TESOL Quarterly

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 2022-01-01 to 2026-01-01.)
ArticleCitations
Bilingualism for All?: Raciolinguistic Perspectives on Dual Language Education in the United States Nelson Flores, AmeliaTseng, and NicholasSubtirelu (Eds.). Bristol, England: Multilingual Matt75
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India61
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. £ 55
Language Program Administrators' Accounts of Nurturing Teacher Belonging and its Emotional Effects54
Context, Communities, and Conflict: Novice Language Teachers in Malaysia48
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod45
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education41
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory37
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities37
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China37
Issue Information36
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Issue Information29
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach28
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“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices28
“(I Just) Blurt Out”: Remodeling Translanguaging28
“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China27
Incorporating “Assessment as Learning” (AaL) in Language Teacher Education: An Exploratory Practice26
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation23
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers22
22
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents22
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation22
Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching21
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?21
“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education21
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong21
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria20
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach20
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Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners19
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Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)18
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 978036718171018
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories18
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.18
Unleashing the Potential of Big Ideas in Language Education: What and How?18
Issue Information17
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?17
The Continua of Biliteracy: Flows and Obstructions17
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation17
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy16
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback16
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications15
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco15
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom15
Evaluating English Learning Apps for Chinese Preschoolers: A Multimodal Case Study15
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT15
Translanguaging and “English Only” at Universities14
The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks14
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK 14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda14
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy13
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study13
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning13
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan13
“They Are our Future”: Professional Pride in Language Teachers across the Globe13
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway13
Fostering Global Englishes Listeners: Addressing Understanding and Attitudes at a Swedish Upper‐Secondary School13
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance13
Issue Information13
Issue Information12
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 + 136.12
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast12
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective12
An Ecological Perspective on Classroom‐Based Assessment12
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 27912
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies12
Issue Information11
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program11
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations10
Understanding the Emotional Labor of English Language Teaching while Black in the United States10
Expanding Methodological Approaches in DDL Research10
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition10
Exploring Generative AI as a Roleplay Interlocutor in L2 Task‐Based Pragmatics Learning: Comparing10
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images10
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 + 796.10
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications10
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model10
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics10
Creating Obstacles to Progressivity: Task Expansion in Second Language Role‐Plays10
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism10
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement9
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?9
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English9
Issue Information9
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs9
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning9
Micro‐Reflection on Classroom Communication: A FAB FrameworkH. Z.Waring and S. C.Creider. Bristol, CT: Equinox Publishing, 20219
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms9
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity9
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English9
Decolonizing Academic Writing Pedagogies for Multilingual Students9
Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work8
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study8
I. S. P. Nation and Averil Coxhead Measuring Native‐speaker Vocabulary SizeAmsterdam: John Benjamins Publishing Company. 2021. xii + 160 pp.8
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography8
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To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency8
Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory8
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