OOIR: Observatory of International Research

Papers

(The TQCC of TESOL Quarterly is 5. 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 2020-04-01 to 2024-04-01.)

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
Teacher Learning as Identity Change: The Case of EFL Teachers in the Context of Curriculum Reform	28
(Re)imagining the Future of Translanguaging Pedagogies in TESOL Through Teacher–Researcher Collaboration	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
Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs	23
“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
Immersive Virtual Reality for Pragmatics Task Development	20
“Technically an EL”: The Production of Raciolinguistic Categories in a Dual Language School	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
Language‐in‐Education Policies in Japan Versus Transnational Workers’ Voices: Two Faces of Neoliberal Communication Competence	16
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
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
Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory	15

Enactment of a Translingual Approach to Writing	15
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
“Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program	13
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
Revisiting Popular Speech Recognition Software for ESL Speech	12
Short‐Term Study Abroad in TESOL: Current State and Prospects	12
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
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
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
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
“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
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
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
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
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
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
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
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
Teaching English to Special Educational Need Students through an Online Tool	5
Lesson Study as a Catalyst for University Language Teacher Development	5
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject	5
Methodological Innovations in Examining Digital Literacies in Applied Linguistics Research	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
Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion	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
Establishing Appropriate Cut Scores of a Standardized Test for a Local Placement Context	5
TESOL Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times	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
“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
The Role of Membership Viewpoints in Shaping Language Teacher Associations: A Q Methodology Analysis	5
Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design	5
Dynamic Assessment of L2 Writing: Exploring the Potential of Rubrics as Mediation in Diagnosing Learner Emerging Abilities	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