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  • About TESL-EJ
  • Vols. 1-15 (1994-2012)
    • Volume 1
      • Volume 1, Number 1
      • Volume 1, Number 2
      • Volume 1, Number 3
      • Volume 1, Number 4
    • Volume 2
      • Volume 2, Number 1 — March 1996
      • Volume 2, Number 2 — September 1996
      • Volume 2, Number 3 — January 1997
      • Volume 2, Number 4 — June 1997
    • Volume 3
      • Volume 3, Number 1 — November 1997
      • Volume 3, Number 2 — March 1998
      • Volume 3, Number 3 — September 1998
      • Volume 3, Number 4 — January 1999
    • Volume 4
      • Volume 4, Number 1 — July 1999
      • Volume 4, Number 2 — November 1999
      • Volume 4, Number 3 — May 2000
      • Volume 4, Number 4 — December 2000
    • Volume 5
      • Volume 5, Number 1 — April 2001
      • Volume 5, Number 2 — September 2001
      • Volume 5, Number 3 — December 2001
      • Volume 5, Number 4 — March 2002
    • Volume 6
      • Volume 6, Number 1 — June 2002
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      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
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      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
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      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
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      • Volume 10, Number 1 — June 2006
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      • Volume 10, Number 4 — March 2007
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      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
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      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
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      • Volume 13, Number 3 — December 2009
      • Volume 13, Number 4 — March 2010
    • Volume 14
      • Volume 14, Number 1 — June 2010
      • Volume 14, Number 2 – September 2010
      • Volume 14, Number 3 – December 2010
      • Volume 14, Number 4 – March 2011
    • Volume 15
      • Volume 15, Number 1 — June 2011
      • Volume 15, Number 2 — September 2011
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      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
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      • Volume 17, Number 1 – May 2013
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      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
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      • Volume 18, Number 4 – February 2015
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      • Volume 21, Number 1 – May 2017
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    • Volume 22
      • Volume 22, Number 1 – May 2018
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      • Volume 23, Number 1 – May 2019
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      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
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      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
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      • Volume 25, Number 3 – November 2021
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    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
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  • TESL-EJ Editorial Board

Volume 26, Number 4 – February 2023

CfP! – Special Issue on Disrupted Language Teacher Identities in Times of Uncertainty

A Word from the Editors… pdf (pdf)


FEATURE ARTICLES

Editor: Thomas Robb

Amin Pouresmaeil & Javad Gholami, The Effects of Oral Incidental Focus on Form on Developing Vocabulary Knowledge; pdf (pdf)

Olga Muranova, Svetlana Koltovskaia & Michol Miller, A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions; pdf (pdf)

Sajjad Arefsadr & Esmat Babaii, Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test, pdf (pdf)

Damar Isti Pratiwi, Armyta Puspitasari & Ainun Fikria, Mind-Mapping Technique and Writeabout Application Integration in an Online Writing Class: An Indonesian Vocational University Context; pdf (pdf)

Sthephanny Moncada Linares, Intercultural Sensitivity and Cultural Othering in English Language Pre-Service Teachers; pdf (pdf)

Mohammad Kazemian, Mohammad Reza Khodareza, Fatemeh Khonamri & Ramin Rahimy, ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests; pdf (pdf)

Surya Subrahmanyam Vellanki, Saadat Mond & Zahid Kamran Khan, Promoting Academic Integrity in Remote/Online Assessment – EFL Teachers’ Perspectives; pdf (pdf)

Carlo Domingo Casinto, Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice; pdf (pdf)

Anna C-S Chang, The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions; pdf (pdf)

Laura V. Fielden Burns & Juan de Dios Martínez Agudo, CLIL Realities through the Lens of English and Content Teachers; pdf (pdf)

Sima Mohammadi & Hamed Zandi, Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning; pdf (pdf)

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Marco Cancino & Nedjelka Tomicic, English as a Foreign Language (EFL) Reading Metacognition Awareness in Chilean Learners with Autism Spectrum Condition: An Exploratory Study; pdf (pdf)

Hoang Huy Nguyen & Thuy Thanh Pham, EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies; pdf (pdf)


ON THE INTERNET

Editor: Omran Ali Akasha & Mark Feng Teng

Budi Waluyo, Aisah Apridayani & Safnil Arsyad, Using Writeabout as a Tool for Online Writing and Feedback; pdf (pdf)


REVIEWS

Books

Editors: J. Dylan Burton, Keith M. Graham & Junjie Gavin Wu

Teacher Resources

Pragmatics and its Applications to TESOL and SLA. Salvatore Attardo & Lucy Pickering (2021); Reviewed by Ebtehal Asiri; pdf (pdf)

The Use of Technology in English Medium Education. Jack K. H. Pun, Samantha Curle, & Dogan Yuksel (2022); Reviewed by Daniel Bailey, Andrea Rakushin Lee & Norah Almusharraf; pdf (pdf)

Assessing Academic English for Higher Education Admissions. X. Xi, and J. Norris (Eds.) (2021); Reviewed by Fatimah M. Aseeri & Andrias Susanto;pdf (pdf)

© 1994–2023 TESL-EJ, ISSN 1072-4303
Copyright of articles rests with the authors.