
Open Access | Times Cited: 1
Perfil identitario de profesores de español a migrantes y refugiados: compromiso, interculturalidad y dimensión social
Marta García Balsas, Margarita Planelles Almeida
ELUA Estudios de Lingüística Universidad de Alicante (2023), Iss. 40, pp. 249-269
Open Access
Utilizing Web Quest and Collaborative Learning Activities to Enhance EFL University Students’ Performance in Advanced Grammar
AL-Shaimaa Abdullah El-Maghraby
CDELT Occasional Papers in the Development of English Education (2023) Vol. 82, Iss. 1, pp. 243-261
Open Access
Pozitif Psikolojinin Farklı Perspektiflerinin İkinci Dil Öğrenimi Üzerindeki Etkileri
Sonay Caner
İnönü Üniversitesi Eğitim Fakültesi Dergisi (2023) Vol. 24, Iss. 2, pp. 730-744
Open Access
PRACTICING POSITIVE PSYCHOLOGY IN FOREIGN LANGUAGE TEACHING
I.M. Vyslobodska, L.P. Balatska
Innovate Pedagogy (2023) Vol. 1, Iss. 62, pp. 42-46
Open Access


Innovate Pedagogy (2023) Vol. 1, Iss. 62
Open Access
The Effectiveness of Positive Psychology Education on Psychological Distress of Adolescents
Zahra Nazarieh, Mahtab Moraveji
(2023) Vol. 4, Iss. 3, pp. 145-157
Open Access
The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession
Nina A. Koval, Venera G. Zakirova, Nikolay Utochkin, et al.
Education & Self Development (2022) Vol. 17, Iss. 3, pp. 264-277
Open Access
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