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 2021-06-01 to 2025-06-01.)
ArticleCitations
Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores, AmeliaTseng, and NicholasSubtirelu (Eds.). Bristol, England: Multilingual Matt43
Innovations and Challenges in Language Learning MotivationZoltánDörnyei. New York, NY: Routledge, 2020 Pp. vii + 17642
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. £ 40
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education40
“I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen39
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India37
Context, Communities, and Conflict: Novice Language Teachers in Malaysia32
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas27
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities25
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject25
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod25
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China25
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory23
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Issue Information21
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science21
“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China21
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach21
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents20
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers19
“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices19
Issue Information18
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The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation17
In Search of the Optimal Mode of Input for the Acquisition of Formulaic Expressions17
Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?17
Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools17
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach16
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities16
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation16
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria16
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?16
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners16
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong16
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Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching15
Unleashing the Potential of Big Ideas in Language Education: What and How?15
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?14
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis14
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Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 978036718171014
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories14
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.14
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda13
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications13
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT13
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation13
Issue Information13
Translanguaging and “English Only” at Universities13
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)13
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy13
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
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback12
Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners11
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan11
“They Are our Future”: Professional Pride in Language Teachers across the Globe11
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway11
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR11
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study11
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education11
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies10
An Ecological Perspective on Classroom‐Based Assessment10
Interaction, Feedback and Task Research in Second Language Learning: Methods and DesignAlisonMackey, Cambridge, England: Cambridge University Press, 2020. Pp. xi + 249.10
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Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities10
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 27910
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast10
Issue Information10
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective10
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‐Plays9
Issue Information9
Expanding Methodological Approaches in DDL Research9
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication9
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images9
Understanding the Emotional Labor of English Language Teaching while Black in the United States9
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics8
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
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations8
Teaching English to Special Educational Need Students through an Online Tool8
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications8
Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre8
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model8
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program8
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English8
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism7
Decolonizing Academic Writing Pedagogies for Multilingual Students7
Issue Information7
Micro‐Reflection on Classroom Communication: A FAB FrameworkH. Z.Waring and S. C.Creider. Bristol, CT: Equinox Publishing, 20217
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs7
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning7
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms7
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English7
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity7
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition7
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement7
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