TESOL Quarterly

Aims & Scope

TESOL Quarterly, a professional, refereed journal, was first published in 1967.

The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect.

As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter.

TESOL Quarterly is an international journal.

It welcomes submissions from English language contexts around the world.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.9

SJR (SCImago Journal Rank)

Year	Value
2024	1.862

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	131

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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

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Subjects & Keywords

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

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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.

• A New Academic Word List

  Citation: 1466

  Authors: Averil

• Social Identity, Investment, and Language Learning

  Citation: 1248

  Authors: Bonny Norton

• Going beyond the Native Speaker in Language Teaching

  Citation: 704

  Authors: Vivian

• What the "Good Language Learner" Can Teach Us

  Citation: 680

  Authors: Joan

• Language, Identity, and the Ownership of English

  Citation: 587

  Authors: Bonny

• Unpeeling the Onion: Language Planning and Policy and the ELT Professional

  Citation: 540

  Authors: Thomas K., Nancy H.

• Reconceptualizing the Knowledge-Base of Language Teacher Education

  Citation: 536

  Authors: Donald, Karen E.

• The Ownership of English

  Citation: 487

  Authors: H. G.

• Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development?

  Citation: 483

  Authors: DOUGLAS, BETHANY, KORNWIPA

• The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region

  Citation: 476

  Authors: David

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