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The Electronic Journal for English as a Second Language
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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
  • Books
  • How to Submit
    • Submission Procedures
    • 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
  • TESL-EJ Editorial Board

From the Editors

Dear Readers,

Welcome to the 88th issue of TESL-EJ, with a special treat — our Special Issue on “Teacher Education” ably edited by Thomas Farrell of Brock University. Please see Tom’s own Special Issue Editorial for the rationale behind this issue as well as the lead article, “Inconvenient Truths About Second Language Teacher Education (SLTE)“, also crafted by him.

In addition we have two other feature article contributions, concerning “Developing Autonomy through Conversation Exchange” and “Demotivating factors in Reading and Writing“. We also have our usual fare of an “On the Internet” article, and book and media reviews. The “On the Internet article” is an opus magnum by faculty members of Brigham Young University describing the development of a guide to online materials for the teaching of pronunciation, with an important focus on the teaching of prosody.

And we have some very good news! TESL-EJ has been, at long last, accepted for indexing by SCOPUS. It will still take a few months for the actual indexing to be completed.

We are also excited to announce yet another “Special Issue”, this one on “Study Abroad in TESOL” to be edited by Laura Baecher (Hunter College) and Kristen Lindahl (University of Texas, San Antonio).  The announcement follows below.

Enjoy!

Thomas Robb, Editor, for the TESL-EJ Team


Special Issue:  Study Abroad in TESOL (to appear February 2020)

Guest Editors: Laura Baecher, Hunter College, City University of New York & Kristen Lindahl, University of Texas, San Antonio

Call for Abstracts

Research on study abroad in second language learning indicates that students gain more globally-informed and critical perspectives and improve their foreign language skills.  This special issue of TESL-EJ will provide current insight into how study abroad experiences designed specifically for both learners and teachers of ESL/EFL are being conceptualized, theorized, implemented, and researched.

This special issue seeks articles focused either on students of English or teachers of EFL/ESL engaged in either short or long term study abroad programs.  Participant type, countries of origin and destinations for the study abroad experience should be explicitly named in the abstract.

Topics of interest include, but are not limited to, the following:

  • Impact studies of study abroad on participants’ English language development, for instance in the areas of pragmatics, pronunciation, academic discourse, vocabulary, learning strategies, etc. as well as impact on the host community
  • Investigations of how factors such as age/stage of learners, feedback, anxiety, length of stay, socialization and other features interact with English learning in study abroad contexts
  • Explorations of how study abroad shapes pre- and in-service English language teachers’ pedagogical beliefs, skills, identity, knowledge and practices before, during, and immediately after their participation, especially in regard to developing a critical perspective and enhancing teacher language awareness
  • Examination of conceptual frames for the design and implementation of the study abroad program, such as critical language teacher education, service learning, cultural exchange, internationalization, and features such as World Englishes, Inner/Outer Circle, and English as an International language
  • Contextual factors that contribute to English language learning, such as features of the host country, aspects of the program design, faculty facilitation and programmatic activities

Please send an abstract of no more than 350 words in length with at least ten references along with institutional contact information for all authors, as one MS Word document to lbaecher@hunter.cuny.edu by June 1, 2019. Abstracts will be reviewed for fit to the theme. You will be informed if the full manuscript is invited for review by June 10, 2019. Full manuscripts are due by August 30, 2019.

Submissions should conform to TESL-EJ’s ethical and stylistic guidelines, available at http://www.tesl-ej.org/wordpress/sub_howto/ethics/and http://tesl-ej.org/EJ_Style.pdf respectively.

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