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 2022-05-01 to 2026-05-01.)
ArticleCitations
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analy98
Language Program Administrators' Accounts of Nurturing Teacher Belonging and its Emotional Effects65
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. £ 57
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education56
Perspectives on Vicarious Trauma in TESOL53
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory51
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India51
“Whiteness” and Future “Imaginaries”: Pakistani Test‐Takers' Perspectives on Mobility and High‐Stakes English Proficiency Tests44
Linguistic Variation across Instructional Segments in International Teaching Assistants' Discourse: A Corpus‐Based Analysis41
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China41
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod40
Issue Information37
36
Issue Information35
31
31
Content and Language Integrated Learning ( CLIL ): Characteristics, Connections, and Pedagogies30
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers29
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach27
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation26
“(I Just) Blurt Out”: Remodeling Translanguaging24
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education: An Exploratory Practice24
Global Englishes in Emergence: Curricular Representations and Discursive Tensions in Vietnamese Higher Education24
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong23
“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices23
“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China23
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners22
“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education22
Disrupting Colonial Normativities in ELT Classroom : Insights From an Action Research in Pakistan21
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria20
Cumulative Testing for Learning Spoken Vocabulary20
Managing Teacher Emotions to Meet Institutional Demands of Teaching During the Economic Crisis of Sri Lanka19
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?19
Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching19
Autoethnographic Explorations of Lived Raciolinguistic Experiences among Multilingual Scholars: Looking Inward to Move Forward. Edited by QianqianZhang‐Wu and BridgetGoodman. Multilingual Matters, 20219
Attending to Disability in TESOL: A Case of Patterned Inequities18
18
Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation18
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach18
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.17
Unleashing the Potential of Big Ideas in Language Education: What and How?17
17
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 978036718171017
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?16
Issue Information15
Response to Khodi: Relational Safety, Language, and Identity in TESOL Contexts15
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
Interactive Videos in Multimodal Listening Assessments: Examining Language Learners' Perspectives15
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories15
Language Ideologies and Native Speakerism in English Language Study Abroad Websites14
The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks14
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT14
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom14
The Continua of Biliteracy: Flows and Obstructions14
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan14
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco13
Teaching for Intelligibility13
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy13
Evaluating English Learning Apps for Chinese Preschoolers: A Multimodal Case Study13
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications13
Pragmatics in TESOL13
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda13
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback13
A Pedagogy of Wonder: A Spoken Word Poetic Inquiry Into the Complexities of Trauma and Teaching in TESOL12
Fostering Global Englishes Listeners: Addressing Understanding and Attitudes at a Swedish Upper‐Secondary School12
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK 12
Translanguaging and “English Only” at Universities12
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study12
Teaching Phrasal Verbs Effectively: A Comparison of Conceptual Metaphors and Retrievals11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies11
Issue Information11
Issue Information11
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
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway11
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning11
Post‐Traumatic Growth in the Global South: Possibilities in Relational Ethics from Communities to Classrooms11
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
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
Exploring Generative AI as a Roleplay Interlocutor in L2 Task‐Based Pragmatics Learning: Comparing10
Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education10
Issue Information10
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective10
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations10
Expanding Methodological Approaches in DDL Research10
An Ecological Perspective on Classroom‐Based Assessment10
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics10
Finding One's Place: ESL Teachers' Experiences of Language and Identity in the School Spaces of Quebec10
Employing Trauma‐Informed Language Pedagogy with Newly Arrived Multilingual Learners: Lessons from a New York City School9
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition9
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism9
The Unfolding of Careers: Examining Why Expat English Language Teachers Quit the Profession9
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program9
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity9
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English9
Decolonizing Academic Writing Pedagogies for Multilingual Students9
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
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English9
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
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model9
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
Sixty Years of Genre Research and Teaching in TESOL Quarterly : An Historical Perspective on Genre and Multilingual Writing8
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?8
Issue Information8
0.25433802604675