TESOL Journal

Aims & Scope

TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL.

TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives.

Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	1.7
2024	1.30

SJR (SCImago Journal Rank)

Year	Value
2024	0.911

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	33

Journal Rank

Year	Value
2024	5597

Journal Citation Indicator

Year	Value
2024	474

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Myths and Misconceptions About Nonnative English Speakers in the<scp>TESOL</scp>(<scp>NNEST</scp>) Movement

  Citation: 116

  Authors: Ali Fuad

• Toward identity‐oriented teacher education: Critical autoethnographic narrative

  Citation: 104

  Authors: Bedrettin

• Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

  Citation: 100

  Authors: William, Cui

• Using Intelligent Personal Assistants for Second Language Learning: A Case Study of Alexa

  Citation: 99

  Authors: Gilbert

• In Search of a New Paradigm for Teaching English as an International Language

  Citation: 86

  Authors: Suresh

• Reflecting on Reflective Practice: (Re)Visiting Dewey and Schön

  Citation: 84

  Authors: Thomas S. C.

• Teachers' Integration of Multimodality Into Classroom Practices for English Language Learners

  Citation: 78

  Authors: Jayoung, Youngjoo

• Scaffolding to make translanguaging a classroom norm

  Citation: 73

  Authors: Shannon M., Robert T., Lisa, Mark B.

• Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience

  Citation: 70

  Authors: Bedrettin

• ESL Coteaching and Collaboration: Opportunities to Develop Teacher Leadership and Enhance Student Learning

  Citation: 66

  Authors: MARIA, ANDREA

---