How to get published in Asian EFL
Journal
John Adamson
UNP
JALT Niigata
June 23rd, 2013
Overview
Asian EFL Journal (est. 2002): partial OA
The Linguistics Journal (est. 2005): OA
Asian ESP Journal (est. 2005): OA
English as an International Language Journal (est. 2007):OA
International Journal of Law, Language & Discourse (est.
2011):OA
TESOL Journal (est. 2007): OA
Philippine EFL Journal (est. 2008): OA
Arab EFL Journal (est. 2010): OA
Asian EFL Journal
Word limits
Characteristics
Research
Articles
Teaching
Articles
None/best
approx. 10,000
None/best
600-900 words
approx. 6-7,000
None
Applied linguistics
with EFL relevance to
a wider Asian
readership.
Classroom
practice papers
with less theory
but explorations
and reflection.
Unsolicited
reviewers select
their own
materials to
review.
Full MA, M.Phil
or Doctorate
papers accepted if
relevant to
readership.
Realia or VDO
uploads OK.
Solicited reviewers
are contacted and
asked to review
materials from a
list of available
materials.
Extensive lit in the
field.
Papers which have a
triangulated/mixed
methods approach.
Findings and
discussion link back
to lit.
Book Reviews
Theses/
dissertations
Asian EFL Journal
Online intake: http://asian-efl-journal.com/submissions/
Review process and timelines:
Acknowledge receipt
Screening outcome
Initial Review
Resubmissions Review
Proofreaders
Time to publication
1-2 days
1-2 days
3-6 months
depends on minor/major feedback
3-6 months
1 year after acceptnace
RAs & Book Reviews published in Quarterly editions
TAs monthly
Theses/dissertations monthly
Acceptance rate: screening in 6-7 screened in out of 50-70 p.m. (500 plus p.a.)
published articles = approx. 15% of those screened in.
Conference proceedings & Special
editions
• Special editions
CLIL in Asian contexts (forthcoming Dec 2013)
Teacher education
Academic writing
Language, culture and identity in Asia
• Conference proceedings
TBL
ELF/EIL
ESP
Asian EFL Journal: types of
submissions
• RAs: Applied Linguistics/ESL-EFL with
‘Asian’ focus/applicability, Global EFL issues
• TAs: Issues surrounding the classroom
impacting on practice: Teacher Education,
SLA, identity, sociolinguistic issues
• TAs currently needed!
Editorial Process
• Submit to an online email address
• Senior Associate Editor (x3) ‘screens’ in or out –
rejections with some suggestions if some potential
exists.
• Associate Editor (x12)supervises by sending out to
two reviewers (x91). Corresponds with author till
accept/reject.
• Chief Editor (Roger Nunn) sends out official
accept/reject message with publication date.
• Submission sent to Production (proofreaders).
Evaluation criteria: RAs
On a scale of
Excellent – Acceptable – Unsatisfactory
Complete, clear and well organized presentation
Significance of the problem
General applicability and interest to the field (relevance beyond case presented)
Relevance and applicability to practical teaching/curriculum decisions/test design, etc.
Description of the problem within a theoretical framework (where appropriate)
Literature review is complete and demonstrates a clear relationship to the problem
Appropriateness of research design and method
Accurate and useful presentation of results
Sound discussion, interpretation, argument and analysis
Conclusion describes implications for education theory, research and/or practice
Suggestions for improvement
Annotated feedback
Evaluation criteria: Alternative Voice
(alt voc)
Submissions which don’t follow normal academic writing genre (not identified as such but
included as normal RAs or TAs)
Use of author’s (first-person) voice (with appropriate code-switching)
Coherent organization (Do not overly consider standard generic structure)
Adequate explanation of the (teaching issue), context/environment, participants
Reference to relevant literature as needed (but not necessarily in a standard
literature review)
Relevance and resonance beyond the context, case presented
Persuasive and coherent support for the views expressed. (argumentation,
methodology, examples, data, perhaps drawing upon the author’s own
experience)
Interpretation of any outcomes from a teaching perspective
Critical self-reflection
To what extent would this submission benefit from interaction/mentoring with the
author(s) which goes beyond the standard review – amendment – re-review
cycle?
Evaluation criteria TAs
On a scale of
Excellent – Acceptable – Unsatisfactory
complete, clear and well organized presentation
statement of the teaching issue, context, participants
applicability and interest to the teaching field (relevance beyond case presented)
background/literature review links theory and practice or provides a clear rationale of practice
relevance and appropriateness of (research design and method), the topic discussed or the
materials design/teaching approach proposed
powerful and coherent supporting argumentation of the opinion expressed (or accurate
analysis/description) and/or useful interpretation of (results/) outcomes from a teaching
perspective
critical self-reflection on teaching practice (e.g. what was learned, what action taken)
recommendations for teaching practice and further investigation
appropriateness of formatting and referencing
Suggestions for improvement
Annotated feedback
Tips for publication
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Research Ethics: informed consent
Follow submission guidelines (APA etc)
Submissions statement: no simultaneous submissions
Link your paper with a previous article
Be ready to redirect (upon advice) to another journal in
the group
Remove mark-up function
Remove signs of it being a university paper
Think of the wider Asian readership: applicability
If a case study, do you generalize beyond the case?
Have you found a gap in the literature?
Methodologically: replication studies OK.
If finally published
• Formal acceptance letter
• Online but hardcopy versions through
Lulu
• No fees for submissions. TAs open access
but a subscription for readers at $5 for 6
months.
• Opportunity to join as a reviewer.
Thank you
Submissions welcome!
For RAs and TAs
editor@asian-efl-journal.com
For BRs
http://asian-efl-journal.com/book-review-submit/