《国际英语教育研究学报》征集稿件

国际英语教育联盟（InternationalTESOL Union）（www.tesolunion.org）成员来自世界不同地区从事各个层次英语教育的教师、研究人员以及政府官员，旨在搭建研讨和分享有关英语教育最新成果和讯息的国际性、专业性平台。

《国际英语教育研究学报》（International Journal of TESOL Studies）（ISSN2632-6779）作为国际英语教育联盟的旗舰出版物，由英国Cranmore Publications 出版发行，刊登包括大中小学等不同层次英语教育的最新研究成果。现任主编为上海交通大学外国语学院刘兴华博士（[e-mail]）。

期刊主要征稿范围包括（但不限于）：

l English speaking/listening/reading/writing

l 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 evaluation

• language planning and policy

• multilingualism and multilingual education

• information technology and language education

• critical thinking and language education

刊发文章类型主要有以下几类:

Full-length Research Articles (6000-7000words including abstract and reference)

A carefully designed complete project isreported with quantitative and/or qualitative original data. Articles shouldalso provide implications for language teaching and learning in internationalcontexts. Submissions at this category shouldgenerally follow the overall structure of IMRD, namely introduction, literaturereview, methodology, results, discussions and conclusion. Within the text, keeptables and figures in minimum. Please indicate thenumber of words at submission.

BriefReports (3000 words including abstract andreference)

This section is designed to presentingoriginal data from a larger project or work in progress. Apart from length,other requirements are the same with those for Full-length Research Articles. Please indicate the number of words at submission. Longerarticles do not appear in this section and should be submitted to theFull-length Research Articles section.

Review Articles (2500-3000 words includingabstract and reference)
These articles address practical strategies,techniques, approaches, and methods from a theoretical or conceptualperspective and provide clear and concise analysis, critique, and discussion ofchosen topics. They shall include summaries of the key researchfindings, critical overviews of the area of inquiry, and future research and/orpedagogical directions.

Evidence-BasedTeaching Practice (1500 – 2000 words, including abstract and reference)

IJTS invites contributions focusing on innovations inclassroom practice. The idea is to share and promote good practices in languageteaching. Contributions should follow the following guidelines:
 a)statement of the teaching context: provide a short introductionto the national, institutional and classroom context where the innovativepractices developed. This could include information about the national/institutionallanguage education policy, the course, learners’ profile, and any otherrelevant information.
 b) rationale for the innovation: what are the practicalmotivations behind the changes in practice? What problems or issues did theyseek to address? How are these changes supported by related theory or research?
 c) description of the innovation: Describe the innovation andits effects. Relevant teaching materials or documents can appear in theAppendix. Effects can be supported by observational and experiment data.
 d) reflection: Reflect on and critically evaluate theinnovation. Particularly discuss what can be learned from the process ofdevelopment and the innovation, and what can be done differently in the futureto improve the innovative practices and/or to overcome any potential or alreadyidentified challenges?

Interviews with Experts (3000-5000 words)This section features an interview with an establishedscholar in the field of TESOL, applied linguistics and language education. Buildingupon experts’ life and education experience and research trajectories, theinterview aims to provide a more personal glimpse of their views in their areasof expertise.

Forum(300-500 words)

This section allows a free exchange ofpersonal perspectives on any topics related the teaching and learningprocesses, such as challenges and difficulties in the process of teaching andlearning, their own successes and stories. Though personal, pieces in thissection will provide valuable information to practitioners in terms ofdeveloping multiple perspectives on language instruction and research.Contributorscan be teachers, students, researchers, government officials, and industrialpractitioners. No abstracts. References are not compulsory, but in case theyare needed, please keep them to minimum.