| Theoretical foundations of phenomenography: a critical review A Hajar Higher Education Research and Development, 1-17, 2020 | 130 | 2020 |
| Exploring year 6 pupils’ perceptions of private tutoring: Evidence from three mainstream schools in England A Hajar Oxford Review of Education 44 (4), 514-531, 2018 | 61 | 2018 |
| Shadow education in the Middle East: Private supplementary tutoring and its policy implications M Bray, A Hajar Taylor & Francis, 2023 | 58 | 2023 |
| Identity, investment and language learning strategies of two Syrian students in Syria and Britain A Hajar Language, Culture and Curriculum 30 (3), 250-264, 2017 | 57 | 2017 |
| A bibliometric mapping of shadow education research: achievements, limitations, and the future A Hajar, M Karakus Asia Pacific Education Review, 2022 | 55 | 2022 |
| The association between private tutoring and access to grammar schools: Voices of Year 6 pupils and teachers in south-east England A Hajar British Educational Research Journal, 2019 | 40 | 2019 |
| English as an index of neoliberal globalization: The linguistic landscape of Nur-Sultan, Kazakhstan SA Manan, A Hajar Language Sciences, 1-16, 2022 | 37 | 2022 |
| The role of private tutoring in admission to higher education: Evidence from a highly selective university in Kazakhstan A Hajar, S Abenova Hungarian Education Research Journal, 1-19, 2021 | 32 | 2021 |
| International students' challenges, strategies and future vision: a socio-dynamic perspective A Hajar Multilingual Matters, 2018 | 30 | 2018 |
| Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan A Hajar, A Sagintayeva, Z Izekenova Cambridge Journal of Education, 2021 | 23 | 2021 |
| Motivated by visions: A tale of a rural learner of English A Hajar The Language Learning Journal 46 (4), 415-429, 2018 | 23 | 2018 |
| Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan A Hajar, SA Manan Review of Education 10 (e3358), 1-21, 2022 | 20 | 2022 |
| Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan A Hajar, Manan, S Abdul Innovation in Language Learning and Teaching, 1-5, 2022 | 20 | 2022 |
| Exploring Postgraduate students’ challenges and strategy use while writing a master’s thesis in an English-medium University in Kazakhstan A Hajar, AAS Mhamed Tertiary Education and Management, 2021 | 17 | 2021 |
| From colonial celebration to postcolonial performativity:‘guilty multilingualism’and ‘performative agency’in the English Medium Instruction (EMI) context SA Manan, MA Tajik, A Hajar, M Amin Critical Inquiry in Language Studies 21 (3), 307-334, 2024 | 15 | 2024 |
| Disinvestment” in Learners’ Multilingual Identities: English Learning, Imagined Identities, and Neoliberal Subjecthood in Pakistan Manan, S Abdul, A Hajar Journal of Language, Identity & Education, 2022 | 15 | 2022 |
| Arab sojourner expectations, academic socialisation and strategy use on a pre-sessional English programme in Britain A Hajar Pedagogies: An International Journal, 2019 | 15 | 2019 |
| A critical review of language learning strategy research D Wray, A Hajar AJELP: Asian Journal of English Language and Pedagogy 3, 1-19, 2015 | 15 | 2015 |
| Shifting learning strategies and future selves of Arab postgraduate students in Britain: a qualitative inquiry A Hajar Innovation in Language Learning and Teaching, 2020 | 14 | 2020 |
| A Critical Review of Research on Language Learning Strategies used by Arab Learners of English A Hajar Studies in Self-Access Learning Journal 10 (3), 239-257, 2019 | 14 | 2019 |
