Journals

  • inTESLA: International Journal of Teaching English as a Second Language

    inTESLA: International Journal of Teaching English as a Second Language is a peer-reviewed publication that invites submissions of original research papers on critical topics related to English language teaching and the acquisition of English as a second language. It serves as a scholarly platform for the dissemination of empirical and conceptual studies focused on English language pedagogy and learning in a global context. The journal is published three times a year, in January, May, and September.

    Journal Title: inTESLA: International Journal of Teaching English as a Second Language
    Initial: inTESLA
    Frequency: 3 issues per year
    DOI: 10.20XXX/inTESLA
    Online ISSN: 26XX-1234
    Editor in Chief: Husnawadi
    Publisher: TESLA Language Institute

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    AI in Second Language Education

    AI in Second Language Education (AISLE) is a peer-reviewed journal that publishes empirical research and best-practice papers on the application of artificial intelligence (AI) in second language learning and teaching. The journal aims to advance scholarly and practical understanding of how AI transforms second language education through evidence-based innovation and pedagogical insight.

    AISLE welcomes contributions that address, but are not limited to, the following areas of focus:

    • AI-driven pedagogy and instructional design
    • AI-assisted language skill development (listening, speaking, reading, and writing)
    • Intelligent assessment and feedback systems
    • Teacher education and professional development in AI-mediated environments
    • Ethical and responsible AI use in language education
    • Learner engagement, autonomy, and affect in AI-enhanced contexts
    • Cross-cultural and global perspectives on AI in L2 education
    • AI-driven Curriculum in Action

    The journal is published triannually, in January, May, and September, and serves as an international platform for researchers, practitioners, and policymakers to share innovative practices and empirical findings that contribute to the future of AI-integrated language education.