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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:

Pre-service English teachers’ reflective engagement with stories of exploratory action research
Kenan Dikilitaş, İrem Çomoğlu
European Journal of Teacher Education (2020) Vol. 45, Iss. 1, pp. 26-42
Closed Access | Times Cited: 20

Showing 20 citing articles:

Developing English Language Teachers’ Action Research Competencies Through an Exploratory Action Research Project
Lakshmana Rao Pinninti
PROFILE Issues in Teachers Professional Development (2025) Vol. 27, Iss. 1, pp. 13-29
Open Access
A systematic review of the teaching-research nexus in language teacher education
Citing Li, Xinyue Li
System (2025) Vol. 129, pp. 103595-103595
Closed Access
‘I should conduct action research more often’: teacher educators’ professional development through action research
Bridget Goodman, Alexandra Nam, Almira Yembergenova, et al.
Educational Action Research (2025), pp. 1-18
Open Access
A critical and collaborative stance towards retrospective reflection in language teacher education
Burcu Turhan, Yasemin Kırkgöz
European Journal of Teacher Education (2021) Vol. 46, Iss. 2, pp. 222-240
Closed Access | Times Cited: 13
EXPLORING CHALLENGES OF INDONESIAN EFL TEACHERS IN ADOPTING TEACHER-RESEARCHER IDENTITY THROUGH CLASSROOM ACTION RESEARCH
Carla Sih Prabandari, Ida Fatimawati Adi Badiozaman, Kristina Turner
LLT Journal A Journal on Language and Language Teaching (2024) Vol. 27, Iss. 1, pp. 406-420
Open Access | Times Cited: 1
Teacher study groups as a collaborative platform for action research: an ecological perspective
Serhat Başar, İrem Çomoğlu, Kenan Dikilitaş
Professional Development in Education (2023), pp. 1-14
Closed Access | Times Cited: 3
Teacher-Tailored Classroom Observation for Professional Growth of EFL Instructors: An Exploratory Case Study
Sabire Pınar Acar, Eda Akgün Özpolat, İrem Çomoğlu
Journal on Efficiency and Responsibility in Education and Science (2023) Vol. 16, Iss. 1, pp. 26-35
Open Access | Times Cited: 2
Exploratory action research: experiences of Nepalese EFL teachers
Sagun Shrestha, Suman Laudari, Laxman Gnawali
ELT Journal (2022) Vol. 77, Iss. 4, pp. 407-415
Open Access | Times Cited: 3
Change of Epistemic Stance of Transnational Pre-Service Teachers in-and-through Collaborative Data-Led Reflective Dialogues
Gülşah UYAR, Nilüfer Can Daşkın
Boğaziçi Üniversitesi Eğitim Dergisi (2024) Vol. 41, Iss. 1, pp. 35-51
Open Access
Research-Based Learning for Pre-Service Teachers’ Meta-Reflexivity: Insights from English Language Teacher Education in Turkey
İrem Çomoğlu, Eda Ceylan, Kenan Dikilitaş, et al.
(2024)
Closed Access
A New ELT Programme and Teaching Practicum in Türkiye: A Space for Promoting Reflective Practice
Özgehan Uştuk
Springer texts in education (2024), pp. 203-222
Closed Access
Metamorphosis of English Preparatory Program Instructors as Researchers
Sezgin Ballıdağ, Kenan Dikilitaş
Ege Eğitim Dergisi (2024)
Open Access
Conceptualizing reflection-for-action: Empowering teachers as agents of collaborative and collective transformation
Elif Burhan-Horasanlı, Deniz Ortaçtepe
Teaching and Teacher Education (2024) Vol. 152, pp. 104802-104802
Closed Access
Exploring the Practical Impacts of Research Engagement on English Language Teaching: Insights from an Online Community of Practice
Kenan Dikilitaş, Aslı Lidice Göktürk Sağlam
Journal on Efficiency and Responsibility in Education and Science (2023) Vol. 16, Iss. 1, pp. 46-54
Open Access | Times Cited: 1
Strategies to Develop Preservice English Teachers’ Pedagogical Competence: A Focus on Critical Reflection as a Potential Strategy
Muḥammad Miftāḥ, Utami Widiati, Anik Nunuk Wulyani, et al.
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2023), pp. 377-384
Open Access | Times Cited: 1
A Thematic Analysis of Action Research in Initial Teacher Education: Reflections and Future Directions
Eda Ceylan, İrem Çomoğlu
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2022), Iss. 54, pp. 1314-1328
Open Access | Times Cited: 2
Preservice Teachers’ Reflections on English Teaching Practicum for Professional Development: A Bibliometric Analysis
Muḥammad Miftāḥ, Yazid Basthomi, Abdul Syahid
Pedagogika (2022) Vol. 147, Iss. 3, pp. 198-226
Open Access | Times Cited: 2
Vieraiden kielten aineenopettajaopiskelijoiden sähköposteja tulevaisuudesta: tarkastelussa teknologiset oppimisympäristöt
Minna Maijala, Anssi Roiha, Mareen Patzelt
Ainedidaktiikka (2023)
Open Access
Managing Organizational Change: The role of Middle Managers’ Stories and Emotional Reflexivity
Noor Khairin Nawwarah Khalid, Aini Maznina A.Manaf, Rizalawati Ismail
Sains Humanika (2023) Vol. 16, Iss. 1, pp. 43-56
Closed Access
“I am coming out of my research shell …”: Exploring Iranian University English Teachers’ Research Engagement through Activity Theory
Fatemeh Asadnia, Mahmood Reza Atai, Mohammad Nabi Karimi
The Journal of AsiaTEFL (2022) Vol. 19, Iss. 2, pp. 592-608
Open Access
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