OOIR: Observatory of International Research

Papers

(The TQCC of TESOL Quarterly is 7. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-07-01 to 2025-07-01.)

Article	Citations
Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores, AmeliaTseng, and NicholasSubtirelu (Eds.). Bristol, England: Multilingual Matt	44
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory	44
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India	44
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod	43
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject	43
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education	38
Teacher Well‐Being in English Language Teaching: An Ecological Approach Edited by Luis Javier PentónHerrera, GildaMartínez‐Alba, EthanTrinh. New York, NY: Routledge, 2023. Pp. xii + 270. £	32
“I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen	30
Context, Communities, and Conflict: Novice Language Teachers in Malaysia	29
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities	27
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China	27
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas	26
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“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China	23
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach	22
Issue Information	22
	21
“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices	21
Issue Information	20
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers	20
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation	19
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science	19
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents	19
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?	18
In Search of the Optimal Mode of Input for the Acquisition of Formulaic Expressions	18

“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria	17
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation	17
Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching	17
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong	17
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners	17
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities	16
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach	16
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Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools	16
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How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?	15
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 9780367181710	15
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom	15
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.	15
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation	15
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis	15
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)	15
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications	14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda	14
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy	14
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories	14
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT	14
Issue Information	14
Unleashing the Potential of Big Ideas in Language Education: What and How?	14
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback	13
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR	13
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco	13
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom	12
Translanguaging and “English Only” at Universities	12
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan	12
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education	11
Issue Information	11
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective	11
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy	11
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study	11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies	11
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast	11
TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance	11
“They Are our Future”: Professional Pride in Language Teachers across the Globe	11
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities	11
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway	11
Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners	10
Issue Information	10
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program	10
An Ecological Perspective on Classroom‐Based Assessment	10
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication	10
Understanding the Emotional Labor of English Language Teaching while Black in the United States	10
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 279	10
Genre Explained: Frequently Asked Questions and Answers about Genre‐Based InstructionChristine M.Tardy, Nigel A.Caplan, and Ann M.Johns. University of Michigan Press, 2023. Pp. xiii + 136.	10
Creating Obstacles to Progressivity: Task Expansion in Second Language Role‐Plays	10

Teaching English to Special Educational Need Students through an Online Tool	9
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications	9
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics	9
Expanding Methodological Approaches in DDL Research	9
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model	9
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images	8
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement	8
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching Edited by HosseinNassaji and EvaKartchava. Cambridge, UK: Cambridge University Press, 2021. Pp. xxi + 796.	8
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity	8
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English	8
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations	8
Micro‐Reflection on Classroom Communication: A FAB FrameworkH. Z.Waring and S. C.Creider. Bristol, CT: Equinox Publishing, 2021	8
Decolonizing Academic Writing Pedagogies for Multilingual Students	8
Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work	7
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs	7
Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre	7
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms	7
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study	7
Genre‐Based Instruction and Corpora	7
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English	7
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition	7
Issue Information	7
Writing Strategies as Acts of Identity	7
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography	7
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“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism	7
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning	7
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?	7
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency	7
I. S. P. Nation and Averil Coxhead Measuring Native‐speaker Vocabulary SizeAmsterdam: John Benjamins Publishing Company. 2021. xii + 160 pp.	7