In this issue... TESOL Quarterly 51.1

2016

A TESOL Quarterly review of Chowdhury, R., & Ha, P. L. (2014). Desiring TESOL and International Education: Market Abuse and Exploitation. Bristol: Multilingual Matters, by Jennifer Lund, Indiana University, Bloomington, Indiana

International Journal of TESOL Studies, 2021

Welcome to the International Journal of TESOL Studies (IJTS) special issue for the 2021 Global English Education China Assembly (henceforth "the Assembly"). This is the first of the three special issues of the 2021 Assembly (see also the Call for Papers at the end of this volume). Organised by China Daily in partnership with TESOL International Association, the Assembly is a high-level international English Language Teaching (ELT) event in China. The 2021 Assembly held in July in Hangzhou (Zhejiang Province, China) brought together over 3,000 attendees, both on site and online. They were ELT practitioners, scholars, and researchers in China and from abroad. On the Assembly platform, they exchanged experiences and views and shared research outputs. We are in a new era where one of the world's largest disruptions to daily life is still ongoing. Despite the stress everyone is facing during the pandemic, contributors have been productive. As Guest Editors, we feel honoured and pleased to introduce the works of 17 scholars (including two prestigious interviewees) that appear in this volume. Prior to our introduction, we need to congratulate these fine scholars for their work completed successfully in the new era. This special issue features 11 papers from TESOL experts, researchers, and practitioners based not only in China but also in other countries including Canada, the UK, and the USA. These 11 papers are followed by two interviews respectively with two renowned scholars conducted by Ms. Peng Lun, Editor-in-Chief of the Assembly Special Issues. These papers use a wide variety of approaches, ranging from experimental designs, corpus-based methods, survey-based studies, case studies, to mix-methods research.

2016

This article provides research guidelines for authors intending to submit their manuscripts to TESOL Quarterly. These guidelines include information about the TESOL Quarterly review process, advice on converting a dissertation into a research article, broad introductions to a number of research methods, and a section on research ethics. The research methods discussed here are experimental research, survey research, ethnographic research, discourse analysis, and practitioner research. These are, of course, not the only methods that authors draw on for their submissions to TESOL Quarterly but ones we thought it would be helpful to provide advice on. Each of the sections on research methods includes a broad introduction to the method (or approach), a guide for preparing a manuscript using the particular method or approach, and an analysis of an article published in TESOL Quarterly using that method or approach.

This article reviews the developments in significant pedagogical and research domains in TESOL during the 50-year history of TESOL Quarterly. It situates these developments in the shift from a modernist to postmodern orientation in disciplinary discourses. The article also considers the changes in modes of knowledge dissemination in the journal by examining the changes in locations of research, authorship, article genres, and research methods. While there is an evolving diversity in the disciplinary discourses of TESOL that can appear to be a threat to the field’s coherence, the article argues that this diversity can contribute to a more plural knowledge base and constructive disciplinary growth for TESOL.

International Journal of Novel Research and Development, 2024

This quantitative study examines the challenges and pedagogical strategies of TESOL educators across diverse global contexts-North America, Europe, and East Asia-focusing particularly on regions with high concentrations of refugees and immigrants. Utilizing structured closed-ended surveys, the research garnered responses from 350 educators, analysing their experiences, teaching methodologies, and adaptability in multicultural and multilingual classrooms. The study employs Smart PLS for robust statistical analysis, exploring correlations between educators' backgrounds, institutional support, and the efficacy of diverse teaching strategies. Key findings highlight the critical role of adaptable teaching methods, technological integration, and professional development in addressing the unique challenges in TESOL education. Moreover, the study reveals the complexities educators face in balancing linguistic proficiency with cultural sensitivity, especially in refugee and immigrant education contexts. This research contributes to the broader discourse on global TESOL practices, offering insights into effective educational approaches amidst the evolving dynamics of global migration and language learning.

Issues in language instruction at the Applied English Center, 2013

2003