Citation practices are considered to have a critical role in academic discourse across different disciplines. However, the citation practices of applied linguists have not been regularly investigated. Therefore, the researchers examined the factors affecting the use of citations of eleven Iranian applied linguists with differing research abilities. The researchers analyzed the narratives using Strauss and Corbin's (1998) systematic approach through MAXQDA 20. The results of narrative analyses showed similarities in factors motivating both low-ability and high-ability researchers to use citations. However, high-ability researchers seemed to exercise more options when citing sources. The conclusions reached demonstrate that the more experienced researchers are the most qualified to use citations for the purposes of construction and reconstruction of disciplinary knowledge. Implications for curriculum development are discussed.