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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:

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

Showing 19 citing articles:

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective
Saadet Korucu‐Kış
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 6949-6971
Open Access | Times Cited: 36
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
“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor
Mostafa Nazari, Khazar Molana
TESOL Quarterly (2022) Vol. 57, Iss. 4, pp. 1226-1255
Closed Access | Times Cited: 19
Looking at assessment through critical incidents written by preservice teachers: a study conducted in Portugal
Diana Pereira, Eva Maria Lopes Fernandes, Sonja Lutovac, et al.
Reflective Practice (2025), pp. 1-20
Closed 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
Exploring Turkish EFL teachers’ negative emotions and professional detachment in episodic narratives: a Ricoeurian analysis of the critical incidents
Özkan Kırmızı, Ayşe Kızıldağ
Innovation in Language Learning and Teaching (2025), pp. 1-18
Closed Access
Contributions of a Professional Development Course to Language Teacher Identity Development: Critical Incidents in Focus
Mostafa Nazari, Peter I. De Costa
Journal of Teacher Education (2021) Vol. 73, Iss. 4, pp. 366-380
Closed Access | Times Cited: 26
The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies
Behzad Mansouri, Khazar Molana, Mostafa Nazari
System (2021) Vol. 103, pp. 102674-102674
Closed Access | Times Cited: 25
Emotion labor in response to supervisor feedback: is feedback a burden or a blessing?
Mostafa Nazari, Mohammad Nabi Karimi
IRAL - International Review of Applied Linguistics in Language Teaching (2024) Vol. 62, Iss. 3, pp. 1279-1295
Closed Access | Times Cited: 2
Teachers learn to use critical incidents as a professional development tool in teaching young English learners
Asqar Pourhassan, Mostafa Nazari
Innovation in Language Learning and Teaching (2021) Vol. 17, Iss. 1, pp. 32-46
Closed Access | Times Cited: 9
Exploring Iranian ESP teachers’ language-related critical incidents
Hassan Nejadghanbar, Guangwei Hu, Matin Mohammadi
Ibérica (2024), Iss. 47, pp. 175-200
Open Access
The experiential construction of mathematics teacher identity and the impact of early mathematical failure
Constantinos Xenofontos, Paul Andrews
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
PROMOTING STUDENT TEACHERS' TEACHING PRACTICUM WITHIN DESIGNATED SPEAKING CLASS
Didik Rinan Sumekto
English Review Journal of English Education (2023) Vol. 11, Iss. 3, pp. 641-656
Open Access | Times Cited: 1
Cultural Intelligence in EFL and ESP Learners: Metacognitive, Cognitive, Motivational, and Behavioral Knowledge
Vahid Karami, Siros Izadpanah
Education Research International (2022) Vol. 2022, pp. 1-12
Open Access | Times Cited: 2
Exploring Modern Language Teachers’ Professional Identity Through Visual Self-Representations of Professional Lifelong Journeys
Matilde Gallardo
Educational linguistics (2022), pp. 243-261
Closed Access | Times Cited: 1
DEALING WITH CRITICAL INCIDENTS: EXPERIENCES OF TURKISH NOVICE EFL TEACHERS
Hatice Saliha Çukur
LLT Journal A Journal on Language and Language Teaching (2022) Vol. 25, Iss. 2, pp. 691-708
Open Access | Times Cited: 1
A Comparative Study of University and Private Language Institute EFL Teachers' Familiarity with and Classroom Practicality Perceptions of Dynamic Assessment
Musa Nushi, Ali Momeni
Education & Self Development (2022) Vol. 17, Iss. 3, pp. 25-49
Open Access | Times Cited: 1
Challenges and Complexities in Teacher Conceptualization of Dynamic Assessment in the L2 Classroom: A Case Study in Türkiye
Meryem Özdemir, Yonca Özkan
PROFILE Issues in Teachers Professional Development (2023) Vol. 25, Iss. 1, pp. 83-96
Open Access
Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context
Husain Abdulhay
Journal of English Language Teaching and Linguistics (2023) Vol. 8, Iss. 2, pp. 211-211
Open Access
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