ARTESOLESP E-journal receives submissions of unpublished manuscripts on any topic related to the area of ESP. Each manuscript must include the names, affiliation, and e-mail addresses of all authors, an abstract of no more than 300 words, and a list of five to seven keywords. A brief biographical statement (maximum 100 words, in sentence format) for each author is also required, (this information will be removed when the articles are distributed for blind review). Articles should be submitted in Microsoft Word or RTF document format. Full-length articles should be no more than 6.000 words in length, excluding appendixes.

ARTESOLESP Journal follows the guidelines of the sixth edition of the Publication Manual of the American Psychological Association published by the American Psychological Association (APA).

Manuscripts submitted to ESP Journal must conform to APA format.

Four categories of manuscripts will be received: contributions, research articles, pedagogical experiences in ESP, and reviews.

Contributions

In this section, articles by prestigious ESP specialists will be published.

Research Articles

This is a section devoted to the publication of research articles which will be refereed by our Academic Editorial Board.

  • Articles should report original research.
  • Full-length articles should be no more than 6,500 words in length, excluding appendixes.
  • Each submission should include an abstract of no more than 300 words, and a list of five to seven keywords.  All article manuscripts submitted to ARTESOLESP Journal will go through a two-step review process.
  • Biodata of the author (s) should be included. (No more than 70 words)

Research articles should generally include the following sections:

1- Abstract

2- Five to seven keywords.

3- The introduction should include:

  • The research issue
  • The underlying theoretical framework.
  • A description of the methodological tradition in which the study was conducted.
  • Research hypotheses or questions.

4- Method section:

  • Description of participants and research context.
  • A detailed description of data collection and analysis procedures.
  • Description of the apparatus or materials used.
  • Explanation of the procedures and the steps in the research

5- Results section:

  • Presentation of graphs and tables that help to explain the results.
  • For quantitative research, presentation of descriptive and inferential statistics used to analyze the data.
  • For qualitative research, data should reflect prolonged engagement, observation, and triangulation.

6- Discussion section:

  • An evaluation and interpretation of the results.
  • Discussion of alternative explanations.
  • Causal inferences should be cautiously made.
  • Results of the study should not be overly interpreted or generalized.
  • Linking the results obtained in the study to original hypotheses.
  • Presentation of the implications and any limitations of the study.

7– Conclusion:

  • Summary and general implications of the study.
  • Suggestions for further research

8– References in APA format.

9– Appendixes of instrument(s) used.

Pedagogical experiences in ESP

This section includes the description of new experiences (strategies, techniques, course design) within ESP.

Submissions should include:

  • An abstract of no more than 300 words, and a list of five keywords.
  • A report of original pedagogical experiences: teaching techniques and methodologies, management of different teaching situations, testing and assessment, materials development.
  • The following sections and information should be included :

Institutional or individual project.

Type of institution, primary school, secondary school, teaching training college, university, school of English.

Number of periods a week devoted to the teaching of English.

Duration of the project.

Students’ profile

Language level of students, mother tongue.

Age of students (children, teenagers, adults)

Theoretical framework

  • Background, frame of reference, sources. Justify your choice

Materials

  • Types of materials used. Examples.

Project or experience

Detailed description of the project or experience.

Outcome

Pedagogical implications

Reviews

This section includes reviews of books, journals and teaching materials published by Universities, Teacher Training Colleges and other institutions interested in the development of ESP courses or studies.

Reviews of individual books, journals or reading instructional software should not be longer than 1,600 words. The following information should be included at the beginning of the review:

  • Author(s)
  • Title
  • Publication date
  • Publisher
  • Publisher City and Country
  • Number of pages
  • A biodata of the author (s) should be included. (No more than 70 words)

REVIEW PROCESS

All manuscripts submitted to ARTESOLESP Journal will go through a two-step review process.

  • Internal review

The editors of the journal will first review each manuscript to see if it meets the basic requirements for articles published in the journal.

  • External review

Submissions that meet the requirements stated above will be sent out for peer review from two to three experts in the field. This second review process takes 2–3 months. When this process is finished, the authors will receive copies of the external reviewers’ comments and will be notified as to the decision (acceptance, acceptance with changes, or rejection).

GENERAL PUBLICATION POLICIES

The following policies apply to all articles, reviews, and commentaries:

1. All submissions must conform to the requirements of the Publication Manual of the American Psychological Association (6th edition). Authors are responsible for the accuracy of references and citations, which must be in APA format.

2. Manuscripts that have already been published elsewhere or are being considered for publication elsewhere will not be considered for publication in ARTESOLESP Journal. It is the responsibility of the author to inform the editor of the existence of any similar work that is already published or under consideration for publication elsewhere.

3. Authors of accepted manuscripts will assign to ARTESOLESP Journal the permanent right to electronically distribute the article.

4. The editors of ARTESOLESP Journal reserve the right to make editorial changes in any manuscript accepted for publication for the sake of style or clarity. Authors will be consulted only if the changes are substantial.

5. Articles are copyrighted by their respective authors, but if published after electronic appearance,

ARTESOLESP Journal will be acknowledged as the initial locus of publication.

DISCLAIMER

The Editorial Board of ARTESOL ESP Journal informs readers that the views, thoughts, findings, conclusions and recommendations expressed in the articles published in the Journal are the personal statements of their respective authors who are responsible for all contents, including the accuracy of the facts, claims, and references. The Editorial Board will not take any responsibility for any omissions and possible violations of third party rights with respect to the material contained herein.

By electronic mail, send the material to: artesolespjournal@gmail.com

Building Networks among Teachers

ARTESOL EFL JOURNAL

A refereed national journal of issues in teaching English as a Foreign Language (EFL)

ORGANIZATION OF THE JOURNAL

Submission Guidelines

ARTESOL EFL Journal receives submissions of unpublished manuscripts on any topic related to the area of EFL. All submissions should comply with the requirements of the Publication Manual of the American Psychological Association, APA 6th edition.

All manuscripts may be submitted in the following formats: Microsoft Word documents or RTF documents.

Submissions should

  • be full-lengths articles of no more than 5,000 words in length, excluding appendices.
  • include a brief biographical statement of the author(s) (paragraph format, maximum 100 words)  their affiliation, and email address.

Authors’ biographical information will be removed when the article is distributed for blind review.

Submission categories

Four categories of manuscripts will be received: original research articles, reflective articles, pedagogical experiences in EFL, and materials and media reviews.

Original research articles

Original research articles should include the following sections:

  • Abstract (150 words)
  • Five to seven keywords.
  • The introduction includes:

The research issue,

The underlying theoretical framework,

A description of the methodological tradition in which the study was conducted,

Research hypotheses or questions.

  • Method section:

Description of participants and research context.

Detailed description of data collection and analysis procedures.

Description of the apparatus or materials used.

Explanation of the procedures and the steps in the research.

  • Results section:

Presentation of graphs and tables that help to explain the results.

For quantitative research, presentation of descriptive and inferential statistics used to analyze the data.

For qualitative research, data should reflect prolonged engagement, observation, and triangulation.

  • An evaluation and interpretation of the results:

Discussion of alternative explanations.  

Causal inferences should be cautiously made.  

Results of the study should not be overly interpreted or generalized

Results obtained in the study should be linked to original   hypotheses.    

Presentation of the implications and any limitations of the study

  • Conclusion:

A summary and general implications of the study.

Suggestions for further research.

  • References in APA 6th edition format.
  • Appendices of instrument(s) used.

Reflective articles

These articles show connections between learning and theories through the description, analysis, observation, and evaluation of a specific topic. Submissions should include

  • Abstract (150 words)
  • Five to seven keywords, if applicable
  • Description of the topic
  • Analysis –  Theories
  • Outcomes
  • Evaluation
  • Suggestions, if applicable
  • References in APA 6th edition format, if the author considers it applicabble
  • Tables, graphs.

Pedagogical experiences in EFL

  • Original Class Experiences in EFL

This section includes the description of new experiences (strategies, techniques, course design) within EFL.

Submissions should include:

  • An abstract of no more than 150 words, and a list of five to seven keywords.
  • A report of original pedagogical experiences: teaching techniques and methodologies, management of different teaching situations, testing and assessment, materials development.
  • The following sections and information:
  • Context

Institutional or individual project.

Type of institution, primary school, secondary school, teaching training college, university, school of English.

Language level of students, mother tongue.

Age of students (children, teenagers, adults)

Number of periods a week devoted to the teaching of English.

  • Background, frame of reference, sources.
  • Types of materials used.
  • Duration
  • Outcome

Materials and media reviews

This section includes reviews of teaching materials, teacher resources (including technology),based on a theoretical framework and used in the classroom at universities, teacher training colleges and other institutions interested in the development of EFL courses or studies.

Reviews should not be longer than 1,600 words. The following information should be included at the beginning of the Review:

  • Author(s)
  • Title
  • Publication date
  • Publisher
  • Publisher City and Country

Review Process

Research Articlesand Original Class Experiences submitted to ARTESOLEFL Journal will go through a two-step review process.

  • Internal review
    The editors of the journal will first review each manuscript to see if it meets the basic requirements for articles published in the journal.
  • External review

Submissions that meet the requirements stated above will be sent out for peer review to three experts in the field. This second review process takes some months. When this process is finished, the authors will receive copies of the external reviewers’ comments and will be notified as to the decision (acceptance, acceptance with changes, or rejection).

General Publication Policies

The following policies apply to all articles, reviews, and commentaries:

  • All submissions must conform to the requirements of the Publication Manual of the American Psychological Association (6th edition). Authors are responsible for the accuracy of references and citations, which must be in APA format.
  • Manuscripts that have already been published elsewhere or are being considered for publication elsewhere will not be considered for publication in ARTESOLEFL Journal. It is the responsibility of the author to inform the editor of the existence of any similar work that is already published or under consideration for publication elsewhere.
  • Authors of accepted manuscripts will assign to ARTESOLEFL Journal the permanent right to electronically distribute the article.
  • The editors of ARTESOLEFL Journal reserve the right to make editorial changes in any manuscript accepted for publication for the sake of style or clarity. Authors will be consulted only if the changes are substantial.
  • Articles are copyrighted by their respective authors, but if published after electronic appearance, ARTESOLEFL Journal will be acknowledged as the initial locus of publication.
  • The views expressed in ARTESOLESFL Journal do not necessarily represent the views of ARTESOL.

Send the material by electronic mail to: artesolefljournal@gmail.com

AmericanEnglish.State.Gov

American English at State Facebook Page
Description: The American English at State Facebook Page is an interactive platform aimed toward engaging English language learners with content and opportunities for language practice that support the English language acquisition process. Please share it as appropriate with relevant audiences in your area. 
April’s Theme: LiteratureNew and Old   ///  April’s Language Point: CollocationsMay’s Theme: Our Oceans   ///  May’s Language Point: Commonly confused words
New and Continuing Content: Faces and Places across the United States is a new series of live interviews that aims to foster cultural exchange through fun, casual conversations with Americans across the country. Our first interview will be on Tuesday, April 28th, at 11 a.m. DC time. A promotional graphic is included in this week’s materials. We post daily thematic content intended to support vocabulary acquisition and elicit conversation; next week’s graphic provides instructions for how to write a ten-second essay.We post monthly language point graphics; next week’s graphics feature collocations with get, pay, take, and breakand we’ll start May off with the commonly confused words accept and except.#TenseTuesdays is a series that models English language structures and usage by reviewing verb tenses and eliciting conversations. Next week’s graphic highlights the different functions of the future perfect tense and provides examples.#EPluribusUnum highlights the diversity of the United States and will feature information about Asian American and Pacific Islander Heritage Month in May. Next week’s graphic shares information about loan words from languages of the Pacific islands.#WordyWednesdays features theme-related vocabulary; next week’s graphic features the genres comic and graphic novel.#WomenWednesdays features outstanding women; next week’s role model is author Toni Morrison.#ElectionVocabulary celebrates the democratic process; next week’s graphic explains the term “elect.”#EducationUSA consists of a vocabulary graphic about studying in the United States; next week’s term is “certificate program.”

American English for Educators Facebook Page
Description: The American English for Educators Facebook Page is an interactive platform aimed toward engaging English language teachers around the world with opportunities to reflect on their practice; we also aim to provide access to useful resources, creative teaching ideas, and professional development opportunities. Please share it as appropriate with educators in your area. 
April’s Theme: Promoting Reading and Writing of English Language LiteraturesMay’s Theme: Content-Based Instruction and Using English as a Medium of Instruction
New and Continuing Content: #WordyWednesday features theme-related vocabulary; next week’s graphic features the term literary devices and provides a few examples.#ScenarioSaturday posts ask educators how they might best respond to a classroom scenario; next week’s post asks how teachers would address student resistance to a cooking-based English lesson.#MeaningfulMonday features the quote “I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting, and wonderful; and learning to be a reader gives a terrific advantage.”We will conclude our series of graphics about #SocialMediaLit and #TeachingMicroLit. Next week’s graphics feature examples of ten-second essays and a ten-second essay how toWe will continue sharing Teaching Tips from English Teaching Forum, classroom management techniques, and additional resources from americanenglish.state.gov. American English Live: Teacher Development Series 8 begins on May 6, 2020! Join us for a series of six Facebook Live professional development sessions for English language teachers around the world. We have included promotional graphics for Series 8 and Session 8.1 with this week’s materials. Additional details can be found below.

AE Teacher’s Corner Facebook Group
Description: The AE Teacher’s Corner has served as a dynamic community of practice for readers of Teacher’s Corner articles on our American English website. This pilot project has provided a useful model of effective engagement for us, and we are thankful for everyone who has contributed to it! Next week marks the final week that the AE Teacher’s Corner will be active, and we are inviting all members to transfer their membership to our new Access Teachers’ Corner (see above). 
April’s Theme: New LiteraciesIn this final month of AE Teacher’s Corner, we have taken a look at several new literacies in teaching and learning, such as instant messaging, comics, short-form video, and podcasting—and the potential impact they may have on teaching and learning English and critical-thinking skills.  This Week: In this final week of exploring new literacies, based on the article “Engaging English Language Learners with New Forms of Literacy,” written by AE consultant Dan Ryder, we will focus our short-form video contest! 
Short Link to April’s Teacher’s Corner Article: bit.ly/TCNewLiteraciesLink to all March graphics and resources: https://wakelet.com/wake/3ad1ac3b-7641-40f2-98b7-ce0e0c139d9e

American English YouTube ChannelOur American English YouTube channel is an outstanding resource for English language teaching and learning. The channel has a total of 654 videos, divided into three sections aimed at English language learners and English language teachers. We encourage you to use these resources freely and to invite teachers and learners in your area to subscribe to our channel. 
Featured Section:For English Language Teachers: Deep Dives into Professional Development by TopicThis newly added section features 15 thematic playlists. Twelve playlists consist of our full-length professional development webinars organized by topic, and three playlists consist of of short video clips that highlight teaching tips by topic. See this document for a detailed index of these 12 topics and videos. We’ve also started to download our YouTube playlists from this section into Box and SharePoint for you to access them more easily. So far, we have added the two playlists, Utilizing Technology in English Language Teaching, and Teaching Tips: Utilizing Technology in English Language Teaching, to these folders. Full Box link: https://state-low.box.com/v/YouTube-Playlists-for-TeachersFull SharePoint link: https://bit.ly/WebinarsByTopic Featured Video:Common Literary GenresDescription: This week’s American English animated video reviews common literary genres through a conversation between two students enrolled in an online literature course. There is a quiz at the end for viewers to test their understanding.
Full YouTube Linkhttps://youtu.be/fNLnryIAdsUShortened YouTube Linkhttps://bit.ly/CommonLitGenresFull Facebook Linkhttps://business.facebook.com/AmericanEnglishforEducators/videos/236837554262996/Shortened Facebook Link: https://bit.ly/FBCommonLitGenres

American English Live Series 8
American English Live: Teacher Development Series 8 begins on May 6, 2020! Join us on facebook.com/AmericanEnglishforEducators for a series of six Facebook Live professional development sessions for English language teachers around the world. At the end of each session, complete a short quiz to earn a digital badge! Series 8 events take place every other Wednesday from May 6th through July 15th at 8 a.m. and 1 p.m. Eastern Time from Washington, DC. 
You can check the local start time in your region here: bit.ly/ChecktheTime
Optional Certificate LanguageTo learn about viewing group sessions and a chance to earn an e-certificate when you attend 4 out of 6 sessions, contact your Regional English Language Office or local U.S. Embassy: https://americanenglish.state.gov/support-near-you-regional-english-language-officer-relo
Shortened Language (280 count limit)American English Live: Teacher Development Series 8 begins on May 6, 2020! Follow American English for Educators on Facebook to stay updated on each event in the series! facebook.com/AmericanEnglishforEducators
Note: If promoting for the Zoom platform, use this link in place of the Facebook link: https://eca-state.zoom.us/j/975451162