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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:

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

Showing 1-25 of 50 citing articles:

Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2019), pp. 1149-1170
Closed Access | Times Cited: 74
Unpacking the complexities of teacher identity: Narratives of two Chinese teachers of English in China
Wendy Li
Language Teaching Research (2020) Vol. 26, Iss. 4, pp. 579-597
Closed Access | Times Cited: 64
Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 33, Iss. 2, pp. 150-168
Closed Access | Times Cited: 20
Seeing teacher identity through teachers’ beliefs: Narratives of pre-service EFL teachers in China
Yuan Sang
Language Teaching Research (2023)
Closed Access | Times Cited: 14
Measuring teacher cognition: Comparing Chinese EFL teachers’ implicit and explicit attitudes toward English language teaching methods
Sun Chen, Linlin Wei, Richard Young
Language Teaching Research (2020) Vol. 26, Iss. 3, pp. 382-410
Closed Access | Times Cited: 37
Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2019), pp. 1-23
Closed Access | Times Cited: 32
‘I Feel … Slightly out of Touch’: a Longitudinal Study of Teachers Learning to Teach English Pronunciation over a Six-Year Period
Michael Burri, Amanda Baker
Applied Linguistics (2021) Vol. 42, Iss. 4, pp. 791-809
Open Access | Times Cited: 24
Communicative pronunciation teaching: Insights from the Vietnamese tertiary EFL classroom
Loc Tan Nguyen, Hung Phu Bui
System (2021) Vol. 101, pp. 102573-102573
Closed Access | Times Cited: 21
Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction
Timothy Kochem
TESOL Quarterly (2021) Vol. 56, Iss. 4, pp. 1136-1162
Open Access | Times Cited: 21
‘Translanguaging reminds me to stay humble’: impact of teacher candidates’ pedagogical knowledge of translanguaging on professional identities
Chiu-Yin Wong
Language and Education (2023) Vol. 38, Iss. 5, pp. 818-837
Closed Access | Times Cited: 9
Understanding lack of development in early career teachers’ practical knowledge of teaching speaking skills
Simon Webster
System (2018) Vol. 80, pp. 154-164
Closed Access | Times Cited: 24
“I am not a native speaker …”: Exploring the perceived pronunciation teaching difficulties faced by Korean public elementary school English teachers
George E. K. Whitehead, YoungMok Ryu
System (2023) Vol. 115, pp. 103056-103056
Closed Access | Times Cited: 7
Exploring the Intersection Between Teachers’ Beliefs and Research Findings in Pronunciation Instruction
Charlie Nagle, Rebecca Sachs, Germán Zárate–Sández
Modern Language Journal (2018) Vol. 102, Iss. 3, pp. 512-532
Open Access | Times Cited: 21
Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity
Joshua Gordon, Lena Barrantes
Language Teaching Research (2024)
Closed Access | Times Cited: 2
Inclusivity and sustainability in language practitioner researcher development: A sociocultural ecological framework
Emily D. Edwards, Anne Burns
Language Teaching Research (2024)
Open Access | Times Cited: 2
Investigating connections between teacher identity and pedagogy in a content-based classroom
Matt Kessler
System (2021) Vol. 100, pp. 102551-102551
Closed Access | Times Cited: 13
“I never imagined” pronunciation as “such an interesting thing”: Student teacher perception of innovative practices
Michael Burri, Amanda Baker
International Journal of Applied Linguistics (2019) Vol. 29, Iss. 1, pp. 95-108
Closed Access | Times Cited: 14
Investigating individual differences with qualitative research methods: Results of a meta-analysis of leading applied linguistics journals
Ágnes Albert, Kata Csizér
Studies in Second Language Learning and Teaching (2022) Vol. 12, Iss. 2, pp. 303-335
Open Access | Times Cited: 9
Developing Interpreter Trainees’ Speech Comprehensibility: Does Nativeness of the Instructor Matter?
Mahmood Yenkimaleki, Vincent J. van Heuven
Teaching English as a Second or Foreign Language--TESL-EJ (2024) Vol. 27, Iss. 4
Open Access | Times Cited: 1
ESL teachers’ metalanguage as evidence of their metalinguistic knowledge of the English intonation system
Di Liu, Alison McGregor, Beth Zielinski, et al.
Language Awareness (2024), pp. 1-21
Closed Access | Times Cited: 1
Identities of non-English-dominant teachers in transnational language teacher education: A systematic review
Itsaraphap Moonthiya, Marie Stevenson
Teaching and Teacher Education (2024) Vol. 149, pp. 104707-104707
Open Access | Times Cited: 1
Language Teacher Cognition: Perspectives and Debates
Simon Borg
Springer international handbooks of education (2018), pp. 1-23
Closed Access | Times Cited: 11
Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
Loc Tan Nguyen, Michael Burri
IRAL - International Review of Applied Linguistics in Language Teaching (2022) Vol. 62, Iss. 2, pp. 675-691
Closed Access | Times Cited: 6
Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments
Aki Tsunemoto, Pavel Trofimovich
System (2023) Vol. 118, pp. 103125-103125
Closed Access | Times Cited: 2
Establishing a framework for learning to teach English pronunciation in an Australian TESOL program
Michael Burri, Amanda Baker, Chen Hong-lin
Australian Review of Applied Linguistics (2018) Vol. 41, Iss. 3, pp. 307-327
Closed Access | Times Cited: 5
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