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 2021-09-01 to 2025-09-01.)
ArticleCitations
Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores, AmeliaTseng, and NicholasSubtirelu (Eds.). Bristol, England: Multilingual Matt58
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India53
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education47
“I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen46
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. £ 46
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory41
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China34
Language Program Administrators' Accounts of Nurturing Teacher Belonging and its Emotional Effects33
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod31
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities31
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas30
Context, Communities, and Conflict: Novice Language Teachers in Malaysia29
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Issue Information26
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents24
“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices24
“(I Just) Blurt Out”: Remodeling Translanguaging23
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach23
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation22
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“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China22
Issue Information20
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers20
Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching19
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria19
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong19
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?18
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners18
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach17
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation17
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“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education17
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities17
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories16
Unleashing the Potential of Big Ideas in Language Education: What and How?16
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Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 978036718171016
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis16
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?16
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.16
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)15
Issue Information15
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation15
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy15
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom15
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda15
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan14
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK and SAMR14
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT14
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco13
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study13
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway13
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications13
Translanguaging and “English Only” at Universities13
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education13
The Continua of Biliteracy: Flows and Obstructions13
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback13
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom13
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy13
Issue Information12
TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance12
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities12
“They Are our Future”: Professional Pride in Language Teachers across the Globe12
Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners12
Fostering Global Englishes Listeners: Addressing Understanding and Attitudes at a Swedish Upper‐Secondary School12
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning11
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies11
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 27911
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast11
Issue Information11
Understanding the Emotional Labor of English Language Teaching while Black in the United States10
An Ecological Perspective on Classroom‐Based Assessment10
Issue Information10
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program10
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
Teaching English to Special Educational Need Students through an Online Tool9
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 Images9
Creating Obstacles to Progressivity: Task Expansion in Second Language Role‐Plays9
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations9
Exploring Generative AI as a Roleplay Interlocutor in L2 Task‐Based Pragmatics Learning: Comparing ChatGPT‐Learner and Technology‐Mediated Peer Interactions9
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication9
Expanding Methodological Approaches in DDL Research9
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
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs8
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition8
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English8
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics8
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English8
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement8
Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre8
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity8
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications8
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
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning8
Issue Information7
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
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography7
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
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“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism7
Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work7
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?7
Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions7
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