IJTS invites proposals from interested scholars to serve as guest editors for special issues to be published in 2028. For detailed information, please refer to the full call under "Events & News" below.
About the journal
International Journal of TESOL Studies (IJTS) is a fully peer-reviewed international journal published by the International TESOL Union and indexed in Web of Science's Emerging Sources Citation Index (ESCI) and Scopus (SJR Q1). IJTS publishes both original empirical research and systematic review studies on teaching and learning English as a second and foreign language at all education levels. It is broadly concerned with linguistics applied to education.
IJTS welcomes contributions in, but not limited to, the following areas:
IJTS is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions.
There are no article processing charges or submission charges applicable to authors.
Latest research
Walailak University, Thailand · Saint Louis University, Baguio City, Philippines
This study addresses the growing need to critically examine GenAI in language education through teachers’ lived experiences. Using a collaborative autoethnography, it draws on refl…
DOI 10.58304/ijts.260920
Bucknell University, USA · Duke Kunshan University, China · California State University, San Bernardino, USA
TESOL teacher educators across different countries play a pivotal role in preparing and training English language teachers in diverse contexts. Teacher educators also navigate the…
DOI 10.58304/ijts.260915
Chulalongkorn University, Thailand
This study examines policy–test alignment in China’s National Matriculation English Test (NMET) by evaluating how assessment evidence represents the competencies articulated in the…
DOI 10.58304/ijts.260803
Southeast University, China · Xi’an Jiaotong-Liverpool University, China
This qualitative multiple case study follows two EAP teachers: one novice and one experienced over 24 months to explore how they enacted professional agency during significant educ…
DOI 10.58304/ijts.260901
Universiti Malaysia Sabah, Malaysia
English language practitioners at the university often occupy a rather displaced position as they are seen as service providers rather than intellectual contributors. This study ex…
DOI 10.58304/ijts.260812
North China University of Water Resources and Electric Power, Zhengzhou, China · Golestan University, Gorgan, Iran
As artificial intelligence (AI) increasingly reshapes language learning through multimodal environments involving text, audio, and images, recent research has called for more dynam…
DOI 10.58304/ijts.260804
Special issues
This special issue aims to advance definitions and frameworks for critical GenAI literacy tailored to TESOL, document teacher/learner practices, tensions, and c…
Special Issue on Teaching and Teacher Development in Technology-enhanced Language Learning
As applied linguists specialising in vocabulary studies, we wish to redress this imbalance and explore vocabulary teaching and learning in EMI settings.
Updates
Call for Special Issue Proposals: International Journal of TESOL Studies (IJTS), 2028
International Journal of TESOL Studies is now seeking new Co-Editors to join its existing editorial team and contribute to its strategic development and continu…
After a full year of careful planning and preparation, the International TESOL Union Conference 2026 (ITU2026) is now ready to commence in Singapore on 30–31 Ju…
We are pleased to announce that the International TESOL Union main journal website and its editorial management system have been fully upgraded and are now live…
Published by
The International TESOL Union (ITU) is a globally recognized, non-profit professional body that brings together educational institutions, researchers, and policymakers in a shared commitment to advancing the theory, practice, and accessibility of English language education worldwide.
