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 2020-11-01 to 2024-11-01.)

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
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
Digital Literacies in TESOL: Mapping Out the Terrain	15
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
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
“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
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
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
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
Examining space, silence, and agency in language socialization of an international student in the EAP and mainstream courses	11
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
The Multilayered Nature of Becoming Nonnative‐English‐Speaking Teacher	10
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
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
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
How Does Creativity Affect Second Language Speech Production? The Moderating Role of Speaking Task Type	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
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
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
“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
Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support	5
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
(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
An Ecological Perspective on Classroom‐Based Assessment	5
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students	5
Establishing Appropriate Cut Scores of a Standardized Test for a Local Placement Context	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
“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
Neoliberalizing Subjects through Global ELT Programs	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
The Accent Work of International Teaching Assistants	5