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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.

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Showing 1-25 of 69 citing articles:

Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance
Magdalena Kubanyiova, Anne Feryok
Modern Language Journal (2015) Vol. 99, Iss. 3, pp. 435-449
Open Access | Times Cited: 275
Narrating translingual teacher cognition: theorising the knowledge base of teaching Chinese as a first and second language in Hong Kong schools
Zhen Li, Yongcan Liu
Journal of Multilingual and Multicultural Development (2025), pp. 1-16
Closed Access | Times Cited: 2
Theorizing and Studying the Language‐Teaching Mind: Mapping Research on Language Teacher Cognition
Anne Burns, Donald Freeman, Emily D. Edwards
Modern Language Journal (2015) Vol. 99, Iss. 3, pp. 585-601
Open Access | Times Cited: 171
Re‐Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice
Magdalena Kubanyiova, Graham Crookes
Modern Language Journal (2016) Vol. 100, Iss. S1, pp. 117-132
Open Access | Times Cited: 113
Reframing Teachers’ Language Knowledge Through Metaphor Analysis of Language Portraits
Simon Coffey
Modern Language Journal (2015) Vol. 99, Iss. 3, pp. 500-514
Closed Access | Times Cited: 95
Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2019), pp. 1149-1170
Closed Access | Times Cited: 74
Exploring Language Teacher Identity Work as Ethical Self‐Formation
Elizabeth R. Miller, Brian Morgan, Adriana L. Medina
Modern Language Journal (2017) Vol. 101, Iss. S1, pp. 91-105
Closed Access | Times Cited: 72
Language Teacher Identity and the Domestication of Dissent: An Exploratory Account
Brian Morgan
TESOL Quarterly (2016) Vol. 50, Iss. 3, pp. 708-734
Closed Access | Times Cited: 51
Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation
Michael Burri, Chen Hong-lin, Amanda Baker
Modern Language Journal (2017) Vol. 101, Iss. 1, pp. 128-142
Open Access | Times Cited: 50
Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees
Aleksandra Wach, Fuensanta Monroy Hernández
Language Teaching Research (2019) Vol. 24, Iss. 6, pp. 855-873
Closed Access | Times Cited: 48
The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher‐Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition
Magdalena Kubanyiova
Modern Language Journal (2015) Vol. 99, Iss. 3, pp. 565-584
Open Access | Times Cited: 48
Language teacher education in the age of ambiguity: Educating responsive meaning makers in the world
Magdalena Kubanyiova
Language Teaching Research (2018) Vol. 24, Iss. 1, pp. 49-59
Open Access | Times Cited: 45
Teacher learners theorizing from practice: A case of the concept of learner engagement in interactive second language learning tasks
Mai Xuan Nhat Chi Nguyen, Phung Dao, Noriko Iwashita, et al.
Teaching and Teacher Education (2023) Vol. 129, pp. 104151-104151
Open Access | Times Cited: 12
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye
Bedrettin Yazan, John Turnbull, Babürhan Üzüm, et al.
TESOL Quarterly (2023) Vol. 57, Iss. 3, pp. 775-803
Open Access | Times Cited: 11
The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves
Lívia de Araújo Donnini Rodrigues, Émerson de Pietri, Hugo Santiago Sánchez, et al.
International Journal of Educational Research (2018) Vol. 88, pp. 146-155
Open Access | Times Cited: 36
Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2019), pp. 1-23
Closed Access | Times Cited: 32
Challenges and Possibilities of Social Justice Language Education in a Difficult Context in the Global South
Melina Porto
Education Sciences (2025) Vol. 15, Iss. 4, pp. 492-492
Open Access
‘Women, Life, Freedom’: a value-laden account of Iranian English language teachers’ identity construction through critical language pedagogy
Ata Ghaderi, Peter I. De Costa, Mostafa Nazari
Critical Inquiry in Language Studies (2025), pp. 1-23
Closed Access
Factors influencing language teacher cognition: An ecological systems study
Alireza Mohammadzadeh Mohammadabadi, Saeed Ketabi, Dariush Nejadansari
Studies in Second Language Learning and Teaching (2019) Vol. 9, Iss. 4, pp. 657-680
Open Access | Times Cited: 20
Inclusive learning communities: An English learner framework for all educators
Annela Teemant, Thomas A. Upton, Brandon Sherman
TESOL Journal (2024) Vol. 15, Iss. 3
Open Access | Times Cited: 2
Metadiscourse and Identity Construction in Teaching Philosophy Statements: A Critical Case Study of Two MATESOL Students
Sarut Supasiraprapa, Peter I. De Costa
TESOL Quarterly (2016) Vol. 51, Iss. 4, pp. 868-896
Closed Access | Times Cited: 19
Navigating morality in neoliberal spaces of English language education
Gordon Blaine West
Linguistics and Education (2018) Vol. 49, pp. 31-40
Closed Access | Times Cited: 18
Conceptualizing language, culture and intercultural communication in higher education languages programs
Paul J. Moore, Adriana Díaz
Australian Review of Applied Linguistics (2019) Vol. 42, Iss. 2, pp. 192-213
Closed Access | Times Cited: 17
The origin and impact of an ESL teacher’s beliefs on curriculum design
Jin‐Jy Shieh, Barry Lee Reynolds
Asia Pacific Journal of Education (2020) Vol. 41, Iss. 3, pp. 574-593
Closed Access | Times Cited: 16
Using Reverse Mentoring to Transform In-Service Teachers’ Beliefs About How to Teach English
Liliana Valle, Danilsa Lorduy-Arellano, Nohora Porras-González
PROFILE Issues in Teachers Professional Development (2022) Vol. 24, Iss. 1, pp. 63-76
Open Access | Times Cited: 9
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