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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:

Understanding TEFL teacher identity: Agency, authority, and vulnerability
Mark Feng Teng
TESOL Journal (2020) Vol. 11, Iss. 3
Closed Access | Times Cited: 11

Showing 11 citing articles:

Tea or tears: online teaching during the COVID-19 pandemic
Mark Feng Teng, Junjie Gavin Wu
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 2, pp. 290-292
Closed Access | Times Cited: 55
Language teacher identities and identity tensions of early career English teachers
Hanife Taşdemir, Gölge Seferoğlu
TESOL Journal (2024) Vol. 15, Iss. 3
Closed Access | Times Cited: 2
Sociocultural Environment and Agency in Identity Construction of English Language Teachers
Bharat Prasad Neupane
The Qualitative Report (2024)
Open Access | Times Cited: 2
Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations
Shahab Moradkhani, Marjan Ebadijalal
Journal of Language Identity & Education (2021) Vol. 23, Iss. 2, pp. 256-270
Closed Access | Times Cited: 17
Social Identity of English Lecturers at Islamic Universities in Central Java in Sociological Discourse
Ni’matus Solihah, Nuskhan Abid, Muhammad Noor Sulaimansyah
Jurnal Sosiologi Agama (2024) Vol. 18, Iss. 1, pp. 101-114
Open Access | Times Cited: 1
The enactment of teacher‐educator interactional identities in the classrooms of English language education
Edgar Lucero
TESOL Journal (2023) Vol. 15, Iss. 2
Closed Access | Times Cited: 3
Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography
Muhammet Yaşar Yüzlü
Innovation in Language Learning and Teaching (2022) Vol. 17, Iss. 3, pp. 650-663
Closed Access | Times Cited: 5
“I Have Grown Accustomed to Being Rejected”: EFL Academics’ Responses Toward Power Relations in Research Practice
Hua Lu, Sook Jhee Yoon
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia
Lita Liviani Taopan, Sri Wuli Fitriati, Januarius Mujiyanto, et al.
Participatory Educational Research (2024) Vol. 12, Iss. 1, pp. 175-194
Closed Access
‘Are we really back to normal?’: A qualitative study on language teachers’ teaching practices during the post-COVID-19 era
Jaerin Ahn, Yao-Kai Chi
Language Teaching Research (2023)
Closed Access | Times Cited: 1
The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment
Anna Di Norcia, Anna Silvia Bombi, Giuliana Pinto, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 2
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