TESOL Quarterly

Article	Citations
What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors	51
Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia	43
The Development of Feedback Literacy for Writing Teachers	42
A Primer on Qualitative Research Synthesis in TESOL	35
Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform	32
Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study	28
Immersive Virtual Reality for Pragmatics Task Development	27
Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography	27
Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning	25
Life Capital: An Epistemic and Methodological Lens for TESOL Research	24
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas	23
Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT	21
Changing Practice in University English Language Teaching: The Influence of the Chronotope on Teachers’ Action	18
Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory	17
Digital Literacies in TESOL: Mapping Out the Terrain	15
The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices	15
TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning	15
Short‐Term Study Abroad in TESOL: Current State and Prospects	15
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers	15
Google Translate and Biliterate Composing: Second‐Graders' Use of Digital Translation Tools to Support Bilingual Writing	14
Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode	14
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach	14
“It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom	14
From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak	14
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents	13

The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication	13
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities	13
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains	13
Critical Language Testing, Multilingualism and Social Justice	13
Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices	13
Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?	13
Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta‐Analysis	13
Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction	12
Aural single‐word and aural phrasal verb knowledge and their relationships to L2 listening comprehension	12
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis	12
Examining space, silence, and agency in language socialization of an international student in the EAP and mainstream courses	11
WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions	11
The Securitisation of Language Borders and the (Re)production of inequalities	11
“I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen	11
Translanguaging to Understand Language	11
Dialogicality and Racialized Discourse in TESOL Recruitment	11
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science	11
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject	11
Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference	11
Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English	11
“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor	11
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development ofL2Digital Identities	11
The Multilayered Nature of Becoming Nonnative‐English‐Speaking Teacher	10
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education	10
Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework	10
Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback	10
Toward a Professional Development Model for Critical Digital Literacies in TESOL	9
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation	9
Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research	9
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training	9
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective	9
Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens	9
Methodological Principles for Researching Multilingually: Reflections on Linguistic Ethnography	9
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type	8
Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education	8
Redressing the Balance in the Native Speaker Debate: Assessment Standards, Standard Language, and Exposing Double Standards	8
Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective	8
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom	8
Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials	8
The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis	8
“Why Should I Not Speak My Own Language (Chinese) in Public in America?”: Linguistic Racism, Symbolic Violence, and Resistance	8
Decolonizing Academic Writing Pedagogies for Multilingual Students	8
Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research	7
Teaching English to Special Educational Need Students through an Online Tool	7
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience ofPerezhivanie	7
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design	7
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities	7
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco	7
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion	7
Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study	6

English Language Teachers' Emotional Vulnerability in the Era of Self‐Branding on Social Media	6
Examining the Interaction between two Process‐based L2 Listening Instruction Methods and Listener Proficiency Level: Which form of Instruction Most Benefits Which Learners?	6
Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students	6
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye	6
Methodological Innovations in Examining Digital Literacies in Applied Linguistics Research	6
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement	6
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study	6
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)	6
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images	6
Lesson Study as a Catalyst for University Language Teacher Development	5
Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors	5
Neoliberalizing Subjects through Global ELT Programs	5
(Re)Examining the Benefits of Pre‐Reading Instruction for Vocabulary Learning	5
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times	5
Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis	5
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students	5
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students	5
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds	5
Translanguaging and “English Only” at Universities	5
Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support	5
“If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”: Ableism in Teacher Collaboration	5
Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom	5
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity	5
The Effects of Lexical Coverage and Topic Familiarity on the Comprehension of L2 Expository Texts	5
Decolonizing English‐Medium Instruction in the Global South	5
Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions	5
“The Best Way to Learn a Language is Not to Learn it!”: Hedonism and Insights Into Successful EFL Learners' Experiences in Engagement With Spoken (Listening) and Written (Reading) Input	5
An Ecological Perspective on Classroom‐Based Assessment	5
The Accent Work of International Teaching Assistants	5
Establishing Appropriate Cut Scores of a Standardized Test for a Local Placement Context	5
“Someone Is Watching Me While I Write”: Monolingual Ideologies and Multilingual Writers Behind the Scenes of L2 Writing Tutorials	5
In Search of the Optimal Mode of Input for the Acquisition of Formulaic Expressions	5
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications	5
Challenging the Notion ofCLILElitism: A Study of Secondary School Students' Motivation for ChoosingCLILin Norway	5
Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?	4
‘It may also be our own fault to think so, to limit them before even trying’: Assuming Learner Limitations during Materials Design in English Language Teacher Education	4
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?	4
Translator Identity and the Development of Multilingual Resources for Language Learning	4
“Good for me to Leave it for Good”: A Longitudinal Study on How Emotion Labor in Teaching Contributes to a Beginning EFL Teacher's Resignation	4
Developing Young Learners’ Metacognitive Awareness for Speaking	4
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program	4
Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐BasedEAPProgram	4
Institutional and Faculty Readiness for Teaching Linguistically Diverse International Students in Educator Preparation Programs in U.S. Universities	4
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy	4
“I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a TranslanguagingPre‐KClassroom in China	4
Member‐Checking through Diagrammatic Elicitation: Constructing Meaning with Participants	4
Digital Language Learning: A Sociocultural Theory Perspective	4
Transparency with Second Language and Multilingual Transcription	4
Writing Strategies as Acts of Identity	3
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria	3
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model	3
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory	3
Context, Communities, and Conflict: Novice Language Teachers in Malaysia	3
Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education	3
Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT	3
“I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English	3
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas	3
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English	3
When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation	3
Putting Process Drama in Practice With TBLT Principles: TESOL in Action	3
Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability	3
Research Into Second Language Learners’ and Teachers’ Self‐Efficacy Beliefs: Making the Connections	3
“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States	3
Gigification of English Language Instructor Work in Higher Education: Precarious Employment and Magic Time	3
“The Darker Your Skin Color is, the Harder it is in Korea”: Discursive Construction of Racial Identity in Teaching Internationally	3
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency	3
Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction	3
Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues	3
Corpora in English Language Teacher Education: Research, Integration, and Resources	3
Considering Affective Geographies in Critical Digital Literacy Pedagogies: How Colombian, English Language Teachers Mitigated “Feeling at a Distance” During Remote Instruction	3
Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore	3
Commentary for Forum of Special Issue “Digital Literacies in TESOL: Mapping out the Terrain”	3
A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL	3
Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams	3
Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning?	2
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.	2
Expanding Methodological Approaches in DDL Research	2
Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study	2
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India	2
Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School	2

Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher	2
“This is our country, too”: Embodied Experiences of and Resistance to Neo‐nationalism in a Midwest School District	2
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom	2
Apoyo and English for Research Publication Purposes at a Latin American University	2
Exploring Young Learners’ Strategic Behaviors in a Speaking Test	2
Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching	2
Exploring Contradiction‐Driven Language Teacher Identity Transformation During Curriculum Reforms: A Chinese Tale	2
Walking the Walk? (Mis)alignment of EFL Teachers' Self‐Reported Corpus Literacy Skills and Their Competence in Planning and Implementing Corpus‐Based Language Pedagogy	2
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding	2
Using Artificial Intelligence in TESOL: Some Ethical and Pedagogical Considerations	2
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education	2
‘Because you’re all covered up’: Islamophobia in the ELT Classroom	2
Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English	2
“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education	2
A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links	2
Genre‐Based Instruction and Corpora	2
What Elicited Imitation Can Show Us: Quantitative and Qualitative Analyses of Longitudinal Changes	2
Commentary: Critical Digital Literacies as Action, Affinity, and Affect	2
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms	2
Enhancing Pre‐Service Teachers' Global Englishes Awareness with Technology: A Focus on AI Chatbots in 3D Metaverse Environments	2
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners	2
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition	2
Creating Anti‐Oppressive Digital Spaces for Social Justice Language Education	2
“They Are our Future”: Professional Pride in Language Teachers across the Globe	2
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 279	2
“I am Kichwa”: The Funds of Identity of an Indigenous Ecuadoran NNES Teacher	2
Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research	2
Sociocultural Theory and Corpus‐Based English Language Teaching	2
Benefits and Challenges of Using Do‐it‐yourself Corpora for Academic Writing Development	2
Open science: Considerations and issues for TESOL research	2
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges	2
Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions	2
Negotiating Polycentric Power Dynamics in China through Digital Multimodal Composing	2
Diversifying “English” at the Decolonial Turn	2