TESOL Quarterly

Article	Citations
Language Program Administrators' Accounts of Nurturing Teacher Belonging and its Emotional Effects	120
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. £	70
Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India	66
“Whiteness” and Future “Imaginaries”: Pakistani Test‐Takers' Perspectives on Mobility and High‐Stakes English Proficiency Tests	63
Linguistic Variation across Instructional Segments in International Teaching Assistants' Discourse: A Corpus‐Based Analysis	60
Perspectives on Vicarious Trauma in TESOL	57
Assessment of Digital Multimodal Composing: Toward Ethical and Responsible Use of Generative AI	51
Teaching Enjoyment and Vitality as Mediators of Cognitive Flexibility and Reflective Teaching in EFL Teachers: A Mixed‐Methods Serial Mediation Analy	50
Madrasa Ideologies of English in Bangladesh: Questioning ELT ‐Aid and Post‐9/11 De‐Islamization	49
Living in Anti‐Intellectual Times: Addressing Transgender Inclusion in Second Language Teaching and Teacher Education	43
Tracing the Change in the Status of a Language Teacher in University Governance through English Medium Instruction	41
Private Tutoring as a Relief or Burden? Changes in Parental Beliefs About Young Children's English Learning in China	40
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory	39
How Did the Generative Artificial Intelligence‐Assisted Digital Multimodal Composing Process Facilitate the Production of Quality Digital Multimodal Compositions: Toward a Process‐Genre Integrated Mod	38
Issue Information	37
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The Interplay of Language Teacher Identity and Emotion in Pre‐service English Student Teaching: A Focused Ethnographic Study	30
Global Englishes in Emergence: Curricular Representations and Discursive Tensions in Vietnamese Higher Education	29
The Policy of Teacher Standards: A Systems Mapping Framework for the Implementation Process of Teacher Preparation	27
Feminist Pedagogy in the EFL Classroom in Japan: Evaluating a One‐Shot Intervention Approach	27
Incorporating “Assessment as Learning” ( AaL ) in Language Teacher Education: An Exploratory Practice	27
“My Book Ideas were Spinning in my Head”: Arts‐Rich Bookmaking Experiences to Create and Sustain Multilingual Children's Meaning Making Flows and Authorial Voices	26

“They Prefer White People and American English”: Racialized English Language Teaching, African English Teachers and Identity Insecurity in China	26
Content and Language Integrated Learning ( CLIL ): Characteristics, Connections, and Pedagogies	24
Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers	22
“(I Just) Blurt Out”: Remodeling Translanguaging	22
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Effects of Students' Contact With the English Language and Its Users on Students' Preferences for Global Englishes Language Teaching	22
Implementing Collaborative Writing Tasks in Multilingual Classrooms. MimiLi and NeomyStorch. Ann Arbor, MI: University of Michigan Press, 2025. Pp. xii + 153. ISBN 978‐0‐472‐03989‐0 (print); ISBN 978‐	22
Managing Teacher Emotions to Meet Institutional Demands of Teaching During the Economic Crisis of Sri Lanka	21
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners	21
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria	20
English Desires at an English‐Medium Instruction University: The Journeys of First‐Year Students in Hong Kong	20
Cumulative Testing for Learning Spoken Vocabulary	20
The Poster Carousel in theESLClassroom: What Happens to Learners'L2Fluency During Same and Parallel‐Task Repetition?	20
Disrupting Colonial Normativities in ELT Classroom : Insights From an Action Research in Pakistan	20
Autoethnographic Explorations of Lived Raciolinguistic Experiences among Multilingual Scholars: Looking Inward to Move Forward. Edited by QianqianZhang‐Wu and BridgetGoodman. Multilingual Matters, 202	19
Attending to Disability in TESOL: A Case of Patterned Inequities	19
Trauma in TESOL : Theoretical, Methodological, and Pedagogical Perspectives	19
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach	18
“I can't have it both ways”: Emotion‐laden tensions, emotion labor, and identity constructions of female English language teachers in Chinese higher education	18
Research Methods for Digital Discourse Analysis, CamillaVasquez (ed). Bloomsbury, 2022. Pp. vii + 333.	17
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Situating Reflection Within ELF Awareness: A Practical and Evaluative Orientation	17
Interactive Videos in Multimodal Listening Assessments: Examining Language Learners' Perspectives	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)	16
Emotional Landscape of Translingualism: Multilingual International Students Navigating Shame Through Translingual Digital Stories	16
Unleashing the Potential of Big Ideas in Language Education: What and How?	16
Response to Khodi: Relational Safety, Language, and Identity in TESOL Contexts	16
Critical ThinkingGregoryHadley and AndrewBoon. New York, USA: Routledge, 2023. xv + 357. ISBN 9780367181710	16
Pragmatics in TESOL	15
Enacting Colonial and Neoliberal Governmentalities through American ELT Programs in Pakistan	15
Issue Information	15
Issue Information	15
The Continua of Biliteracy: Flows and Obstructions	15
The Hidden Curriculum of Gender Identity in L2 Classrooms: Considerations for Teachers and Textbooks	15
One Morning at a Public Elementary School in Mexico: A Decolonial/Critical Perspective of ELT	15
Addressing the Role of “Linguistic Knowledge” in Global Englishes Pedagogy	15
Teaching for Intelligibility	14
Neural Correlates of Task‐Specific Willingness to Communicate: Expanding the Research Agenda	14
Translanguaging and “English Only” at Universities	14
Autoethnography as a Research Methodology in TESOL	14
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco	14
Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications	14
Artificial Intelligence Integration in TESOL Teacher Education: Promoting a Critical Lens Guided by TPACK	13
Language Ideologies and Native Speakerism in English Language Study Abroad Websites	13
Examining English Learners' Opportunity to Learn from High School to Community College: A Qualitative Case Study	13
Written Feedback Dialogue: A Cyclical Model for Student Engagement with Feedback	13
Evaluating English Learning Apps for Chinese Preschoolers: A Multimodal Case Study	13
Issue Information	12
Fostering Fine‐Tuned Prompt Literacy for Multimodal Writing: A Systemic Functional Linguistics‐Informed Framework	12
Fostering Global Englishes Listeners: Addressing Understanding and Attitudes at a Swedish Upper‐Secondary School	12

Issue Information	12
A Pedagogy of Wonder: A Spoken Word Poetic Inquiry Into the Complexities of Trauma and Teaching in TESOL	12
EFL Learners' Processing of Written Corrective Feedback With Think‐Alouds for L2 Pragmatic Learning	12
“They Are our Future”: Professional Pride in Language Teachers across the Globe	12
TBLT , Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance	12
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 279	11
Post‐Traumatic Growth in the Global South: Possibilities in Relational Ethics from Communities to Classrooms	11
Fostering Conceptual Understanding Through Computer‐Based Animated Schematic Diagrams and Cue Contrast	11
Issue Information	11
TESOL Teacher Educators' Emotion Regulation in Times of Transformation: A Q Methodological Analysis of Divergent Responses to Emerging Technologies	11
Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective	11
“Don't Take Our Space”: Strategies, Agency, and Resistance in the White Space of a Dual Language Program	11
An Ecological Perspective on Classroom‐Based Assessment	11
Teaching Phrasal Verbs Effectively: A Comparison of Conceptual Metaphors and Retrievals	11
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.	11
Finding One's Place: ESL Teachers' Experiences of Language and Identity in the School Spaces of Quebec	10
Effects of Pre‐Reading Study and Reading Exposure on the Learning and Processing of Collocations	10
Understanding the Emotional Labor of English Language Teaching while Black in the United States	10
Expanding Methodological Approaches in DDL Research	10
“Show Me How You Can Practice That”: Multimodal Socioemotional Instruction in a Dual Language Bilingual Education Preschool	10
Critical Multilingual Language Awareness, Antiracism, and Raciolinguicized Subjectivities in Teacher Education	10
Learner Corpora in Corpus‐Informed Instruction: Moving Toward an Asset‐ and Genre‐Based Model	10
Designing Feedback and Assessment for GenAI ‐Assisted Digital Multimodal Composition in L2	10
Creating Obstacles to Progressivity: Task Expansion in Second Language Role‐Plays	10
Researchers Training Researchers: Ethics Training in Quantitative Applied Linguistics	10
Unequal Englishes and Linguistic Justice: Global Englishes and Ideological Transformation in Thai Higher Education	10
Exploring Generative AI as a Roleplay Interlocutor in L2 Task‐Based Pragmatics Learning: Comparing	10
“Speak English”: A Comment on English Language Instruction in an Era of Neo‐Nationalism	9
The Unfolding of Careers: Examining Why Expat English Language Teachers Quit the Profession	9
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition	9
Employing Trauma‐Informed Language Pedagogy with Newly Arrived Multilingual Learners: Lessons from a New York City School	9
Sixty Years of Genre Research and Teaching in TESOL Quarterly : An Historical Perspective on Genre and Multilingual Writing	9
Corpora, Locally Sourced: An Approach to Addressing the Specific Needs of ESL Writing Programs	9
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning	9
The Role of Practicum in TESOL Education: Integrating Theory and Practice for Effective Language Teaching Development	9
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English	9
Exploring Digital Multimodal Ensembles and Monomodal Expository Essays: From Author Performance to Reader Perspectives	8
Decolonizing Academic Writing Pedagogies for Multilingual Students	8
Issue Information	8
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms	8
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency	8
Are You Convinced? The Bodily Hexis of Nonnative‐English‐Speaking Teachers as YouTube Language Influencers: Embodiment, Authority, and Performativity	8
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?	8
Rape, Pedagogy, Performance: A Practice for Speaking Trauma	8
Literacy‐based Play with Young Emergent Bilinguals: Explorations in Vocabulary, Translanguaging, and Identity Work	7
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Building a Collaborative Teaching Study Group as a Dynamic Nexus of Research and Practice in TBLT : Porous Systems, Agentic Beings, and Energy Flows	7
Exploration over Verification: Considering the Grounded Theory Method in TESOL	7
State‐of‐the‐Art Review of the Research Paradigms in English Language Policy and Education	7
Unveiling the AI Divide: A Comparative Study of Novice and Veteran EFL Teachers' Experience of Usi	7
Teacher Candidates' Negotiation of Deficit Discourse about Multilingual Learners in a Clinical Simulation	7
Understanding Gender Stereotypes in the Context of Foreign Language Learning through the Lens of Social Cognitive Theory	7
Research Synthesis in TESOL	7
Autoethnography in TESOL Teacher Education: A Methodological Synthesis	7
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	7
Lexical Syllabus in Elementary and Secondary Education: Construction and Implementation	7
The Role of Task Types and Reading Proficiency on Young English as a Foreign Language Learners' Writing Performances	7
Issue Information	7
Case Study in Applied Linguistics, Language Education, and TESOL Quarterly	7
Cumulative Testing for L2 Vocabulary Learning: The Impact of Retrieval Practice and Proficiency	6
Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions	6
The Accent Work of International Teaching Assistants	6
Caring for Wellbeing in Initial Teacher Education: A Focus on Language Teacher Educators' Perceived Roles and Reported Practices	6
“The Road Not Taken” in Language Testing: Sociocultural Implications of Test and Teaching Contents	6
Datafication, Teachers' Dispositions and English Language Teaching in Bangladesh: A Bourdieuian Analysis	6
English in Displacement: Language Learning and Test Preparation Experiences of Refugees and Asylum Seekers	6
Scholarship on English Learners' College and Career Readiness: How Far We Have Come and How Much More We Have to Go	6
Enhanced Empathy for English Language Learners: How ESOL Teachers' Past Language Learning Informs Their Teacher Knowledge and Practices	6
A Grammatical Metaphor Word List	6
Agency and Register in Translanguaging: Middle School Bilingual Learners Engaging in Social Studies Inquiry	6
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Genre‐Based Instruction and Corpora	6
Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT	6
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Grappling with Cisgender Positionality in Applied Linguistics Research with Trans Participants	6
Effects of Repeated Viewing on Attention to Bilingual Subtitles and L2 Incidental Vocabulary Learning: An Eye‐Tracking Study	6
An Intersectional Approach to Emotion Labor and Language Teacher Identity: The Case of a Black American Woman Educator Teaching English Abroad in South Korea †	5
Issue Information	5
Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School	5
Investigating Accent Bias in AI Intelligibility of L2 English Accents	5

Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research	5
Language Teachers' Developmental Trajectories as Materials Developers	5
Creating “Reflect‐ables”: A Conversation Analytic Study of Feedback Practices in Language Teacher Education	5
Using Virtual Exchange for Teaching BELF Pragmatics: Developing an Online Negotiation Activity	5
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change	5
From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement	5
“This is our country, too”: Embodied Experiences of and Resistance to Neo‐nationalism in a Midwest School District	5
The Role of English and Its Myths in the Emergence of First Language Dissociation among Some Japanese‐English Late Plurilinguals	5
Receptive Meaning‐Recall Knowledge of Derivational Morphology Among  EFL  Learners: A Case for L1	5
Corpora in English Language Teacher Education: Research, Integration, and Resources	5
Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English	5
“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	5
Narrative‐Style Transcription: Optimizing Inference of Dialogic Discourse	4
“This Is Your Safe Space”: The Intersections of Rurality, Ethnicity, and LGBTQIA + Language Educator Identity in the Southeastern U.S.	4
GELT vs. ELT: Competing Paradigms in L1 ‐Flavored‐English Translanguaging in an ESL Classroom	4
Creating Anti‐Oppressive Digital Spaces for Social Justice Language Education	4
Learners' Perceived Development of Spoken Grammar Awareness after Corpus‐Informed Instruction: An Exploration of Learner Diaries	4
Engagement and Interaction for Second Language Learning	4
Why TESOL Textbooks Are the Way they Are: The Constraints of Writing for a Global Audience	4
Between Exploration and Caution: Psychological Need Profiles in AI Integration Among Chinese University EFL	4
Introduction: Teaching English in a Time of Resurgent Nationalism	4
Using Artificial Intelligence in TESOL: Some Ethical and Pedagogical Considerations	4
Integrated Performance Assessments: Providing Equitable Instruction and Assessment for ELLs/MLLs	4
Issue Information	4
When ChatGPT can't Chat: The Quest for Naturalness	4
“I am a Problem”: An Artistic Cartography of Pervasive Invisible Trauma in Education: The Significance of a Non‐representational Research Approach with Pedagogical Value	3
“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor	3
Monitoring Listening Comprehension in Real Time: Early Observations from the ReMoDEL Project	3
English Language Teacher Education with an Eco‐Social Perspective: An Exploratory Study	3
English Language Learning in the Digital Age: Learner‐Driven Strategies for Adolescents and Young Adults, Mark Dressman, Ju Seong Lee, and Laurent PerrotJu, New Jersey: Wiley‐Blackwell, 2023. Pp. xi +	3
Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning?	3
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Learner Corpus Research in Applied Linguistics	3
Learner‐Generated Content and Teachers Collaborative Planning on Using Memes in English as a Foreign Language Instruction	3
Technology and Instructed Second Language Acquisition: Connecting Research and Pedagogy. ShawnLoewen, Frederick J.Poole, Hyun‐BinHwang, and Matthew D.Coss, Amsterdam: John Benjamins Publishing Company	3
Selection of a Topic of a Research Proposal of Emerging Academic Writers in a Blended Linked EAP Course: An Interactional Ethnographic Perspective	3
From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak	3
They Are Talking, But Is It Productive? ExploringEFLStudents' Small Group Talk	3
Repeating the Listening Text: Effects on Listener Performance, Metacognitive Strategy Use, and Anxiety	3
Emotions and Language Education	3
Metalinguistic Awareness in the EFL Classroom and Beyond: Exploring the Potential of Translation Tasks	3
Calling for a Humanizing Turn in Language Teacher Education: Problematizing Content and Language Instruction	3
Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching	3
Exploring EFL Learners' Academic Literacy Development: An Ecological Perspective	3
The Role of Web‐Based Writing Software in Negotiation for Meaning Within Collaborative Writing‐In‐Interaction	3
ELF Communication Strategies: A Pedagogical Intervention Pilot Study	3
Examining Teacher Questioning in English‐Medium Instruction Classrooms: A Four‐Tier Analytical Procedure	3
The Impact of GenAI ‐Based Collaborative Inquiry on Critical Thinking in Argumentation: A Case Study of Blended Argumentative Writing Pedagogy	3
Handwritten Versus Typed Notes: The Impact of Note‐Taking Modes in Second Language Listening Tests	3
Varying Perceptions of TESOL Instruction from Experts, Peers, and Learners	3
Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues	3
Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective	3
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas	3
Language Teacher Educator Identity, Wellbeing and Agency Nested in a Community of Practice: A Collaborative Autoethnography	3
EFL Teachers' Ecological Barriers to Integrating Informal Digital Learning of English	3
Dancing with shackles: Exploring two Chinese high school English teachers' restricted agency in implementing core competencies from an ecological lens	3
Gigification of English Language Instructor Work in Higher Education: Precarious Employment and Magic Time	2
“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education	2
“All Native Speakers” at Singapore's ESL Schools: Implications for TESOL Communities in the Pursui	2
Benefits and Challenges of Using Do‐it‐yourself Corpora for Academic Writing Development	2
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Exploring the Potential of Conversational AI for Assessing Second Language Oral Proficiency	2
Leveraging GenAI for Automated Feedback on Source‐Based Writing: A Three‐Stage Model	2
Enacting a Global Englishes and Critical Pedagogy Integrated Curriculum in Korean High School English as a Foreign Language Classrooms	2
Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning	2
M is for Apple: Biliteracy for Pre‐Service Teachers	2
Evaluating the International and Intercultural Orientation of an ELT Textbook in Cambodia through the Lens of Global Englishes Language Teaching	2
Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta‐Analysis	2
Longitudinal Tracking of Persistence in Other‐Repair Practices in an Audio‐Mediated English Private Tutoring Setting	2
Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers	2
Metaphors as Windows into Academic Vocabulary Learning	2
Introducing and Evaluating a Measure of Lexical Diversity Across Word Classes	2
Issue Information	2
Individual Networks of Practice and Socialization into Academic Writing Outside the Classroom: A Case Study of an English Learner in Japan	2
35 Years of the Continua of Biliteracy: A discussion of what has been, what is, and what is to come	2
Supporting Pathways into College and Careers: The Case of Adult Education ESL in Community Colleges	2
Generative Artificial Intelligence in English Language Education: Potential, Challenges, and the Path Forward	2
Generative AI for the Teaching, Learning, and Assessment of Productive Skills: An Evidence‐Based Approach to Understanding Its Real Impact	2
Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher	2
Teaching English through a Second Language to Linguistic Minority Students in EFL Contexts: Identifying “Double Subtractive” Education	2
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“Heroes Like Me”—Envisioning Possibilities for Enacting Culturally Inclusive Digital Multimodal Literacies	2
Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research	2
“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States	2
A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners	2
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