International Journal of TESOL Studies (IJTS) is a fully peer-reviewed international journal published by International TESOL Union. It publishes four issues in a year. 

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.

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 publishes a range of article types on the topic of language and education.

Full-length Research Articles (5000-10000 words including abstract and reference)

We welcome articles that draw on experience with new methods, techniques, materials, syllabuses, means of assessment, approaches to TESOL studies. We are interested in receiving articles that describe carefully planned and executed experiments. A carefully designed complete project is reported with quantitative and/or qualitative original data. Articles should also provide implications for language teaching and learning in international contexts. Submissions in this category should generally follow the overall structure of IMRD, namely introduction, literature review, methodology, results, discussions, and conclusion.

Key Constructs in Language Teaching (3000-5000 words including abstract and reference)
Key Constructs in Language Teaching is a distinctive feature of the Journal designed to offer readers clear and concise explanations of pivotal ideas within TESOL and Applied Linguistics. This feature aims to support readers in cultivating a deeper understanding and appreciation of essential theories and practices in language teaching, informed by contemporary discussions and debates.