RELC Journal

Papers
(The TQCC of RELC Journal 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 2022-08-01 to 2026-08-01.)
ArticleCitations
Negotiating teacher agency in English for Academic Purposes writing instruction: A case study of a Bangladeshi early-career teacher953
Collaborative Materials Design: How a School Teacher, a University Researcher, and a Professional Textbook Writer Interact167
Critical Autoethnographic Narrative for Language Teacher Identity Development108
English-as-a-Foreign-Language Teachers’ Beliefs and Coursebook Adaptation Practices: A Latent Profile Analysis74
Negotiating Identity Tensions: Challenges of an Online Volunteer English Language Teacher in Rural China62
Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms57
Exploratory Practice as a Professional Development Strategy for English-Language Teachers in Indonesia49
Communication strategies in task-based interaction: An ELF-aware perspective40
Reshaping Language Learners’ Languaging Habitus: A World-Englishes-Informed Critical Pedagogy38
Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context34
Directed Motivational Currents in Second Language: Investigating the Effects of Positive and Negative Feedback on Energy Investment and Goal Commitment33
Navigating Academic Language in English Medium Instruction (EMI) Science Classrooms in Hong Kong30
Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly30
Impressing Artificial Intelligence: Automated Job Interview Training in Professional English Subjects29
Note-taking in Academic Listening: A Translanguaging Perspective29
Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers29
Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing26
Essential Lecturer Competencies in English Medium Instruction: A Study Across Student Proficiency Levels24
Book Review: The Impact of AI on Language Education: Challenges, Practices, Futures by Wissia Fiorucci and Alvise Sforza Tarabochia FiorucciWissiaTaraboc23
Implementing Global Englishes language teaching across classroom contexts: Collaborative autoethnography23
Artificial Intelligence Pollution in Digital Environments: Mitigating Adverse Impacts on Language Education through Multiliteracies Integration22
Exploring the Principles Applied During the Production of an Open Writing Textbook21
Book Review: English L2 Vocabulary Learning and Teaching: Concepts, Principles and Pedagogy20
English-as-an-additional-language teachers’ identity and receptivity to feedback inspired by Global Englishes Language Teaching: A dialogical self theory approach19
Integrating Automated Written Corrective Feedback into E-Portfolios for second language Writing: Notion and Notion AI16
Book Review: Q Methodology and Education by Brown, Steven R. and Diane, Montgomery BrownSteven R.DianeMontgomery (eds) Q Methodology and Education (Sprin16
Feedback in Writing in the Globalized Era: Perspectives, Opportunities and Challenges16
Revisiting Praise as Feedback in L2 Writing: Where are we Going?16
Empowering English Teachers to be Grammar ‘Experts’ and Coursebook Analysts via Perusall14
Assessing pragmatic competence in ELF spoken interaction: Analytic rubrics for a university programme14
Intersections of religious identity and ethical dimensions in ESL teacher identity: A malaysian case study13
Effects of task interactivity and willingness to communicate on speech fluency in second language learning tasks12
Promoting Students’ Emotional, Behavioral, and Cognitive Engagement in EFL Classrooms: Do Grit and Well-Being Matter?12
Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teacher's Development of Critical Emotional Reflexivity12
Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference?11
Translanguaging for critical multilingual language awareness: Classroom activities for socially just language education11
Professional Communication in Intercultural Contexts: David Wei Dai in Conversation with Tony Young11
Designing Curriculum for Student Feedback Literacy: Student Appreciation for and Engagement with Teacher Feedback10
Teaching With Technology in the Post-COVID-19 Pandemic Digital Age: An Interview With Professor Robert Godwin-Jones10
Inferring the Meaning of Idioms: Does Accuracy Matter for Retention in Memory?10
Towards Inclusive Feedback in Multilingual Writing: A Global Englishes Perspective10
Transformative Learning: English Language Teachers’ Experience of Engagement in Classroom Research in Singapore10
Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World10
Discriminated Against or Uniquely Advantaged? Non-Native English-Speaking Teachers on Online Tutoring Platforms10
A Case for Teacher Inquiry Groups for Exploring Language Teacher Identity Constructions in Transnational Contexts10
Every Advantage has its Disadvantage: Side Effects of Teacher Feedback in L2 Writing9
Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative9
“You are Here”: Transnational Teachers’ Becoming Between Symbolic and Sociomaterial Spaces9
Book Review: Generative AI Technologies, Multiliteracies, and Language Education by Zapata, Gabriela C. ZapataGabriela C. (ed.) Generative AI Technologie9
Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners9
Twee : Artificial Intelligence Assistant to Generate Versatile Materials for Language Education9
Enhancing L2 Learners’ Self-Regulated Speaking Through Digital Oral Dialogue Journaling: An EFL Classroom-based Study9
Implementing Extensive Graded Reading in English as a Foreign Language Teaching Through Newsela9
Enhancing English Public Speaking Self-Efficacy and Performance Through a CDIO-Based English Course9
Conventional versus standards-based prompts: which elicits more effective feedback from GenAI for EFL writing?9
Book Review: Professionalising English Language Teaching: Concepts and Reflections for Action in Teacher Education CirockiAndrzejHalletWolfgangProfessionalising English Language Teaching: Concepts and9
Teacher Research for Professional Development: The Tales of Two Teachers8
Cultural–Linguistic Congruence as a Moderator of Teacher Emotions: Examining AI Implementation in Vietnamese EFL Classrooms8
Assessing the impact of the Common European Framework of Reference for Languages on policy and testing practices in Thai higher education8
Communities Beyond the Classroom: Reflecting on a German Field Trip to a Local Non-Profit8
Book Review: Rethinking Language Education in the Age of Generative AI by Tian Z and Wang C TianZWangC (eds) Rethinking Language Education in the Age of 8
Educational Context and Teacher Beliefs Matter: Multimodal Literacy in the Greater Bay Area of China7
Korean-as-a-Foreign-Language Learners’ Engagement with Machine Translation Output7
Book Review: Technology and Language Learning: Effective Podcasting and Video-Based Language Teaching Practices in the Age of Generative AI by Friginal E7
Rethinking Language Education: Understanding Optimal Learning Conditions, Designing Effective Teaching, and Preparing Future-Ready Teachers7
Textual Enhancement's Impact on Reading Fluency and Comprehension7
AI and Native Speakerism: The Intersections of Technology, Language Assessment, and Linguistic Objectivity7
Effect of the Flipped Classroom on English Vocabulary and Motivation in Taiwanese Elementary School Students7
Kialo Edu7
Book Review: AI in Language Teaching, Learning, and Assessment F Pan (ed.) AI in Language Teaching, Learning, and AssessmentIGI Global: Hershey, 2024; 384 pp.: ISBN 979-8-3693-0872-1.7
Enhancing Young Learners' Metacognitive Awareness Through Feedback in Writing Classrooms7
Miro: Promoting Collaboration through Online Whiteboard Interaction7
Deployment of verbal-gestural intersemiosis in EFL teachers’ discourse: a systemic functional multimodal discourse analysis approach7
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