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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:

Teacher belief about integrating critical thinking in English teaching in China
Lihong Ma, Ning Liu
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 1, pp. 137-152
Closed Access | Times Cited: 23

Showing 23 citing articles:

Exploring EFL university teachers’ beliefs in integrating ChatGPT and other large language models in language education: a study in China
Yang Gao, Qikai Wang, Xiaochen Wang
Asia Pacific Journal of Education (2024) Vol. 44, Iss. 1, pp. 29-44
Closed Access | Times Cited: 73
DEVELOPING CRITICAL THINKING SKILLS IN ENGLISH CLASSROOMS AT THE SECONDARY LEVEL: TEACHERS’ PERSPECTIVE
Muhammad Jamil, Maria Anwar, Muhammad Jafar Ali
Journal of Social Sciences Development (2024) Vol. 3, Iss. 1, pp. 76-85
Open Access | Times Cited: 13
An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World Settings
Christopher P. Dwyer
Journal of Intelligence (2023) Vol. 11, Iss. 6, pp. 105-105
Open Access | Times Cited: 18
Twenty years of research development on teachers’ critical thinking: Current status and future implications——A bibliometric analysis of research articles collected in WOS
Dong Wang, Qi Jia
Thinking Skills and Creativity (2023) Vol. 48, pp. 101252-101252
Closed Access | Times Cited: 16
Can teacher support moderate the link between family socioeconomic status and critical thinking dispositions among foreign language learners?
Lihong Ma, Baorong Li, Hongyan Guo
Innovation in Language Learning and Teaching (2025), pp. 1-18
Closed Access
Unleashing IT Innovation in Education Based on Meta Learning Approach in English Language Classroom
Muthmainnah Muthmainnah, Ahmad Al Yakin, Souvik Ganguli, et al.
Advances in Science, Technology & Innovation/Advances in science, technology & innovation (2025), pp. 137-150
Closed Access
Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement
Lingxi Li, Sayed M. Ismail, Indrajit Patra, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 3
The Mediating Effect of Students Engagement on Leadership Skills of Full-Time Teachers' Teaching Strategies on Students' Achievement with Financial Difficulties
Meiping Wang, Ali Sorayyaei Azar, Albattat Ahmad
Journal of Law and Sustainable Development (2023) Vol. 11, Iss. 12, pp. e1410-e1410
Open Access | Times Cited: 6
Maximizing English Teaching Efficacy With Particle Swarm Optimization-Driven Neural Network Training
Fei Wu, Y. P. Chen
IEEE Access (2024) Vol. 12, pp. 86232-86241
Open Access | Times Cited: 1
Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons
Stéphane Colognesi, Thibault Coppe, Lara Dannau, et al.
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access | Times Cited: 1
The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy
Şenol Orakçı, Tahmineh Khalili
Cognitive Processing (2024)
Closed Access | Times Cited: 1
Teacher beliefs about teaching French as a foreign language in a Chinese university: a multilingual perspective
Zhibin Shan, Hao Xu
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2023), Iss. VIII, pp. 169-182
Open Access | Times Cited: 2
Full-Time Teachers' Teaching Strategies and the role of Universities and Families on Students' Achievement with Financial Difficulties
Meiping Wang, Ali Sorayyaei Azar, Albattat Ahmad
Journal of Law and Sustainable Development (2023) Vol. 11, Iss. 12, pp. e1409-e1409
Open Access | Times Cited: 1
Critical Thinking Cultivation of Teachers’ Perspective: Conception, Influencing Factors and Challenges in English Writing Teaching
Yang Lu
The Educational Review USA (2024) Vol. 8, Iss. 3, pp. 448-453
Open Access
Teachers’ belief and practice in environmental education: evidence from an Indonesian Islamic primary school
Rosyadi BR
Education 3-13 (2024), pp. 1-13
Closed Access
Enhancing intercultural communication skills: The impact of drama in Chinese language teaching
F. Shang, Weiwei Duan, Lu Xu
Language Teaching Research (2024)
Closed Access
Nurturing Beginning EFL Teachers’ Sense of Plausibility in Teaching Through Formal Coursework: A Qualitative Case Study
Min Yang
English Teaching & Learning (2024)
Closed Access
Understanding English learners’ experiences of their teacher’s self-directed navigation of education policies
Xiaodong Zhang
The Social Science Journal (2024), pp. 1-21
Closed Access
Enhancing Students' Critical Thinking Skills in Madrasah Ibtidaiyah through Problem-Solving Learning
Juhji Juhji, Nita Rismawati, Prasart Nuangchalerm
MUDARRISA Jurnal Kajian Pendidikan Islam (2024) Vol. 16, Iss. 2, pp. 181-203
Open Access
INVESTIGATING MOROCCAN EFL TEACHERS’ CRITICAL THINKING ATTITUDES: THE IMPACT OF TEACHING EXPERIENCE AND GENDER
Abdelmomen Khalil, Nadia Hellalet, Brahim Outamgharte
Thinking Skills and Creativity (2024), pp. 101746-101746
Closed Access
Exploring pre-service teachers’ beliefs about EAP instruction in China – A case study
Lucas Kohnke, Di Zou, Ruofei Zhang
International Journal of Educational Research Open (2022) Vol. 3, pp. 100179-100179
Open Access | Times Cited: 2
‘Dance with shackles on’: Navigating critical thinking in English language classrooms during COVID-19 and beyond
Min Zou, Zehang Chen
Educational Philosophy and Theory (2023) Vol. 56, Iss. 8, pp. 761-771
Closed Access
Exploring Changes in Epistemological Beliefs and Beliefs about Teaching and Learning: A Mix-Method Study among Chinese Teachers in Transnational Higher Education Institutions
Jing Wang, Eunyoung Kim
Sustainability (2023) Vol. 15, Iss. 16, pp. 12501-12501
Open Access
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