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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:

Emotions, perspectives, and English language teacher identity construction: A phenomenographic‐narrative study
Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 33, Iss. 2, pp. 150-168
Closed Access | Times Cited: 18

Showing 18 citing articles:

“Not waiting for the storm to pass, but dancing in the rain”: professional identity construction of efl teachers at tutoring institutions
Shi Han, Yunsong Wang, Yongliang Wang
Asian-Pacific Journal of Second and Foreign Language Education (2025) Vol. 10, Iss. 1
Open Access | Times Cited: 1
Making sense of emotion and identity construction through metaphors: a prompt-based study in an English as a Foreign Language context
Ali Derakhshan, Sedigheh Karimpour, Mostafa Nazari
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Closed Access | Times Cited: 19
Transnational language teachers’ emotional vulnerability and professional identity construction: an ecological perspective
Jaber Kamali, Mostafa Nazari
Journal of Multilingual and Multicultural Development (2023), pp. 1-15
Open Access | Times Cited: 14
The interplay of language teachers’ identity, cognition, emotion, and agency, and the role of context: A scoping review
Khoa Dang Truong, Ngo Cong-Lem, Bingqing Li
Teaching and Teacher Education (2025) Vol. 158, pp. 104967-104967
Open Access
The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers
Yang Gao, Xiaochen Wang, Barry Lee Reynolds
Psychology in the Schools (2025)
Closed Access
Emotion labor and professional identity construction of TESOL teacher educators
Mostafa Nazari, Hassan Nejadghanbar, Guangwei Hu
System (2023) Vol. 117, pp. 103111-103111
Closed Access | Times Cited: 12
Delving into Indonesian EFL Pre-Service Teachers’ Professional Identity Configuration in Teaching Practicum
Priyatno Ardi, Thomas Wahyu Prabowo Mukti, Yazid Basthomi, et al.
rEFLections (2023) Vol. 30, Iss. 2, pp. 223-246
Open Access | Times Cited: 9
EFL teachers’ perceptions of emotional literacy: A phenomenological investigation in Iran
Afsheen Rezai, Ehsan Namaziandost, Timothy Teo
Teaching and Teacher Education (2024) Vol. 140, pp. 104486-104486
Closed Access | Times Cited: 3
Intersections of social justice and emotion labor among English language teachers: A perezhivanie inquiry
Farhang Moradi, Mostafa Nazari, Maryam Kogani
System (2024) Vol. 125, pp. 103417-103417
Closed Access | Times Cited: 3
Recognition of Student Engagement State in a Classroom Environment Using Deep and Efficient Transfer Learning Algorithm
Sana Ikram, Haseeb Ahmad, Nasir Mahmood, et al.
Applied Sciences (2023) Vol. 13, Iss. 15, pp. 8637-8637
Open Access | Times Cited: 7
Emotional vulnerability and coping strategies among Turkish student teachers: A community of practice perspective
Erkan Yüce, Mostafa Nazari, Sedigheh Karimpour
International Journal of Applied Linguistics (2023) Vol. 34, Iss. 2, pp. 781-796
Closed Access | Times Cited: 7
Bifurcating and balancing: Language teachers’ emotion regulation motives and professional identity construction in cross‐cultural contexts
Jiying Han, Haoyu Zhuang, Hongbiao Yin, et al.
International Journal of Applied Linguistics (2024)
Open Access | Times Cited: 2
An Ecological Inquiry into Transnational English Language Teachers’ Emotional Vulnerability and Agency
Mostafa Nazari, Jaber Kamali
British Journal of Educational Studies (2024), pp. 1-22
Closed Access | Times Cited: 2
Contributions of an Emotion-Oriented Professional Development Course to the Ecology of Language Teacher Agency
Mostafa Nazari, Zahra Keshvari, Guangwei Hu
System (2024) Vol. 127, pp. 103542-103542
Closed Access | Times Cited: 2
“To promote justice is to care”: Pedagogy of care and socially-just instruction among Iranian English language teachers
Mostafa Nazari, Sedigheh Karimpour, Mohammadali Ranjbar
System (2023) Vol. 118, pp. 103128-103128
Closed Access | Times Cited: 5
Developing a taxonomy of teacher emotion labor through metaphor: personal, interpersonal, and sociocultural angles
Peter I. De Costa, Sedigheh Karimpour, Mostafa Nazari
Applied Linguistics Review (2023) Vol. 15, Iss. 6, pp. 2613-2637
Closed Access | Times Cited: 3
Emotions and identities in teaching in higher education: an autoethnographic approach
Reiko Yoshida
Teaching in Higher Education (2024), pp. 1-14
Closed Access
What factors affect teacher professional learning: a qualitative meta-analysis based on the Onion model
Hanqiang Li
Deleted Journal (2024) Vol. 1, Iss. 1, pp. 142-157
Closed Access
A perezhivanie perspective of the interconnection between language teacher autonomy and emotion: making a case for emotional autonomy
Mostafa Nazari, Saman Porsam
Innovation in Language Learning and Teaching (2024), pp. 1-13
Closed Access
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