Journal of Assessment and Teaching of English Language Learners
All submissions will undergo double blind peer-review and editorial processes and are accepted on a rolling bases. Please Review “Guidelines for Authors, Manuscripts Submissions, Ethics & Malpractice Statement, and Manuscript Review Criteria” if you are interested in contributing you paper.
The Editorial Board endeavors to follow the code of ethics as set forth by COPE (Committee on Publication Ethics). When considering a position on the editorial & review boards, please review the following guidelines:
Looking for Professional Service Opportunities?
Paper Editors Needed
The paper editor is a PhD level researcher/Scholar actively engaged in research and publication. The paper editor will receive a submission in his/her field of expertise, solicit reviews from two- three additional expert reviewers, and provides feedback to the author for revisions. The paper editor will seek to develop and maintain a professional, encouraging relationship with all submitting authors throughout the revision/editing process to develop excellence in research output.
Scholars & Researchers willing to review articles for quality in a particular area of language learning, cultural development, teacher education, and teacher training methodology.
If you would like to volunteer as a paper editor or peer-reviewer, e-mail Alex Monceaux, Editor the following information:
A “Letter of Interest” including: Your Name, Educational Level, Areas of Research/Expertise, Contact Information
All positions at TexTESOL IV are un-paid volunteer positions and should expect to engage with upto 10 submissions per year.
Baburhan Uzum is an assistant professor in the Department of Language, Literacy, and Special Populations at Sam Houston State University in Huntsville, Texas. He completed his BA and MA degrees in TESOL at Middle East Technical University in Turkey. He received his PhD from Michigan State University in 2013. His dissertation research focused on second and foreign language teacher socialization. His research interests include computer assisted language learning, second language assessment, language teacher education, and second language acquisition. Baburhan Uzum is an active member in TESOL and AAAL, and his publications have appeared in venues like Teaching and Teacher Education, CALICO, and TESL-EJ.
Deniz Ortaçtepe, Bilkent University
Deniz Ortaçtepe completed her BA (in ELT) and MA degrees (in Educational Sciences) at Bogazici University, Turkey. After working in Turkey for several years both as a research assistant and as an English teacher, in 2007 she moved to the United States to pursue her doctoral degree. In May 2011, she received her doctorate degree in Curriculum and Instruction at the State University of New York-Albany, where she was also teaching academic writing to graduate students. She’s currently an assistant professor in the MA TEFL Program at Bilkent University, Turkey. Her research interests are second language socialization, teacher development, intercultural pragmatics, and sociolinguistics.
Lilian Mina, Auburn University at Montgomery
Lilian Mina is an Assistant Professor of English at Auburn University at Montgomery where she teaches graduate courses in the Master of Teaching Writing program and upper-division writing courses in the Department of English and Philosophy. She has a Ph.D. in Composition and TESOL from Indiana University of Pennsylvania (IUP) and a Master’s degree in Teaching English as a Foreign Language (TEFL) from the American University in Cairo (AUC). She researches digital rhetoric with focus on multimodal composing, the integration of social media platforms in teaching writing, and identity construction in online writing spaces. Her research on multilingual composition is centered around empowering multilingual writers through the use of digital technologies, incorporating translingual practices, and examining students’ prior (digital)writing experiences. She is also interested in professional development of writing teachers, professionalization of graduate students, empirical research methods, and undergraduate research.
Rachel Kraut, Rice University
Dr. Rachel Kraut is the Associate Director of Language Programs in the Glasscock School of Continuing Studies at Rice University. She also serves as a site reviewer for the Commission on English Language Program Accreditation.
Beyond language program management, Rachel has also worked as a consultant in language teacher professional development for public school districts, a content developer, and a teacher trainer. Her research interests lie in two camps: language program administration and L2 applied psycholinguistics. More specifically, Rachel has recently published and presented papers on ESL teacher training and pedagogy, the development and effectiveness of L2 extensive reading programs, L2 lexical storage and access, and the processing of L2 morphology.
Sepideh Alav, Shiraz University
Sepideh Alavi (PhD TEFL) is an assistant professor at Shiraz University, Iran. She has been teaching English at BA, MA and PhD levels for about 23 years. She is interested in doing research on practical issues of foreign language reading and extensive reading, computer assisted language learning, and foreign language learning motivation and attitudes.