| Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance M Kubanyiova, A Feryok The Modern Language Journal 99 (3), 435-449, 2015 | 445 | 2015 |
| Language teacher cognitions: Complex dynamic systems? A Feryok System 38 (2), 272-279, 2010 | 246 | 2010 |
| Activity theory and language teacher agency A Feryok The Modern Language Journal 96 (1), 95-107, 2012 | 191 | 2012 |
| Pre‐service teachers' perceptions of a short‐term international experience programme G Barkhuizen, A Feryok Asia‐Pacific Journal of Teacher Education 34 (1), 115-134, 2006 | 149 | 2006 |
| An Armenian English language teacher’s practical theory of communicative language teaching A Feryok System 36 (2), 227-240, 2008 | 119 | 2008 |
| Teaching for learner autonomy: The teacher's role and sociocultural theory A Feryok Innovation in language learning and teaching 7 (3), 213-225, 2013 | 97 | 2013 |
| A model of motivation for extensive reading in Japanese as a foreign language R de Burgh-Hirabe, A Feryok University of Hawaii National Foreign Language Resource Center, 2013 | 82 | 2013 |
| Beyond cognition to commitment: English language teaching in South Korean primary schools IAN Moodie, A Feryok The Modern Language Journal 99 (3), 450-469, 2015 | 76 | 2015 |
| Adopting a cultural portfolio project in teaching German as a foreign language: Language teacher cognition as a dynamic system A Feryok, JO Oranje The Modern Language Journal 99 (3), 546-564, 2015 | 52 | 2015 |
| Activity theory, imitation and their role in teacher development A Feryok Language Teaching Research 13 (3), 279-299, 2009 | 46 | 2009 |
| Sociocultural theory and task-based language teaching: The role of praxis A Feryok tesol QUARTERLY 51 (3), 716-727, 2017 | 36 | 2017 |
| The impact of TESOL on maths and science teachers A Feryok ELT journal 62 (2), 123-130, 2008 | 23 | 2008 |
| PEREZHIVANIE AND EXPERIENCING IN LANGUAGE TEACHER DEVELOPMENT. A Feryok European Journal of Applied Linguistics & TEFL 9 (2), 2020 | 22 | 2020 |
| Images as orienting activity: using theory to inform classroom practices A Feryok, M Pryde Teachers and Teaching 18 (4), 441-454, 2012 | 22 | 2012 |
| Language teacher cognition: An emergent phenomenon in an emergent field A Feryok Language teacher psychology, 105-121, 2018 | 20 | 2018 |
| Studying English in Yemen: Situated unwillingness to communicate in sociohistorical time M Al-Murtadha, A Feryok Innovation in Language Learning and Teaching 11 (3), 230-240, 2017 | 20 | 2017 |
| A novice TESOL teacher’s professional identity and evolving commitment A Feryok, R Askaribigdeli TESOL Journal 10 (4), e497, 2019 | 18 | 2019 |
| Personal practical theories: Exploring the role of language teacher experiences and beliefs in the integration of theory and practice A Feryok PhD Thesis-University of Auckland, 2005 | 17 | 2005 |
| TESSOL training and secondary content teachers: Incommensurable or in communication A Feryok, G Barkhuizen The TESOLANZ Journal 16, 44-53, 2008 | 12 | 2008 |
| Recursiveness in written feedback M Kumar, V Kumar, A Feryok New Zealand Studies in Applied Linguistics 15 (1), 26-37, 2009 | 10 | 2009 |
