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International Journal of TESOL Studies

International Journal of TESOL Studies (IJTS) is a fully peer-reviewed international journal published by Cranmore Publishing on behalf of the International TESOL Union. 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 and welcomes contributions in, but not limited to, the following areas:

 

  1. English speaking/listening/reading/writing 
  2. translation and interpreting studies
  3. curriculum design and development
  4. professional preparation and development
  5. English for academic purposes
  6. discourse analysis/genre analysis
  7. language and culture
  8. language and society
  9. language testing and evaluation
  10. language planning and policy
  11. multilingualism and multilingual education
  12. information technology and language education
  13. critical thinking and language education

 

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.

Special Issue Call for Papers

2021 Global English Education China Assembly

(Download the full CFP here)

 

Guest Editors
Dr. Tony Wei, Xijiao Liverpool University, Suzhou, China
Dr. Jim Hu, Thompson Rivers University, Kamloops, Canada

 

Important Dates

  • Manuscript submission due: 31 May, 2021
  • Initial notification: 30 June, 2021
  • Revised manuscripts due: 30 September, 2021
  • Publication date: 31 December, 2021

 

Systemic Functional Linguistics in Teaching English Beyond School

(Download the full CFP here)


Guest Editor
Anne McCabe, Saint Louis University, Madrid, Spain

 

Important Dates
- Abstract submission due: 1 March, 2021
- Initial notification: 15 March, 2021
- Full manuscripts due: 15 September, 2021
- Revised manuscripts due: 15 November, 2021
- Publication date: early 2022

 

The Evolving Role of Language Assessment in Skills Development in the Modern World

(Download the full CFP here)


Guest Editors
David Coniam, Head of Research, LanguageCert; Adjunct Professor, The Education University of Hong Kong, China
Michael Milanovic, Chairman, LanguageCert; Visiting Professor, CRELLA, University of Bedfordshire, UK
Wen Zhao, Dean of School of Foreign Studies, Jinan University, Guangzhou, China
Peter Falvey, Adjunct Associate Professor, The Education University of Hong Kong, China

 

Important Dates

  • Abstract submission due: 31 May, 2021
  • Notification of acceptance: 30 June, 2021
  • Full manuscripts due: 15 November, 2021
  • Revised manuscripts due: 31 January, 2022
  • Publication date: June 2022

 

Teaching and Teacher Development in Technology-enhanced Language Learning

(Download the full CFP here)

 

Guest Editors

Dr. Lindsay Miller, Associate Professor, City University of Hong Kong, Hong Kong SAR, China

Dr. Junjie Gavin Wu, Assistant Professor, Shenzhen Technology University, China

 

Proposed Timeline

Abstract submission: Submit an abstract of 250-300 words with a short bio to Dr. Lindsay Miller (enlinds@cityu.edu.hk) and Dr. Junjie Gavin Wu (junjiewu4-c@my.cityu.edu.hk) by 15 July, 2021. Potential contributors will be notified by 15 August, 2021.

Full manuscript due: 15 January, 2022

Peer review and editorial decision: 1 March, 2022

Anticipated publication date: September, 2022

 

Confirmed Contributors

Consider submitting your work to join the following authors for this special issue:

Kean Wah Lee, University of Nottingham Malaysia, Malaysia

Cynthia C. James, Ministry of Education Malaysia, Malaysia

Eric Hagley, Hosei University, Japan

Debbie Guan Eng Ho, Universiti Brunei Darussalam, Brunei

Xin Shan, University of Sydney, Australia

Yan Li, University of Sydney, Australia