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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:

English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach
Ran Zhi, Yongliang Wang
Thinking Skills and Creativity (2023) Vol. 49, pp. 101370-101370
Closed Access | Times Cited: 64

Showing 1-25 of 64 citing articles:

Modeling the interaction between teacher credibility, teacher confirmation, and English major students’ academic engagement: A sequential mixed-methods approach
Yongliang Wang, Mariusz Kruk
Studies in Second Language Learning and Teaching (2024) Vol. 14, Iss. 2, pp. 235-265
Open Access | Times Cited: 79
The Role of Emotional Intelligence and Self-efficacy in EFL Teachers’ Technology Adoption
Ran Zhi, Yunsong Wang, Yongliang Wang
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 845-856
Closed Access | Times Cited: 76
What do we know about L2 teachers' emotion regulation? A bibliometric analysis of the pertinent literature
Hanwei Wu, Yongliang Wang, Yunsong Wang
Forum for Linguistic Studies (2023) Vol. 5, Iss. 3
Open Access | Times Cited: 59
A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate
Miaomiao Wang, Yongliang Wang
Learning and Motivation (2024) Vol. 86, pp. 101981-101981
Closed Access | Times Cited: 53
How burnout, resilience, and engagement interplay among EFL learners? A mixed-methods investigation in the Chinese senior high school context
Hanwei Wu, Yunsong Wang, Yongliang Wang
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 193-213
Open Access | Times Cited: 51
Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis
Xiaochen Wang, Yang Gao, Fei Sun, et al.
Current Psychology (2023) Vol. 43, Iss. 17, pp. 15659-15672
Open Access | Times Cited: 44
How Do Praxis-Oriented Themes Inform the Unity of Language Teachers’ Beliefs, Practices, and Identities? A Narrative Inquiry
Yang Gao, Xiaochen Wang, Yaru Meng
Chinese Journal of Applied Linguistics (2024) Vol. 47, Iss. 1, pp. 83-100
Closed Access | Times Cited: 21
Unveiling Chinese senior high school EFL students' burnout and engagement: Profiles and antecedents
Hanwei Wu, Yonghong Zeng, Zhiguang Fan
Acta Psychologica (2024) Vol. 243, pp. 104153-104153
Open Access | Times Cited: 16
Validating the Second Language Teaching for Creativity Scale (L2TCS) and applying it to identify Chinese college L2 teachers’ latent profiles
Ran Zhi, Yonghong Zeng
Thinking Skills and Creativity (2025), pp. 101781-101781
Closed Access | Times Cited: 2
Do emotional regulation behaviors matter in EFL teachers' professional development? A process model approach
Shengji Li, Huma Akram
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 29
Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment
Yaming Jin
Learning and Motivation (2024) Vol. 85, pp. 101960-101960
Closed Access | Times Cited: 15
Emotion regulation and well-being as factors contributing to lessening burnout among Chinese EFL teachers
Yuxia Ma, Zengqiang Liu
Acta Psychologica (2024) Vol. 245, pp. 104219-104219
Open Access | Times Cited: 15
Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework
Huajie Shen, X W Ye, Jilin Zhang, et al.
Learning and Motivation (2024) Vol. 86, pp. 101968-101968
Closed Access | Times Cited: 10
EFL teacher-student interaction, teacher immediacy, and Students' academic engagement in the Chinese higher learning context
Lingjie Yuan
Acta Psychologica (2024) Vol. 244, pp. 104185-104185
Open Access | Times Cited: 8
The Key Elements About How to Improve English Language Educators’ Teaching Competence through Continuous Professional Development (CPD)
Qin Li, Lubna Ali Mohammed
Journal of Ecohumanism (2025) Vol. 4, Iss. 1
Closed Access | Times Cited: 1
Exploring Chinese EFL pre-service teachers’ perceptions of self-directed professional development: The benefits and challenges disclosed
YONGXIANG WANG, Yongliang Wang
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 17
A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers
Hanwei Wu, Yonghong Zeng
Perceptual and Motor Skills (2024)
Closed Access | Times Cited: 7
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity: A mixed‐methods investigation into the roles of perceived climate, peer group interaction, and supervisory relationship
Dongmin Ma, Yongliang Wang
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 7
The impact of academic self-efficacy and academic motivation on Chinese EFL students’ academic burnout
Yanfang Ma
Learning and Motivation (2024) Vol. 85, pp. 101959-101959
Closed Access | Times Cited: 6
Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?
Caili Zhang, Kun Dai
Learning and Motivation (2024) Vol. 87, pp. 101997-101997
Closed Access | Times Cited: 6
"An L2 Education without Love is not Education at All": a phenomenographic study of undergraduate EFL students’ perceptions of pedagogical love
Farhad Ghiasvand, Pardis Sharifpour
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 5
Mapping the ecological constellation of loving pedagogy practice in EFL contexts: a transcendental phenomenological analysis
Farhad Ghiasvand, Pardis Sharifpour, Maryam Kogani
Current Psychology (2024)
Closed Access | Times Cited: 4
Boredom, enjoyment, and emotion regulation among Chinese students majoring in dual foreign languages: a Q method study
Yongxiang Wang, Siyi Wang
Innovation in Language Learning and Teaching (2025), pp. 1-18
Closed Access
Technology Mediation and Location Moderation Influencing Emotional Intelligence on Online Learning Efficacy: a Catalyst Driving SDG
A. Bharathy, R. Gayathiri
Journal of Lifestyle and SDGs Review (2025) Vol. 5, Iss. 3, pp. e05787-e05787
Closed Access
Exploring Chinese EFL Teachers’ Perceptions About the Contribution of Positive Classroom Climate to Their Professional Vitality and Creativity: A Qualitative Study
M Wang, Yongxiang Wang
International Journal of Applied Linguistics (2025)
Open Access
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