Submissions
Submission Preparation Checklist
All submissions must meet the following requirements.
- A cover letter has been submitted along with the manuscript file either as a separate file or in Comments to the Editor.
- The submission file is in Microsoft Word document file format.
- All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
- Where available, DOIs or URLs for the references have been provided.
- The manuscript adheres to the stylistic guidelines for the category to which it was submitted—either (1) Empirical Research or Literature Reviews (2) Practice, Program, and Policy Perspectives (3) Classroom Activities and Teaching Ideas or (4) Materials and Media Reviews.
- The text is in APA (7th edition) format. See sample APA professional paper.
- The instructions in Ensuring a Blind Review have been followed.
- Complete this Google form before submitting your manuscript.
- The submission has not been previously published, nor is it currently under consideration by another journal.
- If the manuscript presents a study involving human subjects, an IRB protocol has been secured and approved.
- The submission adheres the Use of AI-Assisted Tools guidelines outlined below.
Use of AI-Assisted Tools
Authors may use AI-assisted tools to support the preparation of a manuscript, including for brainstorming, outlining, language editing, translation support, formatting, or improving clarity. However, the submitted manuscript must represent the authors’ own intellectual work. Authors are fully responsible for the accuracy, originality, integrity, analysis, interpretation, and citation practices of their work.
AI-assisted tools may not be listed as authors or co-authors. Authorship is limited to individuals who can take responsibility for the submitted work.
Authors must disclose any substantive use of AI-assisted tools in the cover letter and, when appropriate, in an acknowledgment or methods note in the manuscript. Substantive use includes generating or revising manuscript content, summarizing literature, assisting with data analysis, creating tables or figures, translating substantial portions of text, or developing instructional materials that are central to the article. Routine use of spelling, grammar, reference-management, or formatting tools does not need to be disclosed.
Authors who use AI-assisted tools must carefully review and verify all AI-supported content. AI-generated references, quotations, data, or claims should not be included unless authors have independently verified their accuracy and provided appropriate citations to original sources. Authors should not upload confidential, copyrighted, private, or participant-related data into AI systems unless they have permission to do so and the use complies with relevant ethical, institutional, and legal requirements.
A sample disclosure statement is:
The author used [name of AI tool] to [describe use, e.g., revise sentence-level clarity, generate preliminary outline ideas, or support translation]. The author reviewed, edited, and verified all AI-assisted content and takes full responsibility for the final manuscript.
Reviewers should not upload submitted manuscripts, reviewer comments, or editorial correspondence into AI-assisted tools. Reviewers who use AI-assisted tools to support their review must disclose this use to the editors and remain fully responsible for the content and judgment of their review.
Empirical Research or Literature Reviews
5,000–8,000 words, excluding abstract, references, and appendices
Empirical research articles and literature reviews should address meaningful questions, issues, or problems in ESOL education. Research-based articles should demonstrate rigorous scholarship, clearly describe the study’s context and methods, and explain the significance of the findings for teachers, teacher educators, researchers, administrators, or graduate students. Literature reviews should synthesize relevant scholarship, identify important patterns or gaps, and offer implications for ESOL theory, research, policy, or practice.
Practice, Program, and Policy Perspectives
3,000–5,000 words, excluding abstract, references, and appendices
These articles present well-developed discussions of current or emerging issues in TESOL, ESOL teaching, teacher education, curriculum, program administration, or educational policy. Submissions may include analyses of instructional approaches, program models, curricular changes, pilot initiatives, policy issues, or professional perspectives relevant to the journal’s readership. Articles in this category should move beyond summary or description by offering original insights, interpretations, applications, or recommendations.
Classroom Activities and Teaching Ideas
1,000–2,500 words, excluding abstract, references, and appendices
These shorter articles describe a specific classroom activity, teaching strategy, assignment, project, or instructional technique that the author has used or developed. Submissions should provide enough context for readers to understand where and why the activity was implemented, including information about the learners, course, setting, or instructional goals. The main purpose of these articles is to offer practical guidance so that other teachers can adapt the activity or idea for their own classrooms. Activities may focus on any area of language teaching and may include technology-enhanced practices.
Materials and Media Reviews
750–1,500 words, excluding references
Materials and Media reviews should critically discuss a recent book or other pedagogical resources, such as digital tools, apps, platforms, or media relevant to TESOL, ESOL education, applied linguistics, multilingual education, teacher education, or related fields. Reviews should summarize the resource’s main focus and contribution, contextualize it within the field, evaluate its strengths and limitations, and explain its relevance for GATESOL Journal readers. Submissions should be written in an accessible style and should help readers determine how the book or tool may inform their teaching, research, program administration, or professional development.
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