© TESOL International Association
Edited By: Margo DelliCarpini
Online ISSN: 1949-3533
Associated Title(s): TESOL Quarterly
Having trouble submitting your manuscript or navigating the TJ Online Submission System? Please contact Meaghan McDonnell, TJ Managing Editor, at email@example.com.
E-mail links are provided for inquiries only. Please do not send manuscripts via e-mail to the editors. Manuscripts must be submitted online via the ScholarOne Manuscript Submission System.
Feature Articles/Readers Respond Editor
Joy Egbert, Washington State University, Pullman, USA
Current Issues in TESOL Editor
Gisela Ernst-Slavit, Washington State University, Vancouver, USA
Technology in English Language Teaching and Learning Editor
Levi McNeil, Sookmyung Women’s University, S. Korea
Classroom Explorations Editor
Senem Yildiz, Boğaziçi University, Turkey
Materials & Media Reviews Editor
Holly Hansen-Thomas, Texas Women’s University, USA
Meaghan McDonnell, Wiley-Blackwell
Submission Guidelines for TESOL Journal
TESOL Journal (TJ) is a refereed electronic journal that publishes articles based on current theory and research as it relates to practice in the field of TESOL. It invites previously unpublished articles on English as a second, foreign, or additional language that address research and classroom practices based on sound theorizing and grounded in thoughtful practice. TJ encourages manuscript submissions that deal with learners of all ages and proficiency levels from language teachers, administrators, teacher educators, and researchers who work in a variety of language and teaching contexts. These contexts include, but are not limited to, ESL and EFL for pre-K–12, 2- and 4-year institutions of higher education, and adult education settings.
TJ is a forum for second and foreign language educators at all levels to engage in research and theorizing that informs, shapes, and grounds teaching practices and perspectives. Submissions should enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research. TJ requests submissions written in simple academic prose that makes the article content accessible to practitioners. TJ welcomes submissions in the categories listed below. All word counts include references, tables, and end materials.
Manuscripts undergo blind review and therefore should have no reference to the author’s identity. Please include a separate cover sheet containing name, affiliation, and contact information. Due to the electronic nature of the journal, authors are encouraged to include hyperlinks, graphics, photographs, video streaming, and other technology formats (See the TJ Policy for Publishing Photographs, Sound, and Video).
Well-thought-out responses that add information to, or provide evidence to support or oppose, the content of articles in TJ will be considered for publication. Responses may, for example, comment on the theoretical or research base of an article, include and discuss additional references, or suggest an alternate take on the issues addressed in an article. (Section Editor: Joy Egbert, firstname.lastname@example.org).
Feature articles may range widely in content, for example from an article addressing how English as an international language is shaped by a host of contextual variables to teacher research describing how teachers may come to better understand and engage their students. Most important for a feature article is 1) a strong link between theory/research and practice and 2) relevance to the broader English language teaching community. Feature articles should contain an abstract of 150–200 words. (Section Editor: Joy Egbert, email@example.com)
Current Issues in TESOL
A manuscript for the Current Issues in TESOL section should provide clear and concise analysis, criticism, discussion, or presentation of key topics in today’s TESOL landscape. Appropriate topics include, but are not limited to, multiliteracies, teacher preparation, research methods and topics, curriculum, assessment, and policy. Manuscripts should clearly connect to current debate and theory and, when appropriate, should include examples. (Section Editor: Gisela Ernst-Slavit, firstname.lastname@example.org)
Technology in English Language Teaching and Learning
Submissions to this section, based on a strong pedagogical framework, should focus on the ways in which technology can support English language learners around the world to master language, content, and thinking skills that will prepare them for success in a global society. Submissions should include how teachers are addressing these demands in pedagogically sound ways in their teaching, particularly through the use of new approaches to teaching and learning and emerging technologies (e.g., Facebook, Wikis, blogs, FaceTime, Skype, Instagram, etc.). Articles should address outcomes and implications for English language teaching and learning. (Section Editor: Levi McNeil, email@example.com)
This category offers a forum for ESL/EFL teachers and students to share personal perspectives on their own learning, issues, challenges, successes, and stories that will provide valuable information to practitioners in terms of developing multiple perspectives on language instruction. Submissions may address the range of issues that students’ learning English as a second, foreign, or additional language experience. Although researchers are welcome to submit, preference for publication will be given to articles that are written by classroom teachers or students, include a student as a co-author, or focus on student voice as a central emphasis of the article. (Section Editor: Senem Yildiz, firstname.lastname@example.org)
Materials & Media Reviews
This section presents reviews of teaching materials (including textbooks), teacher resources, technology resources, and creative works (including trade books), based on a theoretical framework for evaluation and a description of how they have been successfully used in the classroom. Please secure permission from the publisher of the book/materials you are reviewing so that TJ can reproduce some of the images/ links of activities and/ or other teaching tips discussed in the review. One strength of the online book/material review is its online component; articles with links to the contents or activities discussed in the review are more accessible, and thereby, more publishable. (Section Editor: Holly Hansen-Thomas HHansenThomas@mail.twu.edu)
Copyright Transfer Agreement
If your paper is accepted, the author identified as the formal corresponding author for the paper will receive an email prompting them to login into Author Services; where via the Wiley Author Licensing Service (WALS) they will be able to complete the license agreement on behalf of all authors on the paper.
For authors signing the copyright transfer agreement
If the OnlineOpen option is not selected, the corresponding author will be presented with the copyright transfer agreement (CTA) to sign. The terms and conditions of the CTA can be previewed in the samples associated with the Copyright FAQs below:
CTA Terms and Conditions: http://authorservices.wiley.com/bauthor/faqs_copyright.asp
For authors choosing OnlineOpen
If the OnlineOpen option is selected, the corresponding author will have a choice of the following Creative Commons License Open Access Agreements (OAA):
Creative Commons Attribution License OAA
Creative Commons Attribution Non-Commercial License OAA
Creative Commons Attribution Non-Commercial -NoDerivs License OAA
To preview the terms and conditions of these open access agreements, please visit the Copyright FAQs hosted on Wiley Author Services http://authorservices.wiley.com/bauthor/faqs_copyright.asp and visit http://www.wileyopenaccess.com/details/content/12f25db4c87/Copyright--License.html.
If you select the OnlineOpen option and your research is funded by The Wellcome Trust and members of the Research Councils UK (RCUK), you will be given the opportunity to publish your article under a CC-BY license supporting you in complying with Wellcome Trust and Research Councils UK requirements. For more information on this policy and the Journal’s compliant self-archiving policy, please visit: http://www.wiley.com/go/funderstatement.
OnlineOpen is available to authors of primary research articles who wish to make their article available to non-subscribers on publication, or whose funding agency requires grantees to archive the final version of their article. With OnlineOpen, the author, the author's funding agency, or the author's institution pays a fee to ensure that the article is made available to non-subscribers upon publication via Wiley Online Library, as well as deposited in the funding agency's preferred archive. For the full list of terms and conditions, see http://wileyonlinelibrary.com/onlineopen#OnlineOpen_Terms.
Any authors wishing to send their paper OnlineOpen will be required to complete the payment form available from our website at https://authorservices.wiley.com/bauthor/onlineopen_order.asp.
Prior to acceptance there is no requirement to inform an Editorial Office that you intend to publish your paper OnlineOpen if you do not wish to. All OnlineOpen articles are treated in the same way as any other article. They go through the journal's standard peer-review process and will be accepted or rejected based on their own merit.
Online production tracking is available for your article through Wiley’s Author Services.
Author Services enables authors to track their article – once it has been accepted – through the production process to publication online. Authors can check the status of their articles online and choose to receive automated e-mails at key stages of production. The author will receive an e-mail with a unique link that enables them to register and have their article automatically added to the system. Please ensure that a complete e-mail address is provided when submitting the manuscript. Upon publication, corresponding authors can collect a gratis PDF offprint of their article from Author Services. Visit http://authorservices.wiley.com/bauthor/ for more details on online production tracking and for a wealth of resources including FAQs and tips on article preparation, submission, and more.