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Cited by

• 2016Applications of Vygotsky’s sociocultural approach for teachers’ professional development215 cited
• 2007Capturing naturally occurring superior performance in the laboratory: Translational research on expert performance.121 cited
• 2013From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China120 cited
• 2016Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?108 cited
• 2019Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development108 cited
• 2013Reflecting on ESL teacher expertise: A case study103 cited
• 2013The complexity of language teachers' beliefs and practice: one EFL teacher's theories94 cited
• 2016International Students’ Cultural and Social Experiences in a British University: “Such a hard life [it] is here”93 cited
• 2009Non-native English-speaking teachers, context and English language teaching93 cited
• 2005Teacher Cognition in Language Teaching92 cited
• 2006Effective Team Teaching between Local and Native-speaking English Teachers90 cited
• 2015The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method77 cited
• 2013Reflective Practice in ESL Teacher Development Groups