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Cited by

• 2016Powerfully Positive: Searching for a Model of Language Learner Well-Being88 cited
• 2017Exploring Language Teacher Identity Work as Ethical Self‐Formation87 cited
• 2008Towards a pedagogy of empowerment: The case of 'impostor syndrome' among pre-service non-native speaker teachers in TESOL85 cited
• 2004Investment and Second Language Acquisition64 cited
• 2005Mind the Gap: Self and Perceived Native Speaker Identities of EFL Teachers50 cited
• 2015A curriculum for action in the community and intercultural citizenship in higher education48 cited
• 2014Developing the intercultural perspective in foreign language teaching in Colombia: a review of six journals47 cited
• 2002Explaining successful language learning in difficult circumstances45 cited
• 2009Undoing the Knots: Identity transformations in a study abroad programme39 cited
• 2013Romanticising language learning: beyond instrumentalism39 cited
• 2014What we can learn about strategies, language learning, and life from two extreme cases: The role of well-being theory39 cited
• 2005Emergent Identities in On-Line Discussions for Second Language Learning34 cited
• 2020Raising awareness of multilingualism as lived – in the context of teaching English as a foreign language28 cited