Vincent Greenier

1.1k total citations · 3 hit papers
17 papers, 808 citations indexed

About

Vincent Greenier is a scholar working on Education, Developmental and Educational Psychology and Language and Linguistics. According to data from OpenAlex, Vincent Greenier has authored 17 papers receiving a total of 808 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 7 papers in Developmental and Educational Psychology and 4 papers in Language and Linguistics. Recurrent topics in Vincent Greenier's work include Innovative Teaching and Learning Methods (4 papers), EFL/ESL Teaching and Learning (4 papers) and Teacher Professional Development and Motivation (3 papers). Vincent Greenier is often cited by papers focused on Innovative Teaching and Learning Methods (4 papers), EFL/ESL Teaching and Learning (4 papers) and Teacher Professional Development and Motivation (3 papers). Vincent Greenier collaborates with scholars based in United Kingdom, China and Iran. Vincent Greenier's co-authors include Ali Derakhshan, Jalil Fathi, Jalil Fathi, Jiachen Zhang, Peijian Paul Sun, Rui Yuan, Yangyu Xiao, Yongyan Zheng, Julian Chen and Idoia Elola and has published in prestigious journals such as SHILAP Revista de lepidopterología, TESOL Quarterly and Teaching and Teacher Education.

In The Last Decade

Vincent Greenier

17 papers receiving 791 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers

2021 363 citations Vincent Greenier, Ali Derakhshan et al. System profile →
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation

2021 172 citations Jalil Fathi, Vincent Greenier et al. SHILAP Revista de lepidopterología profile →
Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study

2022 97 citations Ali Derakhshan, Vincent Greenier et al. Current Psychology profile →

Peers

Vincent Greenier

EDUCA

DEP

Mostafa Azari Noughabi Iran

Safoura Jahedizadeh Iran

Ziwen Pan China

S. Yahya Hejazi Iran

Kiyana Zhaleh Iran

Isabella Wong Singapore

John Ranellucci Canada

Majid Sadoughi Iran

Mostafa Nazari Iran

Doug Hamman United States

Mostafa Azari Noughabi Iran

Vincent Greenier

500 ×1.2

222 ×0.6

EDUCA

169 ×0.8

147 ×1.0

DEP

106 ×0.8

Citations per year, relative to Vincent Greenier Vincent Greenier (= 1×) peers Mostafa Azari Noughabi

Countries citing papers authored by Vincent Greenier

Since Specialization

Citations

This map shows the geographic impact of Vincent Greenier's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Vincent Greenier with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vincent Greenier more than expected).

Fields of papers citing papers by Vincent Greenier

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Vincent Greenier. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Vincent Greenier. The network helps show where Vincent Greenier may publish in the future.

Co-authorship network of co-authors of Vincent Greenier

This figure shows the co-authorship network connecting the top 25 collaborators of Vincent Greenier. A scholar is included among the top collaborators of Vincent Greenier based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Vincent Greenier. Vincent Greenier is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

17 of 17 papers shown

Greenier, Vincent, et al.. (2025). A narrative inquiry into the resilience of novice middle school English teachers in China: Negative emotions as a catalyst for change. Teaching and Teacher Education. 165. 105139–105139. 1 indexed citations

Greenier, Vincent, et al.. (2024). Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers. International Journal of Applied Linguistics. 35(4). 1826–1846. 5 indexed citations

McKinley, Jim, Lawrence Jun Zhang, Idoia Elola, et al.. (2024). Fifty years of System research and projections for the future. System. 121. 103210–103210. 7 indexed citations

Greenier, Vincent, et al.. (2023). Teaching for creativity in an EFL context: The predictive roles of school climate, teaching enthusiasm, and metacognition. Thinking Skills and Creativity. 50. 101419–101419. 34 indexed citations

Greenier, Vincent, et al.. (2023). “I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory. TESOL Quarterly. 58(1). 394–422. 6 indexed citations

Zhang, Jiachen & Vincent Greenier. (2023). The mediating role of EFL/ESL teachers’ academic optimism and positive psychological capital in their pedagogical effectiveness. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras. 5 indexed citations

Chen, Julian, et al.. (2023). A netnography of emergent ESOL researcher identity and development in a virtual community of practice. International Journal of Applied Linguistics. 33(2). 275–291. 2 indexed citations

Greenier, Vincent, et al.. (2023). Creative translanguaging in formative assessment: Chinese teachers’ perceptions and practices in the primary EFL classroom. Applied Linguistics Review. 15(5). 1861–1885. 5 indexed citations

Derakhshan, Ali, Vincent Greenier, & Jalil Fathi. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology. 42(26). 22803–22822. 97 indexed citations breakdown →

10.

Sun, Peijian Paul, Rui Yuan, & Vincent Greenier. (2022). Understanding professional commitment change of novice CFL university teachers: an integrated perspective. Journal of Education for Teaching International Research and Pedagogy. 49(3). 416–430. 6 indexed citations

11.

Fathi, Jalil, Vincent Greenier, & Ali Derakhshan. (2021). Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation. SHILAP Revista de lepidopterología. 9(2). 13–37. 172 indexed citations breakdown →

12.

Greenier, Vincent, et al.. (2021). Photo-narrative frames: Using visuals with narrative research in applied linguistics. System. 102. 102597–102597. 18 indexed citations

13.

Derakhshan, Ali, et al.. (2021). Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L2 Speech Act Knowledge : A Case of Iranian EFL Learners. The Journal of AsiaTEFL. 18(1). 235–243. 9 indexed citations

14.

Greenier, Vincent, Ali Derakhshan, & Jalil Fathi. (2021). Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers. System. 97. 102446–102446. 363 indexed citations breakdown →

15.

Greenier, Vincent, et al.. (2019). Beyond Good Teaching Practices: Language Teacher Leadership From the Learners’ Perspective. TESOL Quarterly. 53(4). 960–985. 24 indexed citations

16.

Greenier, Vincent. (2018). The 10Cs of project-based learning TESOL curriculum. Innovation in Language Learning and Teaching. 14(1). 27–36. 30 indexed citations

17.

Greenier, Vincent, et al.. (2016). Towards a Model of Teacher Leadership in ELT: Authentic Leadership in Classroom Practice. RELC Journal. 47(1). 79–95. 24 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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