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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:

L2 teacher identity development: An activity theoretic perspective
Mohammad Nabi Karimi, Mahdieh Mofidi
System (2019) Vol. 81, pp. 122-134
Closed Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

The role of emotion labor in English language teacher identity construction: An activity theory perspective
Mostafa Nazari, Sedigheh Karimpour
System (2022) Vol. 107, pp. 102811-102811
Closed Access | Times Cited: 57
English Language Teachers' Emotional Vulnerability in the Era of Self‐Branding on Social Media
Hassan Nejadghanbar, Juyoung Song, Guangwei Hu
TESOL Quarterly (2024) Vol. 58, Iss. 4, pp. 1734-1760
Closed Access | Times Cited: 14
English language teachers’ social media branding: mapping the construction and perception of brand identities on Instagram
Hassan Nejadghanbar, Mahsa Fotouhi
IRAL - International Review of Applied Linguistics in Language Teaching (2025)
Closed Access | Times Cited: 1
“Doing research is not beyond my reach”: The reconstruction of College English teachers' professional identities through a domestic visiting program
Jie Bao, Dezheng Feng
Teaching and Teacher Education (2022) Vol. 112, pp. 103648-103648
Closed Access | Times Cited: 34
Vygotsky’s, Leontiev’s and Engeström’s Cultural-Historical (Activity) Theories: Overview, Clarifications and Implications
Ngo Cong-Lem
Integrative Psychological and Behavioral Science (2022) Vol. 56, Iss. 4, pp. 1091-1112
Open Access | Times Cited: 30
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 33, Iss. 2, pp. 150-168
Closed Access | Times Cited: 20
Novice language teacher identity construction: similarities, differences, and beyond
Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour
Educational Linguistics (2023) Vol. 2, Iss. 1, pp. 1-28
Open Access | Times Cited: 15
The role of institutional policy in English language teacher autonomy, agency, and identity: A poststructural perspective
Mostafa Nazari, Peter I. De Costa, Sedigheh Karimpour
Language Teaching Research (2023)
Closed Access | Times Cited: 13
“Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies
Farhad Ghiasvand, Maryam Kogani, Faezeh Nemati
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 13
The emotion ∼ intellect dialectic in an EFL teacher's development of a research identity: A sociocultural perspective
Yanhua Zhang, James P. Lantolf, Yaru Meng
System (2022) Vol. 111, pp. 102954-102954
Closed Access | Times Cited: 19
Language Teacher Identity
Zia Tajeddin, Mostafa Nazari
Springer international handbooks of education (2025), pp. 1-18
Closed Access
Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study
Xu Liu, Tessa Mearns, Wilfried Admiraal
Teaching and Teacher Education (2025) Vol. 157, pp. 104963-104963
Open Access
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
Khoa Dang Truong, Ngo Cong-Lem, Bingqing Li
Teaching and Teacher Education (2025) Vol. 158, pp. 104967-104967
Open Access
Teachers’ workplace interaction in English as a lingua franca, awareness of Global Englishes, and professional identities
Dery Tria Agustin, Rudha Widagsa, Thi Kim Anh Dang
Asian Englishes (2025), pp. 1-17
Closed Access
An activity theory perspective on foreign language teaching enjoyment
Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi
Language Teaching Research (2025)
Closed Access
Professional Learning Community as a Site for Addressing Emotional Tensions: Contributions to Language Teacher Identity (Re)construction
Mostafa Nazari, Zahra Keshvari, Guangwei Hu
British Journal of Educational Studies (2025), pp. 1-24
Closed Access
English language teacher identity construction on Instagram: A looking-glass self theory perspective
Hassan Nejadghanbar, Mehdi Shaahdadi
System (2025) Vol. 132, pp. 103696-103696
Closed Access
Exploring Iranian EAP teachers’ well-being: an activity theory perspective
Mostafa Nazari, Sedigheh Karimpour
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
The role of emotional tensions in English language student teachers’ identity construction: an activity theory perspective
Mostafa Nazari, Sedigheh Karimpour, Mojtaba Esfandyari
Journal of Education for Teaching International Research and Pedagogy (2024), pp. 1-17
Closed Access | Times Cited: 3
Emotional labor and emotional capital: An interpretive phenomenological analysis of teachers of English
Majid Ghyasi, Nurdan Gürbüz
PLoS ONE (2023) Vol. 18, Iss. 4, pp. e0283981-e0283981
Open Access | Times Cited: 7
‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities
Chiu-Yin Wong
Language and Education (2023) Vol. 38, Iss. 5, pp. 818-837
Closed Access | Times Cited: 7
Teacher-student relationship as a lens to explore Teacher identity in an intercultural context
Xu Liu, Tessa Mearns, Wilfried Admiraal
Teaching and Teacher Education (2023) Vol. 136, pp. 104379-104379
Open Access | Times Cited: 7
Contributions of assessment-related critical incidents to language teacher identity development
Esmat Babaii, Khazar Molana, Mostafa Nazari
Innovation in Language Learning and Teaching (2020) Vol. 15, Iss. 5, pp. 442-457
Closed Access | Times Cited: 19
Challenges of second language teachers’ professional identity construction: Voices from Afghanistan
Mostafa Nazari, Mir Abdullah Miri, Jawad Golzar
TESOL Journal (2021) Vol. 12, Iss. 3
Closed Access | Times Cited: 17
From practicum to the second year of teaching: examining novice teacher identity reconstruction
Haniye Seyri, Mostafa Nazari
Cambridge Journal of Education (2022) Vol. 53, Iss. 1, pp. 43-62
Closed Access | Times Cited: 12
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