TESOL Quarterly

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.)
ArticleCitations
Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores, AmeliaTseng, and NicholasSubtirelu (Eds.). Bristol, England: Multilingual Matt44
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory44
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India44
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod43
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject43
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education38
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 Freshmen30
Context, Communities, and Conflict: Novice Language Teachers in Malaysia29
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities27
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China27
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas26
24
“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China23
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach22
Issue Information22
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 Voices21
Issue Information20
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers20
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation19
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science19
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents19
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 Expressions18
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria17
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation17
Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching17
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong17
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners17
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities16
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach16
16
Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools16
16
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 978036718171015
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom15
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 Validation15
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis15
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 Implications14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda14
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy14
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories14
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT14
Issue Information14
Unleashing the Potential of Big Ideas in Language Education: What and How?14
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback13
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR13
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco13
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom12
Translanguaging and “English Only” at Universities12
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan12
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education11
Issue Information11
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective11
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy11
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies11
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast11
TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance11
“They Are our Future”: Professional Pride in Language Teachers across the Globe11
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities11
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway11
Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners10
Issue Information10
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program10
An Ecological Perspective on Classroom‐Based Assessment10
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication10
Understanding the Emotional Labor of English Language Teaching while Black in the United States10
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 27910
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‐Plays10
Teaching English to Special Educational Need Students through an Online Tool9
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications9
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics9
Expanding Methodological Approaches in DDL Research9
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model9
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images8
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement8
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 Identity8
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English8
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations8
Micro‐Reflection on Classroom Communication: A FAB FrameworkH. Z.Waring and S. C.Creider. Bristol, CT: Equinox Publishing, 20218
Decolonizing Academic Writing Pedagogies for Multilingual Students8
Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work7
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs7
Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre7
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms7
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study7
Genre‐Based Instruction and Corpora7
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English7
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition7
Issue Information7
Writing Strategies as Acts of Identity7
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography7
7
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism7
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning7
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 Fluency7
I. S. P. Nation and Averil Coxhead Measuring Native‐speaker Vocabulary SizeAmsterdam: John Benjamins Publishing Company. 2021. xii + 160 pp.7
0.062695026397705