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OpenAlex Citation Counts

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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:

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

Showing 1-25 of 113 citing articles:

Expanding the Language Teacher Identity Landscape: An Investigation of the Emotions and Strategies of a NNEST
Dominik Wolff, Peter I. De Costa
Modern Language Journal (2017) Vol. 101, Iss. S1, pp. 76-90
Closed Access | Times Cited: 240
Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic
Ming Li, Zhonggen Yu
Sustainability (2022) Vol. 14, Iss. 3, pp. 1121-1121
Open Access | Times Cited: 199
Meaningful learning in teacher education
Emma Kostiainen, Tuija Ukskoski, Maria Ruohotie‐Lyhty, et al.
Teaching and Teacher Education (2017) Vol. 71, pp. 66-77
Open Access | Times Cited: 178
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
The Foreign Language Classroom: Current Perspectives and Future Considerations
Laura Collins, Carmen Muñoz
Modern Language Journal (2016) Vol. 100, Iss. S1, pp. 133-147
Open Access | Times Cited: 158
Making transparent the challenges of developing a practice-based pedagogy of teacher education
Megan Madigan Peercy, Francis John Troyan
Teaching and Teacher Education (2016) Vol. 61, pp. 26-36
Closed Access | Times Cited: 128
Foreign Language Educators’ Exposure to Research: Reported Experiences, Exposure Via Citations, and a Proposal for Action
Emma Marsden, Rowena Kasprowicz
Modern Language Journal (2017) Vol. 101, Iss. 4, pp. 613-642
Open Access | Times Cited: 120
ACADEMIC BUOYANCY
Saerom Yun, Phil Hiver, Ali H. Al‐Hoorie
Studies in Second Language Acquisition (2018) Vol. 40, Iss. 4, pp. 805-830
Closed Access | Times Cited: 115
Metacognition in Language Learning and Teaching
Åsta Haukås, Camilla Bjørke, Magne Dypedahl
Routledge eBooks (2018)
Open Access | Times Cited: 97
Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study
Phil Hiver
Modern Language Journal (2017) Vol. 101, Iss. 4, pp. 669-690
Closed Access | Times Cited: 91
Mapping the research on language teacher emotion: A systematic literature review
Jiying Han, Lei Jin, Hongbiao Yin
System (2023) Vol. 118, pp. 103138-103138
Closed Access | Times Cited: 27
Identity constructions of ESP teachers in a Chinese university
Jian Tao, Xuesong Gao
English for Specific Purposes (2017) Vol. 49, pp. 1-13
Closed Access | Times Cited: 77
Sites of struggle: Classroom practice and the complex dynamic entanglement of language teacher agency and identity
Phil Hiver, George E. K. Whitehead
System (2018) Vol. 79, pp. 70-80
Closed Access | Times Cited: 69
Identity dilemmas of a teacher (educator) researcher: teacher research versus academic institutional research
Gary Barkhuizen
Educational Action Research (2020) Vol. 29, Iss. 3, pp. 358-377
Closed Access | Times Cited: 51
Critical language teacher education: A duoethnography of teacher educators’ identities and agency
Darío Luis Banegas, David Gerlach
System (2021) Vol. 98, pp. 102474-102474
Open Access | Times Cited: 42
Reshaping Teacher Professional Identity through Critical Pedagogy-Informed Teacher Education
Narges Sardabi, Reza Biria, Ahmad Ameri-Golestan
International Journal of Instruction (2018) Vol. 11, Iss. 3, pp. 617-634
Open Access | Times Cited: 57
English Curriculum Reform in the Philippines: Issues and Challenges from a 21st Century Learning Perspective
Jessie S. Barrot
Journal of Language Identity & Education (2018) Vol. 18, Iss. 3, pp. 145-160
Closed Access | Times Cited: 51
Language Learning Motivation in Diverse Educational Contexts
Mairin Hennebry‐Leung, Martin Lamb
English Teaching & Learning (2024) Vol. 48, Iss. 2, pp. 145-153
Open Access | Times Cited: 5
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
Editors’ introduction to interdisciplinarity in language teacher agency: Theoretical and analytical explorations
Elizabeth R. Miller, Hayriye Kayi‐Aydar, Manka Varghese, et al.
System (2018) Vol. 79, pp. 1-6
Closed Access | Times Cited: 41
Teachers’ Emotions and Beliefs in Second Language Teaching: Implications for Teacher Education
Ana Maria Ferreira Barcelos, Maria Ruohotie‐Lyhty
Springer eBooks (2018), pp. 109-124
Closed Access | Times Cited: 40
Critical Multilingual Language Awareness: Reflections on a YPAR Program in Teacher Education
Shuang Fu, Ruth Harman, Yamileth Aubain
Journal of Language Identity & Education (2023) Vol. 22, Iss. 4, pp. 359-375
Closed 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
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: 26
Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary
Bimali Indrarathne
Modern Language Journal (2025) Vol. 109, Iss. S1, pp. 111-113
Closed Access
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