Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Current Issue
Volume 43, Issue 2, May 2024 

Important Notice

The Journal of Teaching Language Skills (JTLS) is now Teaching English as a Second Language Quarterly (TESL Quarterly, TESLQ for short). This took effect from the Fall 2021 issue.

Teaching English as a Second Language Quarterly is a quarterly open-access double-blind peer-review journal that publishes original articles of high scholarly nature. This journal will accept scholarly articles written by national or international authors only in the English language in the areas of  Language Teaching and Learning and its sub-disciplines. The journal is Q1, according to the ISC evaluation report.

There are no processing and publication fees for foreign authors.  

***

The journal's rank is A (الف) based on the latest evaluation (1402-2023) by the Ministry of Science, Research, and Technology.  

 In 2015 the Board of editors, in their meeting, decided to revert to the old volume numbers of the Journal of Social Sciences & Humanities of Shiraz University (TESLQ is an offshoot). This is to save the excellent record of the old journal.  This has taken effect from our spring 2016 issue (35/1).

 

Publication Information

Publisher:
Shiraz University Press

Editor-in-Chief:
Rahman Sahragard

Technical Editor:
Reza Rezvani

Executive Manager:
Maryam Khakrangin

Frequency: Quarterly

Online ISSN: 2981-1546

Volume 42 (2023)
Volume 41 (2022)
Volume 40 (2021)
Volume 39 (2020)
Volume 38 (2019-2020)
Volume 37 (2018-2019)
Volume 36 (2017-2018)
Volume 35 (2016-2017)
Volume 34 (2015-2016)
Volume 33 (2014-2015)
Volume 32 (2013-2014)
Volume 31 (2012-2013)
Volume 30 (2011-2012)
Volume 29 (2010)
Volume 28 (2009)

Journal Metrics

 

Research Paper
Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners
Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners

Mohsen Veisi; Mohammad Saber Khaghaninezhad

Volume 43, Issue 2 , May 2024, Pages 1-30

https://doi.org/10.22099/tesl.2024.49255.3256

Abstract
  This study examined the possible effects of orthographic/phonologic priming techniques on the receptive language skills of Iranian EFL learners with different proficiency levels. From ...  Read More
Research Paper
An Analysis of Interactive and Interactional Metadiscourse: Native vs. Nonnative Author Dichotomy
An Analysis of Interactive and Interactional Metadiscourse: Native vs. Nonnative Author Dichotomy

Parviz Ajideh; Ali-Akbar Ansarin; Mohammad Zohrabi; Zahra Nouri

Volume 43, Issue 2 , May 2024, Pages 31-48

https://doi.org/10.22099/tesl.2024.49202.3253

Abstract
  A mounting attention has been witnessed recently on authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which ...  Read More
Article Reviews
ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education
ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education

Masoud Azadnia

Volume 43, Issue 2 , May 2024, Pages 49-86

https://doi.org/10.22099/tesl.2024.49169.3250

Abstract
  ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article ...  Read More
Research Paper
DVL-integrated Instructions to Enhance EFL Learners’ Speaking Proficiency: The Digital Image Guide Method
DVL-integrated Instructions to Enhance EFL Learners’ Speaking Proficiency: The Digital Image Guide Method

Somayeh Fathali; Mohsen Shirazizadeh; Shiva Rezavand

Volume 43, Issue 2 , May 2024, Pages 87-110

https://doi.org/10.22099/tesl.2024.48986.3247

Abstract
  The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore ...  Read More
Research Paper
Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Their Relationships with Reflective Teaching: A Mixed-Methods Study
Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Their Relationships with Reflective Teaching: A Mixed-Methods Study

Zahra Alinejad; Majid Nemati; Farid Ghaemi

Volume 43, Issue 2 , May 2024, Pages 111-141

https://doi.org/10.22099/tesl.2024.48876.3245

Abstract
  The aim of this mixed-methods study is twofold: Firstly, to explore how CTDs and their role in reflective teaching (RT) are addressed and perceived among EFL teachers, and secondly, ...  Read More
ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education
ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education

Masoud Azadnia

Volume 43, Issue 2 , May 2024, , Pages 49-86

https://doi.org/10.22099/tesl.2024.49169.3250

Abstract
  ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article ...  Read More
Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners
Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners

Mohsen Veisi; Mohammad Saber Khaghaninezhad

Volume 43, Issue 2 , May 2024, , Pages 1-30

https://doi.org/10.22099/tesl.2024.49255.3256

Abstract
  This study examined the possible effects of orthographic/phonologic priming techniques on the receptive language skills of Iranian EFL learners with different proficiency levels. From ...  Read More
An Analysis of Interactive and Interactional Metadiscourse: Native vs. Nonnative Author Dichotomy
An Analysis of Interactive and Interactional Metadiscourse: Native vs. Nonnative Author Dichotomy

Parviz Ajideh; Ali-Akbar Ansarin; Mohammad Zohrabi; Zahra Nouri

Volume 43, Issue 2 , May 2024, , Pages 31-48

https://doi.org/10.22099/tesl.2024.49202.3253

Abstract
  A mounting attention has been witnessed recently on authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which ...  Read More
DVL-integrated Instructions to Enhance EFL Learners’ Speaking Proficiency: The Digital Image Guide Method
DVL-integrated Instructions to Enhance EFL Learners’ Speaking Proficiency: The Digital Image Guide Method

Somayeh Fathali; Mohsen Shirazizadeh; Shiva Rezavand

Volume 43, Issue 2 , May 2024, , Pages 87-110

https://doi.org/10.22099/tesl.2024.48986.3247

Abstract
  The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore ...  Read More
Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Their Relationships with Reflective Teaching: A Mixed-Methods Study
Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Their Relationships with Reflective Teaching: A Mixed-Methods Study

Zahra Alinejad; Majid Nemati; Farid Ghaemi

Volume 43, Issue 2 , May 2024, , Pages 111-141

https://doi.org/10.22099/tesl.2024.48876.3245

Abstract
  The aim of this mixed-methods study is twofold: Firstly, to explore how CTDs and their role in reflective teaching (RT) are addressed and perceived among EFL teachers, and secondly, ...  Read More

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