OOIR: Observatory of International Research

Papers

(The TQCC of TESOL Quarterly is 8. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Language Program Administrators' Accounts of Nurturing Teacher Belonging and its Emotional Effects	120
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. £	70
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India	66
“Whiteness” and Future “Imaginaries”: Pakistani Test‐Takers' Perspectives on Mobility and High‐Stakes English Proficiency Tests	63
Linguistic Variation across Instructional Segments in International Teaching Assistants' Discourse: A Corpus‐Based Analysis	60
Perspectives on Vicarious Trauma in TESOL	57
Assessment of Digital Multimodal Composing: Toward Ethical and Responsible Use of Generative AI	51
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analy	50
Madrasa Ideologies of English in Bangladesh: Questioning ELT ‐Aid and Post‐9/11 De‐Islamization	49
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education	43
Tracing the Change in the Status of a Language Teacher in University Governance through English Medium Instruction	41
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China	40
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory	39
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	38
Issue Information	37
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The Interplay of Language Teacher Identity and Emotion in Pre‐service English Student Teaching: A Focused Ethnographic Study	30
Global Englishes in Emergence: Curricular Representations and Discursive Tensions in Vietnamese Higher Education	29
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation	27
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach	27
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education: An Exploratory Practice	27
“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	26

“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China	26
Content and Language Integrated Learning ( CLIL ): Characteristics, Connections, and Pedagogies	24
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers	22
“(I Just) Blurt Out”: Remodeling Translanguaging	22
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Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching	22
Implementing Collaborative Writing Tasks in Multilingual Classrooms. MimiLi and NeomyStorch. Ann Arbor, MI: University of Michigan Press, 2025. Pp. xii + 153. ISBN 978‐0‐472‐03989‐0 (print); ISBN 978‐	22
Managing Teacher Emotions to Meet Institutional Demands of Teaching During the Economic Crisis of Sri Lanka	21
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners	21
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria	20
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong	20
Cumulative Testing for Learning Spoken Vocabulary	20
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?	20
Disrupting Colonial Normativities in ELT Classroom : Insights From an Action Research in Pakistan	20
Autoethnographic Explorations of Lived Raciolinguistic Experiences among Multilingual Scholars: Looking Inward to Move Forward. Edited by QianqianZhang‐Wu and BridgetGoodman. Multilingual Matters, 202	19
Attending to Disability in TESOL: A Case of Patterned Inequities	19
Trauma in TESOL : Theoretical, Methodological, and Pedagogical Perspectives	19
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach	18
“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education	18
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.	17
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Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation	17
Interactive Videos in Multimodal Listening Assessments: Examining Language Learners' Perspectives	16
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)	16
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories	16
Unleashing the Potential of Big Ideas in Language Education: What and How?	16
Response to Khodi: Relational Safety, Language, and Identity in TESOL Contexts	16
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 9780367181710	16
Pragmatics in TESOL	15
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan	15
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The Continua of Biliteracy: Flows and Obstructions	15
The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks	15
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT	15
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy	15
Teaching for Intelligibility	14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda	14
Translanguaging and “English Only” at Universities	14
Autoethnography as a Research Methodology in TESOL	14
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco	14
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications	14
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK	13
Language Ideologies and Native Speakerism in English Language Study Abroad Websites	13
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study	13
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback	13
Evaluating English Learning Apps for Chinese Preschoolers: A Multimodal Case Study	13
Issue Information	12
Fostering Fine‐Tuned Prompt Literacy for Multimodal Writing: A Systemic Functional Linguistics‐Informed Framework	12
Fostering Global Englishes Listeners: Addressing Understanding and Attitudes at a Swedish Upper‐Secondary School	12

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A Pedagogy of Wonder: A Spoken Word Poetic Inquiry Into the Complexities of Trauma and Teaching in TESOL	12
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning	12
“They Are our Future”: Professional Pride in Language Teachers across the Globe	12
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance	12
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 279	11
Post‐Traumatic Growth in the Global South: Possibilities in Relational Ethics from Communities to Classrooms	11
Issue Information	11
Teaching Phrasal Verbs Effectively: A Comparison of Conceptual Metaphors and Retrievals	11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies	11
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective	11
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program	11
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast	11
An Ecological Perspective on Classroom‐Based Assessment	11
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.	11
Creating Obstacles to Progressivity: Task Expansion in Second Language Role‐Plays	10
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics	10
Unequal Englishes and Linguistic Justice: Global Englishes and Ideological Transformation in Thai Higher Education	10
Exploring Generative AI as a Roleplay Interlocutor in L2 Task‐Based Pragmatics Learning: Comparing	10
Finding One's Place: ESL Teachers' Experiences of Language and Identity in the School Spaces of Quebec	10
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations	10
Understanding the Emotional Labor of English Language Teaching while Black in the United States	10
Expanding Methodological Approaches in DDL Research	10
“Show Me How You Can Practice That”: Multimodal Socioemotional Instruction in a Dual Language Bilingual Education Preschool	10
Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education	10
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model	10
Designing Feedback and Assessment for GenAI ‐Assisted Digital Multimodal Composition in L2	10
Employing Trauma‐Informed Language Pedagogy with Newly Arrived Multilingual Learners: Lessons from a New York City School	9
Sixty Years of Genre Research and Teaching in TESOL Quarterly : An Historical Perspective on Genre and Multilingual Writing	9
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs	9
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning	9
The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development	9
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English	9
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism	9
The Unfolding of Careers: Examining Why Expat English Language Teachers Quit the Profession	9
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition	9
Are You Convinced? The Bodily Hexis of Nonnative‐English‐Speaking Teachers as YouTube Language Influencers: Embodiment, Authority, and Performativity	8
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?	8
Rape, Pedagogy, Performance: A Practice for Speaking Trauma	8
Exploring Digital Multimodal Ensembles and Monomodal Expository Essays: From Author Performance to Reader Perspectives	8
Decolonizing Academic Writing Pedagogies for Multilingual Students	8
Issue Information	8
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms	8
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency	8