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TESOL Communications

TESOL Communications (TC) is a fully double-blind peer-reviewed international journal published by Clifford Media International. As the sister journal to the International Journal of TESOL Studies (Scopus), TC serves as a bridge between research and practice in the field of English language teaching and learning. The journal is dedicated to fostering meaningful dialogue between researchers and practitioners by providing a platform for sharing innovative, research-informed practices and practitioner-led insights. It focuses on the practical implications of current theories and research, featuring articles that present practice-oriented studies, reflective teaching practices, and collaborative projects between educators and researchers.

 

TESOL Communications emphasizes contributions that address real-world challenges in English language education, including innovations in curriculum design, professional development for educators, the integration of technology into teaching and learning, and culturally responsive pedagogies. The journal also welcomes submissions that explore classroom-based research, action research, and strategies for fostering multilingual and multicultural learning environments. By highlighting the dynamic exchange of ideas and experiences, TC aims to support the professional growth of educators, advance the field of TESOL, and strengthen the connections between research and classroom practice.

 

TC 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.

Call for Papers

Submission Categories

1. Research Articles

A. Empirical Research Articles (5,000-6,000 words, including abstract and references)

These articles report on well-designed studies that present original, data-driven findings with strong pedagogical implications. Research can be qualitative, quantitative, or mixed methods, but must clearly connect findings to practical applications in English language teaching and learning. Articles should follow a clear structure, including an introduction, methodology, results, discussion, and conclusion.

B. Collaborative Practitioner-Researcher Articles (5,000-6,000 words, including abstract and references)

This category highlights research conducted by a practitioner-researcher or research teams that include at least one in-service teacher as a co-author. Articles should explore how the collaboration between practitioners and researchers informs classroom practices through the research described in the articles. Submissions should explicitly discuss the roles of the authors and provide practical insights for English language educators.

 

2. Research Syntheses (Up to 12,000 words, including abstract and references)

This section aims to bridge the gap between research and practice by offering readers actional insights grounded in robust research syntheses. This section invites submissions of research syntheses that critically examine and integrate findings from existing studies on themes relevant to TESOL. Especially welcomed are meta-analyses that combine results from comparable research to provide insights into key areas of language teaching, learning, and assessment. These studies should adhere to rigorous methodological standards and offer valuable implications for professional practice in TESOL. In addition to quantitative meta-analyses, submissions employing qualitative methodologies are also encouraged, such as qualitative research synthesis, scoping reviews, and systematic literature reviews. Submissions should clearly articulate their relevance to TESOL practice, emphasizing how the findings can inform and enhance teaching, learning, or assessment. Authors are encouraged to include discussion including practical recommendations that address the needs of educators, learners, and other stakeholders in the field.

 

3. Teacher Researcher Briefs (3,000-4,000 words, including abstract and references)

This section focuses on research conducted by teachers in their own classrooms. Articles may present findings from action research, case studies, or small-scale projects that address practical challenges in English language teaching.  Submissions should emphasize how the research process has impacted the author(s)’ classroom practices and student outcomes. 

 

4. Global Perspectives on Local Issues (3,000-4,000 words, including abstract and references)

This category explores how global TESOL challenges manifest in specific national or regional contexts. Articles should discuss how local policies, cultural factors, or educational systems shape the issue and offer innovative solutions or adaptations relevant to the global TESOL community.  Topics might include multilingual education, teacher preparation, technology integration, or language assessment, among others.

 

5. Teacher-Expert Dialogues (4,000-6,000 words, including abstract and references)

This unique section features interviews conducted by English teachers and English teacher educators with leading scholars or practitioner in TESOL, applied linguistics, or English language education. The interviews should focus on topics relevant to classroom practices, teacher development, or emerging trends in the field. Submissions must include a brief introduction to the interviewee, the interview transcript, and a reflective commentary from the teacher- or teacher-educator interviewer on the implications for practice.

 

6. Voices from the Classroom (1,000-3,000 words, including abstract and references)

This section focuses on reflective practice and fosters connections between English language learners and their teachers or between English language pre-service teachers and their teaching practice mentors/supervisors. Articles can be co-authored and should be inspired by a specific research article that informs and shapes the reflective process. Authors should briefly summarize the journal article that inspired the voices from the classroom piece, highlighting how this journal article is relevance to the classroom context, and discuss how it influenced their teaching, learning, or mentoring practices. Reflections should provide practical insights into challenges faced, lessons learned, and strategies implemented to address specific issues in language education. Submissions may also explore broader implications, offering suggestions on how research-informed practices can enhance pedagogy in similar contexts. By emphasizing the interplay between research and practice, this section aims to showcase the transformative potential of reflective engagement in English language education.