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 3, August 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
Exploring the Efficacy of ChatGPT in Personalized Language Learning: An Intervention Study in Iranian ESL Classrooms
Exploring the Efficacy of ChatGPT in Personalized Language Learning: An Intervention Study in Iranian ESL Classrooms

Forough Amirjalili

Volume 43, Issue 3 , August 2024, Pages 1-26

https://doi.org/10.22099/tesl.2024.49390.3260

Abstract
  With the advent of artificial intelligence (AI) tools, language teachers are presented with new possibilities for addressing challenges in language education. This intervention study ...  Read More
Research Paper
The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods
The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods

Rajab Esfandiari; Omid Allaf-Akbary

Volume 43, Issue 3 , August 2024, Pages 27-52

https://doi.org/10.22099/tesl.2024.49975.3277

Abstract
  The advent of ChatGPT, an all-purpose intelligent Chabot created by Open AI, has created a multitude of prospects and opportunities within the realm of language education. Owing to ...  Read More
Research Paper
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach

Abass Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi

Volume 43, Issue 3 , August 2024, Pages 53-79

https://doi.org/10.22099/tesl.2024.49231.3257

Abstract
  This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based ...  Read More
Research Paper
English Language Teaching Pages in Focus: A Multimodal Discourse Analysis
English Language Teaching Pages in Focus: A Multimodal Discourse Analysis

Seyede Saeedeh Shahami; Abdorreza Tahriri

Volume 43, Issue 3 , August 2024, Pages 81-111

https://doi.org/10.22099/tesl.2024.49759.3274

Abstract
  Pedagogic discourse is inherently multimodal, and teaching is a multimodal experience that takes place through the integration of (spoken) language and an array of other communicative ...  Read More
The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods
The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods

Rajab Esfandiari; Omid Allaf-Akbary

Volume 43, Issue 3 , August 2024, , Pages 27-52

https://doi.org/10.22099/tesl.2024.49975.3277

Abstract
  The advent of ChatGPT, an all-purpose intelligent Chabot created by Open AI, has created a multitude of prospects and opportunities within the realm of language education. Owing to ...  Read More
Exploring the Efficacy of ChatGPT in Personalized Language Learning: An Intervention Study in Iranian ESL Classrooms
Exploring the Efficacy of ChatGPT in Personalized Language Learning: An Intervention Study in Iranian ESL Classrooms

Forough Amirjalili

Volume 43, Issue 3 , August 2024, , Pages 1-26

https://doi.org/10.22099/tesl.2024.49390.3260

Abstract
  With the advent of artificial intelligence (AI) tools, language teachers are presented with new possibilities for addressing challenges in language education. This intervention study ...  Read More
English Language Teaching Pages in Focus: A Multimodal Discourse Analysis
English Language Teaching Pages in Focus: A Multimodal Discourse Analysis

Seyede Saeedeh Shahami; Abdorreza Tahriri

Volume 43, Issue 3 , August 2024, , Pages 81-111

https://doi.org/10.22099/tesl.2024.49759.3274

Abstract
  Pedagogic discourse is inherently multimodal, and teaching is a multimodal experience that takes place through the integration of (spoken) language and an array of other communicative ...  Read More
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach

Abass Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi

Volume 43, Issue 3 , August 2024, , Pages 53-79

https://doi.org/10.22099/tesl.2024.49231.3257

Abstract
  This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based ...  Read More

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