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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:

Evolution of communities of practice, realignment of possible selves, and repositionings in EFL teacher professional identity development: a longitudinal case study
Mostafa Mehdizadeh, Mostafa Pourhaji, Ali Derakhshan
Language Learning Journal (2023) Vol. 52, Iss. 3, pp. 336-348
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis
Yongliang Wang, Ziwen Pan
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 64
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
Conceptualising the role of practice level in language teacher identity construction: An identities‐in‐practice study
Ali Derakhshan, Farhang Moradi, Mostafa Nazari
International Journal of Applied Linguistics (2024) Vol. 34, Iss. 2, pp. 797-811
Closed Access | Times Cited: 11
Novice language teacher emotion labor and identity construction: A community of practice perspective
Mostafa Nazari, Haniye Seyri, Sedigheh Karimpour
Teaching and Teacher Education (2023) Vol. 127, pp. 104110-104110
Closed Access | Times Cited: 22
On the Relationship Between Pre-service Teachers’ Sense of Self-efficacy and Emotions in the Integration of Technology in Their Teacher Developmental Programs
Lan Ding, Zhanzhan Hong
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 4, pp. 869-878
Closed Access | Times Cited: 21
Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 19
Chinese EFL teachers’ desire to attend professional development programs: Exploring the role of job satisfaction and organizational commitment
Jiaming Qi, Ali Derakhshan
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 14
A theoretical review on the interplay among EFL teachers’ professional identity, agency, and positioning
Xiaolin Li
Heliyon (2023) Vol. 9, Iss. 4, pp. e15510-e15510
Open Access | Times Cited: 11
A theoretical review of the role of teacher professional development in EFL students’ learning achievement
Jing Zeng
Heliyon (2023) Vol. 9, Iss. 5, pp. e15806-e15806
Open Access | Times Cited: 11
Contextual Factors Shaping the Professional Identity of Chinese Teachers in English as a Foreign Language Instructional Context: Exploring the Role of School Climate and Administrator Leadership Behavior
W. Wang, Ali Derakhshan
International Journal of Applied Linguistics (2024)
Closed Access | Times Cited: 4
Leave or stay? A narrative inquiry of tensions in novice English teachers’ professional identity construction at China’s private universities
Zhang Xiangchen
Frontiers in Psychology (2025) Vol. 16
Open Access
Navigating identity tensions in changing higher education: a narrative inquiry of an EFL academic
Hua Lu, Xinyun Tang
Asia Pacific Journal of Education (2025), pp. 1-16
Closed Access
Advancing Pedagogical Excellence
Semiu Olawale Makinde
IGI Global eBooks (2025), pp. 1-20
Closed Access
The rising insecurity of language teaching jobs in higher education and its effects on research
Elisa Gironzetti, Javier Muñoz–Basols
Language Awareness (2025), pp. 1-22
Open Access
An activity theory perspective on foreign language teaching enjoyment
Ali Derakhshan, Mostafa Azari Noughabi, Ameneh Ghasemi
Language Teaching Research (2025)
Closed Access
Gender and Emotional Resilience as Correlates of Work Engagement among School Teachers in Ogbomoso Metropolis, Nigeria
Paul Oluwatosin AJAO, Omosolape Olakitan Owoseni, Abiola Oluwagbemiga Popoola, et al.
LASU Journal of Employment Relations & Human Resource Management (2025) Vol. 5, Iss. 1, pp. 31-42
Closed Access
“Most of us are not feeling well”: exploring Iranian EAP practitioners’ emotions and identities
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Ibérica (2023), Iss. 45, pp. 317-344
Open Access | Times Cited: 9
Chinese English teachers’ professional identity and commitment and their associations with their professional success
Hui Jia, Ali Derakhshan
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 9
“Finding happiness in daily work”: an ecological study on the emotions of novice EFL teachers in rural primary schools in China
Yujing Yao, Jie Xu, Conggen Yan
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
Professional identity and psychological capital as determinants of EFL teachers’ burnout: the mediating role of self-regulation
Jalil Fathi, Milad Naderi, Habib Soleimani
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 4
Screening English teachers’ professional identity, autonomy, and creativity and their relations with their success
Li Wang, Dai Jian-chun
Thinking Skills and Creativity (2024) Vol. 52, pp. 101535-101535
Closed Access | Times Cited: 1
Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades
Yiqian Yan
SAGE Open (2024) Vol. 14, Iss. 2
Open Access | Times Cited: 1
The Digital Reform of Japanese Classroom Teaching Modes Under the Graph Convolutional Neural Network
Gongyi Jiang, Weijun Gao, Mingjia Tong
IEEE Access (2024) Vol. 12, pp. 95118-95127
Open Access | Times Cited: 1
NON-QUALITATIVE APPROACH TO ENGLISH TEACHER IDENTITY RESEARCH: A SYSTEMATIC REVIEW (2012-2022)
Yiqian Yan, Madhubala Bava Harji
International Journal of Education Psychology and Counseling (2023) Vol. 8, Iss. 52, pp. 212-230
Open Access | Times Cited: 3
Professional identity and professional development agency of special education teachers in China: a moderated mediation model
Xichen Wang, Zhengwei Gu, Jingqi Yang, et al.
Current Psychology (2024) Vol. 43, Iss. 30, pp. 25234-25246
Closed Access
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