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The Electronic Journal for English as a Second Language
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  • Home
  • 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

Media Review Policy

TESL-EJ welcomes reviews of software, websites, videos, and other non-print media designed for or useful in language learning or teaching. Reviews of development tools (e.g., web design applications), management tools (e.g., course management systems), research tools (e.g., data gathering and analysis tools), and authoring tools (e.g., test development systems) useful to those working in the fields of language education or applied linguistics are also welcome. We are also interested in reviews that compare and contrast similar products and reviews that include a “how-to” component (how a product could be used by teachers or researchers).

Those interested in reviewing a media product for TESL-EJ may do so in one of the following ways:

  • Choose a software package, website, or other media product, and contact the Media Review Editors about its suitability. If approved, write a review of it, following the Media Review Guidelines.
  • Send a copy of your CV to the Media Review Editors, along with a list of areas in which you would be willing to write reviews. When we receive an appropriate product that we would like to have reviewed, we will contact you.

All potential reviewers should first submit their CV to the Media Review Editors, along with a short summary of their qualifications. Reviews will be considered for publication on the basis of the quality of the evaluation and description of the product, and the relevance and importance of the product to the field.

Please refer to the guidelines below, as well as the text specifications outlined in Submission Procedures and APA Formatting. Reviewers may keep their copies of the software. We are sorry that no other compensation can be provided.

Media Review Guidelines (updated August 2018)

Please note that due to the wide variety of language learning media that are available, the following guidelines should not be looked upon as strict rules, but rather as a set of general suggestions. Some of these points may not apply to a given product and media review authors are encouraged to use their own judgment about what to include and how to format it. If in doubt, please contact the Media Review Editors to discuss the issue. It is always recommended that you read previous reviews for proper examples. Note that in the Guidelines, the term “product” is used for software, websites, tools and other media for consistency reasons.

In general, media reviews should be from 900-2,000 words in length, and should include the following:

  1. A table of basic information at the beginning of the review (keeping in mind that not all of these categories may apply, while others that are not listed might).
    Title include version number if applicable
    Author If applicable/ascertainable
    Contact information If the product is commercially available software, provide the publisher’s contact information; if it is a website, provide the URL
    Type of product e.g., “Grammar practice website,” “Pronunciation CD-ROM,” etc.
    Platform Mac, Windows, Linux, cross-platform, other? (May be omitted for websites)
    Minimum hardware requirements OS Version, memory, processor speed, etc.
    Supplementary software Other software used with the product; for websites include necessary plug-ins
    Price If applicable, including type of currency accepted
    ISBN If applicable
  2. A general description of the product: What is it? What does it try to do?Things that could be addressed: target users, language level and skill, main features, technical characteristics (installation, operation)
  3. An evaluation of the product: What is the purpose of the product? How well does it achieve its purpose?Things that could be addressed: content (activities, media), design (interface, interactivity, feedback, control), use (pedagogical soundness, appropriateness, suggestions for use with learners)
  4. A summary of the review: What are the overall conclusions?Things that could be addressed: positive qualities and potential shortcoming, summary of description and evaluation
  5. References (using APA format) to appropriate CALL, SLA, or pedagogical literature as appropriate. For suggestions on APA formatting, please see the TESL-EJ Style Sheet.
  6. A paragraph about the reviewer: The reviewer’s name, contact information, and institutional affiliation as well as a brief 2-3 sentence bio demonstrating the writer’s skills and background regarding ability to review the product.
  7. The reviewer should include approximately 8 screenshots (titled like “Figure 1. – Student survey.“, etc.) that help to illustrate points within the article. for examples of how other reviewers have used graphics in an article, please look at previous media reviews.
  8. When sending your review, please send the Word document with graphics (screenshots) included AND the graphics as separate, numbered files (“graphic 1,” “graphic 2,” and so on). This allows the webmaster to see how the reviewer intended the document to look while also enabling him to individually manipulate the graphics files to fit the needs of the website.  Note that the PDF version of all articles are rendered in grayscale, so be sure that all content is clearly readable in that mode.

The Media Review Editors reserve the right to edit submissions for style, length, and format, and may also reject reviews which are not of an acceptable standard. Products that are not reviewed within a reasonable time frame must be returned, at the reviewer’s expense, to the Media Review Editors.

Contact Information

Questions, comments, submissions of materials for review, and any other inquiries regarding TESL-EJ Media Reviews should be directed to the Media Review Editors via <mediaatmarktesl-ej.org>.

Tim Kochem, Iowa State University
Behzad Mansouri, University of Alabama
Ananda Muhammad, Iowa State University


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Copyright of articles rests with the authors.