International Journal of TESOL Studies

ITU 2027 Madrid: Call for Abstracts Now Open

Join us for the ITU 2027 Conference on Teaching with Meaning — hosted by ITU and Saint Louis University–Madrid Campus, July 22–23, Madrid, Spain. For detailed information and submission guidelines, please refer to the "Events and News" and "Call for Papers" sections below.

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International Journal of TESOL Studies

International Journal of TESOL Studies (IJTS) is a fully peer-reviewed international journal published by the International TESOL Union and indexed in Web of Science's Emerging Sources Citation Index (ESCI) and Scopus (SJR Q1). IJTS publishes both original empirical research and systematic review studies on teaching and learning English as a second and foreign language at all education levels. It is broadly concerned with linguistics applied to education.

IJTS welcomes contributions in, but not limited to, the following areas:

Material development and evaluation

Translation and interpreting studies

Curriculum design and development

Professional preparation and development

English for academic purposes

Discourse analysis / genre analysis

Language and culture

Language and society

Language testing and assessment

Language planning and policy

Multilingualism and multilingual education

Information technology and language education

Critical thinking and language education

IJTS 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.

Effective 1 November 2026, IJTS will charge an APC of USD 300 for each paper accepted for publication. For full details, please refer to our APC Policy.

Online First

Scaffolding L2 Learners’ Critical Thinking Tendency and Achievement Emotions: Students’ Experience of a Three-Stage AIassisted Speaking Pedagogy

Molly Xie Pan, Di Zou, Dandan Xie

College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong SAR, China · The Hong Kong Polytechnic University, Hong Kong SAR, China · Shenzhen Polytechnic University, China

While artificial intelligence (AI) tools offer rich input for language learning, few studies examine their role in driving higher-order cognitive processes, integrated pedagogical…

DOI 10.58304/ijts.261125

2026-11-04PDF Cite

Online First

Generative AI in L2 English Academic Writing: University Students’ Perspectives on Autonomy and Human–AI Interaction

Liubov Darzhinova, Shuting Zhang, Chi-Kin John Lee, et al.

The Education University of Hong Kong, Hong Kong SAR, China

Generative Artificial Intelligence (GenAI) tools are widely reported to improve writing quality and efficiency, yet their implications for autonomy, defined here as volitional, inf…

DOI 10.58304/ijts.261120

2026-11-02PDF Cite

Online First

TESOL Practitioners’ Perceptions of Using ChatGPT to Design Communicative Tasks for Task-based Language Teaching

Martin East

University of Auckland, New Zealand

Task-based language teaching (TBLT) is increasingly advocated in a range of contexts across the globe as an effective learner-centred and experiential alternative to more tradition…

DOI 10.58304/ijts.261105

2026-11-02PDF Cite

Online First

From Corpus to Curriculum: Disciplinary Variation in Doctoral Abstracts and Its Implications for Writing Instruction

Ying Chai, Yingqi Huang, Yueyue Huang, et al.

The Hong Kong Polytechnic University, China · Fujian Normal University, China

A recurring challenge in English for Academic Purposes (EAP) writing instruction is deciding how far a single, shared curriculum can serve doctoral writers from different disciplin…

DOI 10.58304/ijts.261028

2026-10-30PDF Cite

Online First

ChatGPT as a Translanguaging Partner: Filipino University Students’ Multilingual Meaning-making in GenAI-mediated Language Learning

Mark Bedoya Ulla, Kenneth Ian B. Barrera, Joshua Eriberto Miguel G. Llames, et al.

Walailak University, Thailand · Saint Michael College of Caraga, Philippines · Laguna State Polytechnic University, Philippines · Khon Kaen University, Thailand

This qualitative study examines how Filipino university students integrate ChatGPT into their language-learning practices, with particular attention to translanguaging and multilin…

DOI 10.58304/ijts.261122

2026-10-30PDF Cite

Online First

Linguistic Justice through GenAI: A Collaborative Autoethnography

William F. Perales, Mark Bedoya Ulla, Stephenie Ong Busbus

Walailak University, Thailand · Saint Louis University, Baguio City, Philippines

This study addresses the growing need to critically examine GenAI in language education through teachers’ lived experiences. Using a collaborative autoethnography, it draws on refl…

DOI 10.58304/ijts.260920

2026-09-23PDF Cite

ITU 2027 Madrid: Call for Abstracts Now Open