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 43, Issue 4, November 2024 

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 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
Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency
Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency

Alireza Asltaleb; Parviz Alavinia

Volume 43, Issue 4 , November 2024, Pages 1-31

https://doi.org/10.22099/tesl.2024.50365.3293

Abstract
  The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their ...  Read More
Research Paper
The Interplay between Iranian EFL Learners’ Motivational Selves and Their Sociopragmatic and Pragmalinguistic Competence: A Structural Equation Modeling Approach
The Interplay between Iranian EFL Learners’ Motivational Selves and Their Sociopragmatic and Pragmalinguistic Competence: A Structural Equation Modeling Approach

Maryam Esmaeili; Azizullah Mirzaei; Ali Roohani

Volume 43, Issue 4 , November 2024, Pages 33-56

https://doi.org/10.22099/tesl.2024.51116.3323

Abstract
  Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically ...  Read More
Research Paper
The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners
The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners

Mohammad Sadegh Ghalibafan; Shadab Jabbarpoor; Bahram Mowlaie

Volume 43, Issue 4 , November 2024, Pages 57-86

https://doi.org/10.22099/tesl.2024.50565.3304

Abstract
  This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language ...  Read More
Research Paper
Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles
Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles

Alireza Jalilifar; Vahid Niamadpour

Volume 43, Issue 4 , November 2024, Pages 87-116

https://doi.org/10.22099/tesl.2024.49990.3280

Abstract
  Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the ...  Read More
Research Paper
Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development
Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development

Esmaeel Ali Salimi; Mahsa Ranjbar

Volume 43, Issue 4 , November 2024, Pages 1-31

https://doi.org/10.22099/tesl.2024.50703.3307

Abstract
  Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural ...  Read More
Research Paper
Predictors of Listening Anxiety in English Courses: Testing a Model based on Cultural Intelligence and Reflective Thinking
Predictors of Listening Anxiety in English Courses: Testing a Model based on Cultural Intelligence and Reflective Thinking

Mehdi Manoochehrzadeh; Hamed Barjesteh; Jamal Sadeghi

Volume 43, Issue 4 , November 2024, Pages 155-180

https://doi.org/10.22099/tesl.2024.50722.3308

Abstract
  Listening anxiety is the feeling of apprehension that learners might experience when trying to comprehend information from others. This anxiety associated with listening comprehension ...  Read More
Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency
Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency
Volume 43, Issue 4 , November 2024, , Pages 1-31

https://doi.org/10.22099/tesl.2024.50365.3293

Abstract
  The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their ...  Read More
The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners
The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners
Volume 43, Issue 4 , November 2024, , Pages 57-86

https://doi.org/10.22099/tesl.2024.50565.3304

Abstract
  This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language ...  Read More
The Interplay between Iranian EFL Learners’ Motivational Selves and Their Sociopragmatic and Pragmalinguistic Competence: A Structural Equation Modeling Approach
The Interplay between Iranian EFL Learners’ Motivational Selves and Their Sociopragmatic and Pragmalinguistic Competence: A Structural Equation Modeling Approach
Volume 43, Issue 4 , November 2024, , Pages 33-56

https://doi.org/10.22099/tesl.2024.51116.3323

Abstract
  Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically ...  Read More
Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development
Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development
Volume 43, Issue 4 , November 2024, , Pages 1-31

https://doi.org/10.22099/tesl.2024.50703.3307

Abstract
  Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural ...  Read More
Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles
Book Reviews in Sciences: Structural and Functional Differences in Lexical Bundles
Volume 43, Issue 4 , November 2024, , Pages 87-116

https://doi.org/10.22099/tesl.2024.49990.3280

Abstract
  Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the ...  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

Articles in Press, Accepted Manuscript, Available Online from 19 November 2024

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
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

Articles in Press, Accepted Manuscript, Available Online from 15 December 2024

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
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

Articles in Press, Accepted Manuscript, Available Online from 21 December 2024

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 self-regulatory ...  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

Articles in Press, Accepted Manuscript, Available Online from 28 December 2024

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 they ...  Read More

Society Membership

Keywords Cloud