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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
      • Volume 6, Number 2 — September 2002
      • Volume 6, Number 3 — December 2002
      • Volume 6, Number 4 — March 2003
    • Volume 7
      • Volume 7, Number 1 — June 2003
      • Volume 7, Number 2 — September 2003
      • Volume 7, Number 3 — December 2003
      • Volume 7, Number 4 — March 2004
    • Volume 8
      • Volume 8, Number 1 — June 2004
      • Volume 8, Number 2 — September 2004
      • Volume 8, Number 3 — December 2004
      • Volume 8, Number 4 — March 2005
    • Volume 9
      • Volume 9, Number 1 — June 2005
      • Volume 9, Number 2 — September 2005
      • Volume 9, Number 3 — December 2005
      • Volume 9, Number 4 — March 2006
    • Volume 10
      • Volume 10, Number 1 — June 2006
      • Volume 10, Number 2 — September 2006
      • Volume 10, Number 3 — December 2006
      • Volume 10, Number 4 — March 2007
    • Volume 11
      • Volume 11, Number 1 — June 2007
      • Volume 11, Number 2 — September 2007
      • Volume 11, Number 3 — December 2007
      • Volume 11, Number 4 — March 2008
    • Volume 12
      • Volume 12, Number 1 — June 2008
      • Volume 12, Number 2 — September 2008
      • Volume 12, Number 3 — December 2008
      • Volume 12, Number 4 — March 2009
    • Volume 13
      • Volume 13, Number 1 — June 2009
      • Volume 13, Number 2 — September 2009
      • 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
      • Volume 15, Number 3 — December 2011
      • Volume 15, Number 4 — March 2012
  • Vols. 16-Current
    • Volume 16
      • Volume 16, Number 1 — June 2012
      • Volume 16, Number 2 — September 2012
      • Volume 16, Number 3 — December 2012
      • Volume 16, Number 4 – March 2013
    • Volume 17
      • Volume 17, Number 1 – May 2013
      • Volume 17, Number 2 – August 2013
      • Volume 17, Number 3 – November 2013
      • Volume 17, Number 4 – February 2014
    • Volume 18
      • Volume 18, Number 1 – May 2014
      • Volume 18, Number 2 – August 2014
      • Volume 18, Number 3 – November 2014
      • Volume 18, Number 4 – February 2015
    • Volume 19
      • Volume 19, Number 1 – May 2015
      • Volume 19, Number 2 – August 2015
      • Volume 19, Number 3 – November 2015
      • Volume 19, Number 4 – February 2016
    • Volume 20
      • Volume 20, Number 1 – May 2016
      • Volume 20, Number 2 – August 2016
      • Volume 20, Number 3 – November 2016
      • Volume 20, Number 4 – February 2017
    • Volume 21
      • Volume 21, Number 1 – May 2017
      • Volume 21, Number 2 – August 2017
      • Volume 21, Number 3 – November 2017
      • Volume 21, Number 4 – February 2018
    • Volume 22
      • Volume 22, Number 1 – May 2018
      • Volume 22, Number 2 – August 2018
      • Volume 22, Number 3 – November 2018
      • Volume 22, Number 4 – February 2019
    • Volume 23
      • Volume 23, Number 1 – May 2019
      • Volume 23, Number 2 – August 2019
      • Volume 23, Number 3 – November 2019
      • Volume 23, Number 4 – February 2020
    • Volume 24
      • Volume 24, Number 1 – May 2020
      • Volume 24, Number 2 – August 2020
      • Volume 24, Number 3 – November 2020
      • Volume 24, Number 4 – February 2021
    • Volume 25
      • Volume 25, Number 1 – May 2021
      • Volume 25, Number 2 – August 2021
      • Volume 25, Number 3 – November 2021
      • Volume 25, Number 4 – February 2022
    • Volume 26
      • Volume 26, Number 1 – May 2022
      • Volume 26, Number 2 – August 2022
      • Volume 26, Number 3 – November 2022
      • Volume 26, Number 4 – February 2023
    • Volume 27
      • Volume 27, Number 1 – May 2023
      • Volume 27, Number 2 – August 2023
      • Volume 27, Number 3 – November 2023
      • Volume 27, Number 4 – February 2024
    • Volume 28
      • Volume 28, Number 1 – May 2024
      • Volume 28, Number 2 – August 2024
      • Volume 28, Number 3 – November 2024
      • Volume 28, Number 4 – February 2025
    • Volume 29
      • Volume 29, Number 1 – May 2025
  • Books
  • How to Submit
    • Submission Info
    • Ethical Standards for Authors and Reviewers
    • TESL-EJ Style Sheet for Authors
    • TESL-EJ Tips for Authors
    • Book Review Policy
    • Media Review Policy
    • APA Style Guide
  • Editorial Board
  • Support

Volume 29, Number 1 – May 2025

TESL-EJ Needs Your Support

A Word from the Editors… pdf (pdf)

FEATURE ARTICLES

Editor: Thomas Robb

Mintra Puripunyavanich , Exploring EFL Teachers’ Implementation of Extensive Reading in Undergraduate Foundation English Courses; pdf (pdf)

Humairah Fauziah, Yazid Basthomi & Nurenzia Yannuar , Concordancers vs. Other Tools: Comparing Their Roles in Students’ English Language Retention; pdf (pdf)

Quyen Tran, Elena Verezub & Rosemary Fisher, The Impact of Flipped Classroom on EFL Students’ Reading Anxiety in Higher Education; pdf (pdf)

Phan Thi Tuyet Van, Nguyen Quoc Tan & Nguyen Duy Khang, The Effects of Video Dubbing on EFL Learners’ Pronunciation and their Attitudes toward the Technique; pdf (pdf)

Krista Hulderman. Justin J. Wageman, Stacy Duffield & James Nyachwaya, The Effect of the Frayer Model on Secondary English Learner Vocabulary Acquisition; pdf (pdf)


ON THE INTERNET

Editors: Omran Ali Akasha & Mark Feng Teng

Nur Lailatur Rofiah, Mohammed Yassin Mohd Aba Sha’ar, Budi Waluyo, Fauziah & Evie Kareviati, English Hybrid Learning Courses Infused with Active Learning and Smart Classroom Concepts; pdf (pdf)

Flora D. Floris & Willy A. Renandya, Artificial Intelligence Tools for Research Writing: Practical Tips for Teachers; pdf (pdf)

REVIEWS

Media

Editor: Tim Kochem

Golrokh Maleki , Interactive Media and Language Center Virtual Escape Game; pdf (pdf)

Daniela Cecilia Monterroso & Tamara Mae Roose, Review of Learn English with TV Series; pdf (pdf)

Books

Editors: J. Dylan Burton & Rachel Toncelli

Nuhi Bllaca, Review of the book, Learning a language with peers: Elevating classroom voices, Rebecca Adams and Rhonda Oliver (2023); pdf (pdf)

Ehean Kim, Review of the book, (2023), Second Language Literacy Pedagogy: A Sociocultural Theory Perspective, by Kimberly Buescher Urbanski; pdf (pdf)

Slamet Mulyani, Efan Chairul Abdi, Siti Sulaikho & Dibi Afriansyah, Review of the book, (2024), Cross-Cultural Pragmatics and Foreign Language Learning, by Juliane House and Dániel Z. Kádár; pdf (pdf)

Thais Rodrigues Cons, Review of the book, (2023), Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil by Vander Tavares; pdf (pdf)

Herlianisyah Lubis, Fachrurrazi & Fina Aunul Kafi, Teacher Education for Global Englishes Language Teaching by Denchai Prabjandee (2025); pdf (pdf)

© 1994–2025 TESL-EJ, ISSN 1072-4303
Copyright of articles rests with the authors.