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:
“Teachers as conflict managers”: mapping novice and experienced Iranian EFL teachers’ professional identity conflicts and confrontation strategies
Farhad Ghiasvand, Maryam Kogani, Faezeh Nemati
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 13
Farhad Ghiasvand, Maryam Kogani, Faezeh Nemati
Asian-Pacific Journal of Second and Foreign Language Education (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 13
Showing 13 citing articles:
“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions
Han Shi, Yunsong Wang, Yongliang Wang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access | Times Cited: 1
Han Shi, Yunsong Wang, Yongliang Wang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access | Times Cited: 1
EFL teachers’ perceptions of emotional exhaustion and associated regulation strategies: a phenomenological analysis
Xin Zhao, Yunsong Wang
Innovation in Language Learning and Teaching (2024), pp. 1-15
Closed Access | Times Cited: 6
Xin Zhao, Yunsong Wang
Innovation in Language Learning and Teaching (2024), pp. 1-15
Closed Access | Times Cited: 6
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
Jiaming Qi, Ali Derakhshan
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 14
"An L2 Education without Love is not Education at All": a phenomenographic study of undergraduate EFL students’ perceptions of pedagogical love
Farhad Ghiasvand, Pardis Sharifpour
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 5
Farhad Ghiasvand, Pardis Sharifpour
Asian-Pacific Journal of Second and Foreign Language Education (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 5
Emotions at the Heart of Tensions: A Transcendental Phenomenology of Iranian EFL Teachers’ Intra‐ and Interpersonal Emotional Tensions and Regulation Strategies
Haniye Seyri, Farhad Ghiasvand
International Journal of Applied Linguistics (2024)
Open Access | Times Cited: 4
Haniye Seyri, Farhad Ghiasvand
International Journal of Applied Linguistics (2024)
Open 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
Zhang Xiangchen
Frontiers in Psychology (2025) Vol. 16
Open 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
Khoa Dang Truong, Ngo Cong-Lem, Bingqing Li
Teaching and Teacher Education (2025) Vol. 158, pp. 104967-104967
Open Access
Identiy tension and emotion regulation: a case study of Chinese novice EFL teachers
Linlin Han, Junchao Zhang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Linlin Han, Junchao Zhang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access
Exploring the predictive power of EFL teachers’ work engagement and buoyancy in their professional development
XIAOJUAN ZHANG, Lei Yang, Anna Lia Proietti Ergün
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 4
XIAOJUAN ZHANG, Lei Yang, Anna Lia Proietti Ergün
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023)
Open Access | Times Cited: 4
Exploring Pedagogical Adaptation Challenges Faced by Novice EFL Teachers in Higher Education: A Study from Hubei Province, China
Rui Luo, Lirui Yang
English Language Teaching and Linguistics Studies (2024) Vol. 6, Iss. 3, pp. p10-p10
Open Access
Rui Luo, Lirui Yang
English Language Teaching and Linguistics Studies (2024) Vol. 6, Iss. 3, pp. p10-p10
Open Access
CHALLENGES AND INFLUENCES ON THE OTHER HALF OF THE PICTURE OF THE TEACHER’S IDENTITY
H. Retnawati, A. Bekalaeva, Shakizat S. Duisenbayeva, et al.
Pedagogy and Psychology (2024) Vol. 59, Iss. 2, pp. 87-97
Closed Access
H. Retnawati, A. Bekalaeva, Shakizat S. Duisenbayeva, et al.
Pedagogy and Psychology (2024) Vol. 59, Iss. 2, pp. 87-97
Closed Access
Exploring Chinese EFL teachers’ perceptions of creativity and criticality in assessment practices: A qualitative study
Wenli Xu, Sheng Li
International Journal of Applied Linguistics (2024)
Closed Access
Wenli Xu, Sheng Li
International Journal of Applied Linguistics (2024)
Closed Access
The preventive role of teachers’ immediacy behaviours and classroom climate in EFL students’ self-silencing: a self-determination theory perspective
Qing Liu, Run Geng
Journal of Multilingual and Multicultural Development (2023), pp. 1-14
Closed Access | Times Cited: 1
Qing Liu, Run Geng
Journal of Multilingual and Multicultural Development (2023), pp. 1-14
Closed Access | Times Cited: 1
Imagined versus practiced professional identity development: a multimodal (inter)action analysis of a Chinese novice english teacher
Jing Zhou, Lewis Tennant, Tui Matelau
Multimodal Communication (2024)
Closed Access
Jing Zhou, Lewis Tennant, Tui Matelau
Multimodal Communication (2024)
Closed Access
