TESOL Quarterly

Article	Citations
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital	65
Development and Initial Validation of the L2‐Teacher Grit Scale	43
What Characterizes Comprehensible and Native‐like Pronunciation Among English‐as‐a‐Second‐Language Speakers? Meta‐Analyses of Phonological, Rater, and Instructional Factors	39
The Development of Feedback Literacy for Writing Teachers	35
Translanguaging, Emotionality, and English as a Second Language Immigrants: Mongolian Background Women in Australia	31
(Re)imagining the Future of Translanguaging Pedagogies in TESOL Through Teacher–Researcher Collaboration	28
Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform	28
A Primer on Qualitative Research Synthesis in TESOL	26
Lexical Coverages, Inferencing Unknown Words and Reading Comprehension: How Are They Related?	25
Efficacy of Multimodal Glossing on Second Language Vocabulary Learning: A Meta‐analysis	24
“English‐Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University	23
Equity for Students Learning English in Dual Language Bilingual Education: Persistent Challenges and Promising Practices	23
Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs	23
“Technically an EL”: The Production of Raciolinguistic Categories in a Dual Language School	20
Immersive Virtual Reality for Pragmatics Task Development	20
Task Preparation and Second Language Speech Production	19
Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?	19
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas	17
Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades	16
Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning	16
Life Capital: An Epistemic and Methodological Lens for TESOL Research	16
Language‐in‐Education Policies in Japan Versus Transnational Workers’ Voices: Two Faces of Neoliberal Communication Competence	16
Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory	15
Enactment of a Translingual Approach to Writing	15
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	15

Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography	15
“Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program	13
Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode	13
Changing Practice in University English Language Teaching: The Influence of the Chronotope on Teachers’ Action	13
Revisiting Popular Speech Recognition Software for ESL Speech	12
Short‐Term Study Abroad in TESOL: Current State and Prospects	12
The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices	12
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers	12
Bilanguaging Love: Latina/o/x Bilingual Students’ Subjectivities and Sensitivities in Dual Language Immersion Contexts	12
Reconceptualizing Language Assessment Literacy: Where Are Language Learners?	11
The Effects of Topic Familiarity on Text Quality, Complexity, Accuracy, and Fluency: A Conceptual Replication	11
Google Translate and Biliterate Composing: Second‐Graders' Use of Digital Translation Tools to Support Bilingual Writing	11
Digital Literacies in TESOL: Mapping Out the Terrain	11
Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices	11
TrUDL, A Path to Full Inclusion: The Intersectional Possibilities of Translanguaging and Universal Design for Learning	11
Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?	10
“It Made Me Think in a Different Way”: Bilingual Students’ Perspectives on Multimodal Composing in the English Language Arts Classroom	10
EFL Learners' Receptive Knowledge of Derived Words: The Case of Swedish Adolescents	10
Dialogicality and Racialized Discourse in TESOL Recruitment	10
“I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen	10
Effects of Distributed Retrieval Practice Over a Semester: Cumulative Tests as a Way to Facilitate Second Language Vocabulary Learning	9
Generating a Roadmap for Possible Selves via a Vision Intervention: Alignment of Second Language Motivation and Classroom Behavior	9
Translanguaging to Understand Language	9
Aural single‐word and aural phrasal verb knowledge and their relationships to L2 listening comprehension	9
“Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities	9
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science	9
Methodological Principles for Researching Multilingually: Reflections on Linguistic Ethnography	8
Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students	8
Linguistic Citizenship in the EFL Classroom: Granting the Local a Voice Through English	8
The Securitisation of Language Borders and the (Re)production of inequalities	8
Critical Language Testing, Multilingualism and Social Justice	8
Applying Constructionist Approaches to Teaching English Argument Structure Constructions to EFL Learners	8
Institutional Supports for Language Development through English‐Medium Instruction: A Factor Analysis	8
“Predators of Emotions”: The Role of School Assessment Policies in English Language Teachers' Emotion Labor	8
Autonomy in the Digital Wilds: Agency, Competence, and Self‐efficacy in the Development of L2 Digital Identities	8
Pero Aquí se Habla Inglés: Latina Immigrant Mothers’ Experiences of Discrimination, Resistance, and Pride Through Antropoesía	8
Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education	8
Scaffolding L2 Academic Reading and Self‐Regulation Through Task and Feedback	7
WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions	7
Exploring the Connection between Teacher Training and Teacher Cognitions Related to L2 Pronunciation Instruction	7
A Longitudinal Study on the Effect of Mode of Reading on Incidental Collocation Learning and Predictors of Learning Gains	7
Humanizing TESOL Research Through the Lens of Complexity Thinking	7
Queer is as Queer Does: Queer L2 Pedagogy in Teacher Education	7
Examining the Effectiveness of Peer Feedback in Second Language Writing: A Meta‐Analysis	7
English Medium Instruction, English‐Enhanced Instruction, or English without Instruction: The Affordances and Constraints of Linguistically Responsive Practices in the Higher Education Classroom	7
From Rural China to the Digital Wilds: Negotiating Digital Repertoires to Claim the Right to Speak	7
Bilingualism—But Not Plurilingualism—Promoted by Immersion Education in Canada: Questioning Equity for Students of English as an Additional Language	7
Teachers’ Transnational Identities as Activity: Constructing Mobility Systems at the Intersections of Gender and Language Difference	7
Diagnosing L2 Listeners’ Difficulty Comprehending Known Lexis	7
The Multilayered Nature of Becoming Nonnative‐English‐Speaking Teacher	7

Queer Inquiry: A Loving Critique	7
Artifactual Literacies and TESOL: Narratives of a Syrian Refugee‐Background Family	7
Using Generative Artificial Intelligence for Language Education Research: Insights from Using OpenAI's ChatGPT	6
First Language Loss and Negative Attitudes Towards Dhivehi Among Young Maldivians: Is the English‐First Educational Policy to Blame?	6
The Effects of Multiple‐Exposure Textual Enhancement on Child L2 Learners’ Development in Derivational Morphology: A Multi‐Site Study	6
How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain‐General Auditory Processing in Choral Repetition Training	6
Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials	6
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion	5
Lesson Study as a Catalyst for University Language Teacher Development	5
Methodological Innovations in Examining Digital Literacies in Applied Linguistics Research	5
Establishing Appropriate Cut Scores of a Standardized Test for a Local Placement Context	5
Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom	5
Tensions in an Identity‐Oriented Language Teaching Practicum: A Dialogic Approach	5
Enhancing the Involvement Load Hypothesis as a Tool for Classroom Vocabulary Research	5
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds	5
The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis	5
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times	5
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities	5
Redressing the Balance in the Native Speaker Debate: Assessment Standards, Standard Language, and Exposing Double Standards	5
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement	5
Teaching English to Special Educational Need Students through an Online Tool	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
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design	5
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject	5
Equity in Representing Literacy Growth in Dual Language Bilingual Education for Emerging Bilingual Students	5
Examining the Interaction between two Process‐based L2 Listening Instruction Methods and Listener Proficiency Level: Which form of Instruction Most Benefits Which Learners?	5
Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway	4
Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens	4
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie	4
“Someone Is Watching Me While I Write”: Monolingual Ideologies and Multilingual Writers Behind the Scenes of L2 Writing Tutorials	4
Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis	4
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students	4
Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support	4
Toward a Professional Development Model for Critical Digital Literacies in TESOL	4
The Accent Work of International Teaching Assistants	4
(Re)Examining the Benefits of Pre‐Reading Instruction for Vocabulary Learning	4
Does the Reuse of Constructions Promote Fluency Development in Task Repetition? A Usage‐Based Perspective	4
In Search of the Optimal Mode of Input for the Acquisition of Formulaic Expressions	4
Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective	4
An Ecological Perspective on Classroom‐Based Assessment	4
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students	4
“Why Should I Not Speak My Own Language (Chinese) in Public in America?”: Linguistic Racism, Symbolic Violence, and Resistance	4
Linguistically Responsive Instruction in International Branch Campuses: Beliefs and Practices of Liberal Arts and STEM Instructors	4
Strategic Self‐Regulation for Speaking English as a Foreign Language: Scale Development and Validation	4
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type	4
Decolonizing Academic Writing Pedagogies for Multilingual Students	4
Emotion Labor as Professional Development Work: Insights from Teachers Doing Action Research	4
Beyond the “Core”: Preparing Art Educators to Meet the Needs of Culturally and Linguistically Diverse Students	4
Narratives and Negotiations of Identity in Japan and Criticality in (English) Language Education: (Dis)Connections and Implications	3
Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework	3
Transparency with Second Language and Multilingual Transcription	3
Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study	3
Exploring Links Between Aural Lexical Knowledge and L2 Listening in Arabic and Japanese Speakers: A Close Replication of Cheng, Matthews, Lange and McLean (2022)	3
Teacher Identity (re)Construction in Collaborative Bilingual Education: The Emergence of Dyadic Identity	3
The Effects of Lexical Coverage and Topic Familiarity on the Comprehension of L2 Expository Texts	3
Context, Communities, and Conflict: Novice Language Teachers in Malaysia	3
Considering Affective Geographies in Critical Digital Literacy Pedagogies: How Colombian, English Language Teachers Mitigated “Feeling at a Distance” During Remote Instruction	3
‘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	3
Neo‐Nationalism and Politicizing TESOL: Nationalist Rhetoric and Decolonial Impulses in English Teaching in Morocco	3
“The Darker Your Skin Color is, the Harder it is in Korea”: Discursive Construction of Racial Identity in Teaching Internationally	3
Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues	3
Putting Process Drama in Practice With TBLT Principles: TESOL in Action	3
Neoliberalizing Subjects through Global ELT Programs	3
Examining space, silence, and agency in language socialization of an international student in the EAP and mainstream courses	3
“If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”: Ableism in Teacher Collaboration	3
Writing Strategies as Acts of Identity	3
Classroom as Neo‐National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions	2
Translanguaging and “English Only” at Universities	2
Agency in Constrained Spaces: How English Learners and their Teachers Negotiate the Power of High‐stakes Exams	2
“Actually, It's Real Work”: EFL Teachers' Perceptions of Technology‐Assisted Project‐Based Language Learning in Lebanon, Libya, and Syria	2
The Cost of Change: How Ideological Shifts Impact Afghans' Investment in Learning English	2
Engaging Teachers in Genre‐Based Pedagogy for Writing Arguments: A Case Study of Shifts in Practice and Understanding	2
What Elicited Imitation Can Show Us: Quantitative and Qualitative Analyses of Longitudinal Changes	2
Research Into Second Language Learners’ and Teachers’ Self‐Efficacy Beliefs: Making the Connections	2
Becoming a Critical ESL Teacher: The Intersection of Historicity, Identity, and Pedagogy	2
Teaching English in the Muslim World against the Backdrop of 9/11 and Resurgent Nationalism: A Case Study of Bangladeshi ELT	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 Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL	2
Online News as a Resource for Incidental Learning of Core Academic Words, Academic Formulas, and General Formulas	2
“I want to keep my North Korean accent”: Agency and identity in a North Korean defector’s transnational experience of learning English	2

When Immigrant Mothers of Color Become Public School Teachers for English Language Learners: Intersectionality for Transformative Teacher Preparation	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
Institutional and Faculty Readiness for Teaching Linguistically Diverse International Students in Educator Preparation Programs in U.S. Universities	2
Apoyo and English for Research Publication Purposes at a Latin American University	2
“I Don't Let What I Don't Know Stop What I Can do”—How Monolingual English Teachers Constructed a Translanguaging Pre‐K Classroom in China	2
Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning	2
Commentary: Critical Digital Literacies as Action, Affinity, and Affect	2
Neo‐Nationalist Discourses and Teacher Identity Tensions in a Telecollaboration for Teachers of Minoritized Language Learners in Türkiye	2
To Correct or Not: The Role of L1 Fluency in Understanding and Measuring L2 Fluency	2
Retelling Stories of Desire in TESOL: English, Imagination, and Encounters in Tourism	2
Morphological Development in EAP Student Writing	2
The Representation of Race in English Language Learning Textbooks: Inclusivity and Equality in Images	2
“I am Kichwa”: The Funds of Identity of an Indigenous Ecuadoran NNES Teacher	2
A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links	2
Modeling Plurilithic Orientations to English with Pre‐Service Teachers: An Exploratory International Study	2
Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore	2
Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions	2
Application of Emergent Bilinguals’ Sociocognitive Skills to Argumentative Writing Within a Discussion‐Rich Language and Literacy Curriculum	1
Facilitating Students' Learning of a Target Construction Through Teacher Interactional Resources in EFL Kindergarten Classrooms	1
Digital Language Learning: A Sociocultural Theory Perspective	1
Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy	1
Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language	1
Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition	1
Boosting Learners' Confidence in Learning English: Can Self‐Efficacy‐Based Intervention Make a Difference?	1
Commentary: Critical digital literacies, practices and contexts	1
Individualized Language Plans: Promises and Pitfalls	1
Open science: Considerations and issues for TESOL research	1
Commentary for Forum of Special Issue “Digital Literacies in TESOL: Mapping out the Terrain”	1
Defining with Purpose: Connecting Lexicogrammatical Features to Textual Purpose in Authentic Undergraduate Texts	1
Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research	1
Introduction: Teaching English in a Time of Resurgent Nationalism	1
Addressing Culture in L2 Writing: Teaching Strategies for the EAP Classroom	1
Sociocultural Theory and Corpus‐Based English Language Teaching	1
Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching	1
“This is our country, too”: Embodied Experiences of and Resistance to Neo‐nationalism in a Midwest School District	1
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program	1
How Does the Test Modality of Weekly Quizzes Influence Learning the Spoken Forms of Second Language Vocabulary?	1
Evaluating the Application of a Gap‐Fill Exercise on the Learning of Phrasal Verbs: Do Errors Help or Hinder Learning?	1
The Role of Self‐Talk in Downgrading a Teacher’s Certainty About Grammar Matters	1
Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners	1
Decolonizing English‐Medium Instruction in the Global South	1
Beyond Feel‐good Language‐as‐Resource Orientations: Getting Real about Hegemonic Language Practices in Monolingual Schools	1
‘Because you’re all covered up’: Islamophobia in the ELT Classroom	1
Translator Identity and the Development of Multilingual Resources for Language Learning	1
Navigating Critical Language Education at the Crossroads of Neonationalism and Neoliberalism: The Role of Border Talk	1
Developing Young Learners’ Metacognitive Awareness for Speaking	1
English‐Medium Instruction Practices in Higher Education: International Perspectives.JimMcKinley and NicolaGalloway (Eds.). London, New York, Dublin: Bloomsbury Academic, 2022. Pp. xxi + 279	1
“This is a Very Sensitive Point”: Bilingual Teachers' Interactions with Neo‐Nationalism in a Two‐Way Immersion Program in the United States	1
English Pronunciation Teaching and Research: Contemporary PerspectivesMarthaPennington and PamelaRogerson‐Revell. London, England: Palgrave Macmillan. Pp. Xv + 50.	1
Probing the Sociocultural Relevance of TESOL in Three Stories of Becoming an English Teacher	1
Bridging Theory to Practice: Exploring the Role of an Educative Translingual Curriculum to Support Linguistically Diverse Classroom Practices	1
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges	1
“I Promised Growing up I Would Not Become a Teacher”: Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory	1
In Pursuit of Queer Inquiry with Turkish EFL Preservice Teachers	1
Jumping Through Hoops in the Canadian Immigration System: A Critical View of the Immigrant's Journey to Citizenship	1
From Crisis to Opportunity: Turning Questions about “Plagiarism” into Conversations about Linguistically Responsive Pedagogy	1
L2 Investment and Techno‐Reflective Narrative Interviews	1
Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content‐Based EAP Program	1
Effective Teachers of Multilingual Learners: A Mixed‐Method Study of UK and US Critical Sociocultural Teaching Practices	1
Teaching ‘Register Overlap:’ A Proposal for a Translingual Pedagogy to Support Spanish and English Academic Register Learning	1
(Il)Legitimating Filipino Teachers' English on Webpages for Japanese Learners of English	1
Exploring Individual Differences in Rating Second Language Speech: Rater's Language Aptitude, Major, Accent Familiarity, and Attitudes	1
Equipping all teachers to teach disciplinary language: Toward a developmental continuum in teacher education	1
Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School	1
Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in TESOL Teacher Education	1
Gigification of English Language Instructor Work in Higher Education: Precarious Employment and Magic Time	1
Global Englishes for Language TeachingHeathRose and NicolaGalloway. Cambridge, England: Cambridge University Press, 2019. Pp xix + 255.	1
Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course	1
Extramural English in Scandinavia and Asia: Scale Development, Learner Engagement, and Perceived Speaking Ability	1
Exploring Young Learners’ Strategic Behaviors in a Speaking Test	1
Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners	1