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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:

Research on “native” and “non-native” English-speaking teachers: Past developments, current status, and future directions
Ali Fuad Selvi, Bedrettin Yazan, Ahmar Mahboob
Language Teaching (2023) Vol. 57, Iss. 1, pp. 1-41
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective
Hassan Syed
TESOL Journal (2024) Vol. 15, Iss. 4
Closed Access | Times Cited: 8
Pedagogizing Identity: Why it Matters, and Where do we go from Here?
Peter I. De Costa
RELC Journal (2025)
Closed Access | Times Cited: 1
Teaching English as an International Language
Ali Fuad Selvi, Nicola Galloway, Heath Rose
(2023)
Closed Access | Times Cited: 18
Rethinking Global Englishes and Moving toward Reparative Redress for Language‐Minoritized and Racialized TESOL Practitioners
Rowland Anthony Imperial
TESOL Quarterly (2024)
Open Access | Times Cited: 4
Moving beyond native-speakerism through identity-based teacher education: The roles of positioning and agency
Zehui Yang, Karen Forbes
Language Teaching Research (2025)
Closed Access
Moving abroad: risks and rewards searching for an academic life far away
Natalia Wright
International Studies in Sociology of Education (2025), pp. 1-2
Closed Access
Emotional Entanglements and Intersectional Language Teacher Identities in Critical Autoethnographic Narratives
Bedrettin Yazan
International Journal of Applied Linguistics (2025)
Closed Access
“Native” or “Non‐Native”: Who's Worth More? Where Do We Stand on Medgyes' “Worthiness” Question After 30 Years?
Ali Fuad Selvi
TESOL Journal (2025) Vol. 16, Iss. 1
Closed Access
Pronunciation Teaching in English Language Classrooms in Saudi Arabia: Teachers’ Cognition and Practice
Ghazi Algethami, Hadeel Al Kamli
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Multilingual English teachers in Asian Expanding Circle ELT
Ayako Hiasa
English Today (2025), pp. 1-8
Closed Access
“I am feeling alive again”: Transformative learning between two female transnational scholars of color through duoethnography
Gyewon Jang, Mahboubeh Rakhshandehroo
System (2025), pp. 103631-103631
Closed Access
Object authenticity applied to imaginaries of racialized national culture: English-language-school sojourners in Australia
Phiona Stanley, Craig Wight
Language and Intercultural Communication (2025), pp. 1-18
Open Access
Glocalized Tensions: Pre-service EFL Teachers Run into the Monolingual, Native-Speaker Ghost in Brazil
Vander Tavares, Sílvia Melo–Pfeifer
English language education (2025), pp. 147-161
Closed Access
“Native” and “Non‐Native” English‐Speaking Teachers
Ali Fuad Selvi
(2025), pp. 1-10
Closed Access
Decolonizing peer review: addressing systemic bias and inclusivity for LGBTQ+ scholars in Southeast Asia
Dech-siri Nopas
Qualitative Research Journal (2025)
Closed Access
Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers
Liwei Deng, Lawrence Jun Zhang, NAASHAI MOHAMED
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 113-133
Open Access | Times Cited: 3
What's in the Syllabus? Deconstructing Global Englishes Course Syllabi
Ali Fuad Selvi
TESOL Quarterly (2023)
Closed Access | Times Cited: 5
From identity unbecoming to becoming: Duoethnography of multilingual and multicultural English language teacher identities
Ziyue Guo, Sandeep Sidhu
System (2024) Vol. 121, pp. 103246-103246
Open Access | Times Cited: 1
Intersectionality Between Race and Nonnative English Speaker Status in Language Teacher Identities: What Educators Should Know
Nazli Tezcur, Gergana Vitanova
RELC Journal (2024)
Closed Access | Times Cited: 1
Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications
Takaaki Hiratsuka
System (2024) Vol. 128, pp. 103543-103543
Open Access | Times Cited: 1
Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT
Meerbek Kudaibergenov
The Asia-Pacific Education Researcher (2023) Vol. 33, Iss. 5, pp. 1139-1147
Open Access | Times Cited: 3
“Being a native is not enough if you are not White”: The identity construction trajectory of an African American English language teacher at a Saudi university
Mayez Almayez
Linguistics and Education (2023) Vol. 79, pp. 101252-101252
Closed Access | Times Cited: 2
Exploring the Impact of Intersectionality on Second Language Teacher Recruitment
Tahmineh Khalili, Seyyed Mohammad Reza Adel
(2024), pp. 1-3
Closed Access
The impact of online tutoring on the oral English fluency of adult Thai learners
Sarath Withanarachchi Samaranayake
International Journal of Lifelong Education (2024) Vol. 43, Iss. 4, pp. 448-463
Closed Access
‘After reading Widdowson’s paper, …Why should I teach native English?’ Boosting In-Service Teachers’ Global Englishes (GE) Awareness in a GE-Based MA Course
Ali Karakaş, Yusop Boonsuk
English Teaching & Learning (2024)
Closed Access
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