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 44, Issue 1, January 2025, Pages 1-143 

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 (1402-2023) 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

Online ISSN: 2981-1546

Volume 43 (2024)
Volume 42 (2023)
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
L2 Learners' Perceptions of Two Motivation-Based Online Programs: ARCS-Based and L2MSS Vision-Inspired Frameworks in Focus
L2 Learners' Perceptions of Two Motivation-Based Online Programs: ARCS-Based and L2MSS Vision-Inspired Frameworks in Focus

Farshad Farshad Naseri; Ali Roohani; Azizullah Mirzaei

Volume 44, Issue 1 , January 2025, Pages 1-25

https://doi.org/10.22099/tesl.2024.50215.3290

Abstract
  Recent years have witnessed extensive research on motivation in second/foreign language (L2) contexts. Attempts have been made to develop motivation-based techniques and methods to ...  Read More
Research Paper
Development of a Sociocultural Language Teacher Education Curriculum Model for Iranian EFL Context
Development of a Sociocultural Language Teacher Education Curriculum Model for Iranian EFL Context

Saman Soleymani; Ghafour Rezaie Golandouz; Parviz Maftoon

Volume 44, Issue 1 , January 2025, Pages 27-52

https://doi.org/10.22099/tesl.2024.51008.3327

Abstract
  Although Sociocultural Theory (SCT) was introduced to English Language Teaching (ELT) almost three decades ago, it has not yet started to find its way into the epistemological and practical ...  Read More
Research Paper
The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model
The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model

Sara Ziaei; Mansoor Tavakoli; Zahra Amirian

Volume 44, Issue 1 , January 2025, Pages 53-76

https://doi.org/10.22099/tesl.2024.51345.3333

Abstract
   Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because ...  Read More
Research Paper
The Role of Motivational Self-Regulatory Strategies in EFL Learners’ Involvement in Writing Skills: A Mixed-Methods Study
The Role of Motivational Self-Regulatory Strategies in EFL Learners’ Involvement in Writing Skills: A Mixed-Methods Study

Ghasem Modarresi

Volume 44, Issue 1 , January 2025, Pages 77-96

https://doi.org/10.22099/tesl.2024.51688.3351

Abstract
  The present study, adopting a sequential mixed-methods design, chiefly aimed to determine the strongest predictors of EFL learners’ involvement in the components of motivational ...  Read More
Research Paper
A Comparative Evaluation of Artificial Intelligence Scoring Versus Human Scoring of EFL Students’ Essays
A Comparative Evaluation of Artificial Intelligence Scoring Versus Human Scoring of EFL Students’ Essays

Vahid Reza Mirzaeian

Volume 44, Issue 1 , January 2025, Pages 97-117

https://doi.org/10.22099/tesl.2025.50852.3313

Abstract
  The evaluation of students' writings and the allocation of scores are traditionally time-intensive and inherently subjective, often resulting in inconsistencies among human raters. ...  Read More
Research Paper
Bridging Language and Well-being: Exploring the Potentials of Integrating Positive Psychology Content into English Language Teaching
Bridging Language and Well-being: Exploring the Potentials of Integrating Positive Psychology Content into English Language Teaching

Seyyedeh Fahimeh Parsaiyan; Rozita Abdulrahmian; Zohreh Ghorbani

Volume 44, Issue 1 , January 2025, Pages 119-143

https://doi.org/10.22099/tesl.2025.51191.3328

Abstract
  Positive Language Education (PLE) has emerged as a significant area of focus within foreign language education, emphasizing the incorporation of well-being and positive psychological ...  Read More
Development of a Sociocultural Language Teacher Education Curriculum Model for Iranian EFL Context
Development of a Sociocultural Language Teacher Education Curriculum Model for Iranian EFL Context
Volume 44, Issue 1 , January 2025, , Pages 27-52

https://doi.org/10.22099/tesl.2024.51008.3327

Abstract
  Although Sociocultural Theory (SCT) was introduced to English Language Teaching (ELT) almost three decades ago, it has not yet started to find its way into the epistemological and practical ...  Read More
The Role of Motivational Self-Regulatory Strategies in EFL Learners’ Involvement in Writing Skills: A Mixed-Methods Study
The Role of Motivational Self-Regulatory Strategies in EFL Learners’ Involvement in Writing Skills: A Mixed-Methods Study
Volume 44, Issue 1 , January 2025, , Pages 77-96

https://doi.org/10.22099/tesl.2024.51688.3351

Abstract
  The present study, adopting a sequential mixed-methods design, chiefly aimed to determine the strongest predictors of EFL learners’ involvement in the components of motivational ...  Read More
The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model
The Combined Effects of Task Sequencing and Indirect Corrective Feedback on L2 Writing: Examining the SSARC Model
Volume 44, Issue 1 , January 2025, , Pages 53-76

https://doi.org/10.22099/tesl.2024.51345.3333

Abstract
   Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because ...  Read More
L2 Learners' Perceptions of Two Motivation-Based Online Programs: ARCS-Based and L2MSS Vision-Inspired Frameworks in Focus
L2 Learners' Perceptions of Two Motivation-Based Online Programs: ARCS-Based and L2MSS Vision-Inspired Frameworks in Focus
Volume 44, Issue 1 , January 2025, , Pages 1-25

https://doi.org/10.22099/tesl.2024.50215.3290

Abstract
  Recent years have witnessed extensive research on motivation in second/foreign language (L2) contexts. Attempts have been made to develop motivation-based techniques and methods to ...  Read More
A Comparative Evaluation of Artificial Intelligence Scoring Versus Human Scoring of EFL Students’ Essays
A Comparative Evaluation of Artificial Intelligence Scoring Versus Human Scoring of EFL Students’ Essays
Volume 44, Issue 1 , January 2025, , Pages 97-117

https://doi.org/10.22099/tesl.2025.50852.3313

Abstract
  The evaluation of students' writings and the allocation of scores are traditionally time-intensive and inherently subjective, often resulting in inconsistencies among human raters. ...  Read More

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