Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Current Issue
Volume 42, Issue 1, January 2023, Pages 1-157 

Important Notice

The Journal of Teaching Language Skills (JTLS) is now Teaching English as a Second Language Quarterly (TESL Quarterly, TESLQ for short). This took effect from the Fall 2021 issue.

Teaching English as a Second Language Quarterly is a quarterly open-access double-blind peer-review journal that publishes original articles of high scholarly nature. This journal will accept scholarly articles written by national or international authors only in the English language in the areas of  Language Teaching and Learning and its sub-disciplines. The journal is Q1, according to the ISC evaluation report.

There are no processing and publication fees for foreign authors.  

***

The journal's rank is A (الف) based on the latest evaluation (1401-2022) by the Ministry of Science, Research, and Technology.  

 In 2015 the Board of editors, in their meeting, decided to revert to the old volume numbers of the Journal of Social Sciences & Humanities of Shiraz University (TESLQ is an offshoot). This is to save the excellent record of the old journal.  This has taken effect from our spring 2016 issue (35/1).

 

Publication Information

Publisher:
Shiraz University Press

Editor-in-Chief:
Rahman Sahragard

Technical Editor:
Reza Rezvani

Executive Manager:
Maryam Khakrangin

Frequency: Quarterly

Print ISSN: 2008-8191

Online ISSN: 2717-1604

Volume 41 (2022)
Volume 40 (2021)
Volume 39 (2020)
Volume 38 (2019-2020)
Volume 37 (2018-2019)
Volume 36 (2017-2018)
Volume 35 (2016-2017)
Volume 34 (2015-2016)
Volume 33 (2014-2015)
Volume 32 (2013-2014)
Volume 31 (2012-2013)
Volume 30 (2011-2012)
Volume 29 (2010)
Volume 28 (2009)

Journal Metrics

 

Research Paper
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach

Sara Haghi; Mohammad Aliakbari; Ali Yasini

Volume 42, Issue 1 , January 2023, Pages 1-28

https://doi.org/10.22099/tesl.2022.44999.3151

Abstract
  Despite a strong background in education and human resources, teachers’ Individual Development Planning (IDP), as a reflective tool for further learning, has remained untouched ...  Read More
Research Paper
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series

Sedigheh Ebrahimi Tazangi; Fatemeh Mahdavirad

Volume 42, Issue 1 , January 2023, Pages 29-59

https://doi.org/10.22099/tesl.2023.45012.3152

Abstract
  The present research was an attempt to investigate gender portrayal represented in EFL reading textbooks. Using Johnson and Young’s (2002) verb taxonomy, the reading passages ...  Read More
Research Paper
The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners
The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners

Moussa Ahmadian; Ghodrat - Momeni

Volume 42, Issue 1 , January 2023, Pages 61-90

https://doi.org/10.22099/tesl.2023.45219.3160

Abstract
  The current quasi-experimental research aimed at exploring the influence of Lexically-Based Language Teaching (LBLT) on task response and coherence and cohesion aspects of the writing ...  Read More
Research Paper
Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective
Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective

Maria Shobeiry; Sayyed Mohammad Alavi; Shiva Kaivanpanah

Volume 42, Issue 1 , January 2023, Pages 91-119

https://doi.org/10.22099/tesl.2023.45049.3153

Abstract
  This study is a longitudinal mixed method design investigating Iranian English learners' perception of native-speaker English teachers (NSETS) and non-native-speaker English teachers ...  Read More
Research Paper
A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment
A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment

Bibi Malihe Vameghshahi; Behzad Ghonsooly

Volume 42, Issue 1 , January 2023, Pages 121-146

https://doi.org/10.22099/tesl.2023.44810.3140

Abstract
  Game-based learning and the use of Artificial Intelligence in education is a powerful way to enhance learning and provide content that has been underrated in the Iranian context. This ...  Read More
Research Paper
Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach
Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach

Fatemeh Zolfaghari; Naser Rashidi

Volume 42, Issue 1 , January 2023, Pages 147-183

https://doi.org/10.22099/tesl.2022.44896.3144

Abstract
  The newly demanded language learning methodologies can exhibit their maximum efficiency if they are monitored meticulously and regularly in their particular contexts of application. ...  Read More
Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective
Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective

Maria Shobeiry; Sayyed Mohammad Alavi; Shiva Kaivanpanah

Volume 42, Issue 1 , January 2023, , Pages 91-119

https://doi.org/10.22099/tesl.2023.45049.3153

Abstract
  This study is a longitudinal mixed method design investigating Iranian English learners' perception of native-speaker English teachers (NSETS) and non-native-speaker English teachers ...  Read More
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach

Sara Haghi; Mohammad Aliakbari; Ali Yasini

Volume 42, Issue 1 , January 2023, , Pages 1-28

https://doi.org/10.22099/tesl.2022.44999.3151

Abstract
  Despite a strong background in education and human resources, teachers’ Individual Development Planning (IDP), as a reflective tool for further learning, has remained untouched ...  Read More
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series

Sedigheh Ebrahimi Tazangi; Fatemeh Mahdavirad

Volume 42, Issue 1 , January 2023, , Pages 29-59

https://doi.org/10.22099/tesl.2023.45012.3152

Abstract
  The present research was an attempt to investigate gender portrayal represented in EFL reading textbooks. Using Johnson and Young’s (2002) verb taxonomy, the reading passages ...  Read More
A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment
A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment

Bibi Malihe Vameghshahi; Behzad Ghonsooly

Volume 42, Issue 1 , January 2023, , Pages 121-146

https://doi.org/10.22099/tesl.2023.44810.3140

Abstract
  Game-based learning and the use of Artificial Intelligence in education is a powerful way to enhance learning and provide content that has been underrated in the Iranian context. This ...  Read More
The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners
The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners

Moussa Ahmadian; Ghodrat - Momeni

Volume 42, Issue 1 , January 2023, , Pages 61-90

https://doi.org/10.22099/tesl.2023.45219.3160

Abstract
  The current quasi-experimental research aimed at exploring the influence of Lexically-Based Language Teaching (LBLT) on task response and coherence and cohesion aspects of the writing ...  Read More
Research Paper
Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development
Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development

Faramarz Kazemainy; Hamed Barjesteh; Nassim Golaghaei; Atefeh Nasrollahi Mouzirji

Articles in Press, Accepted Manuscript, Available Online from 12 March 2023

https://doi.org/10.22099/tesl.2023.44854.3141

Abstract
  Juxtaposing the ubiquitous and pervasive facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & ...  Read More
Research Paper
Effect of Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning
Effect of Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning

Amir Arsalan Sharifi; Hossein Heidari Tabrizi; Azizeh Chalak

Articles in Press, Accepted Manuscript, Available Online from 14 March 2023

https://doi.org/10.22099/tesl.2023.45107.3158

Abstract
  Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity ...  Read More

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