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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:

Transitioning From Master's Studies to the Classroom: From Theory to Practice
Mairin Hennebry‐Leung, Angela Gayton, Xiao Hu, et al.
TESOL Quarterly (2019) Vol. 53, Iss. 3, pp. 685-711
Closed Access | Times Cited: 12

Showing 12 citing articles:

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
Understanding the development and implementation of teachers’ beliefs of written corrective feedback: A study of two novice transborder teachers in mainland China
Xiaohan Liu
Teaching and Teacher Education (2024) Vol. 142, pp. 104519-104519
Open Access | Times Cited: 4
Language choices in post‐observation conferences: L1 or L2, that is the question
Meifang Zhuo
TESOL Journal (2024) Vol. 15, Iss. 3
Open Access | Times Cited: 2
Wither teacher professional development? The challenges of learning teaching and constructing identities across boundaries in China
John Trent
Asia Pacific Journal of Education (2020) Vol. 40, Iss. 3, pp. 315-329
Closed Access | Times Cited: 16
Formative Writing Assessment: An EFL Teacher’s Beliefs and Practices
Xiaohan Liu
Changing English (2024) Vol. 31, Iss. 2, pp. 200-210
Open Access | Times Cited: 1
‘Seeing is believing, but not necessarily perceiving!’: Chinese EFL M.E.d. student teachers’ perceptions of school visit experiences
Chunmei Yan, Chuanjun He
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 47, Iss. 1, pp. 47-59
Closed Access | Times Cited: 7
Lesson Study as a Catalyst for University Language Teacher Development
Zhang Hong
TESOL Quarterly (2021) Vol. 55, Iss. 2, pp. 621-632
Closed Access | Times Cited: 5
USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS' VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES
Mohamed A. Shahat, William J. Boone, Abdullah Ambusaidi, et al.
Journal of Baltic Science Education (2022) Vol. 21, Iss. 3, pp. 513-527
Open Access | Times Cited: 2
Science teachers’ perceptions of pedagogical learning theories in relation to their classroom practices
Mohamed A. Shahat, Abdullah Ambusaidi, Khalsa H. AlBahri
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 11, pp. em2172-em2172
Open Access | Times Cited: 2
Variables that Differentiating Pre-service Teachers' Orientations Towards Curriculum Theories
Ersin Türe
e-International Journal of Educational Research (2023)
Open Access
НАСТАВНИЦТВО В ГАЛУЗІ НАВЧАННЯ ІНОЗЕМНИХ МОВ: АНОТОВАНА БІБЛІОГРАФІЯ
Є. О. Плотніков, В. Гошилик
Vìsnik KNLU Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU Series Pedagogy and Psychology (2020), Iss. 33, pp. 101-110
Open Access
Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program
Anna Filipi
English as a Foreign Language International Journal (2022) Vol. 26, Iss. 4, pp. 30-53
Open Access
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