Download Full PDF

Barry Lee Reynolds

Faculty of Education, University of Macau, Macau SAR, China

 

I am extremely pleased to write this editorial for Issue 2 of Volume 4 of TESOL Communications. This issue contains three articles submitted under the previous editorship, along with three of the first papers accepted under my role as Chief Editor. It also marks the first issue published under the guidance of the newly established Advisory Board. One of the main duties of this board is to review and provide feedback on unsolicited proposals for special issues. I am very grateful to the members of the Advisory Board for their willingness to contribute to the development of the journal and for generously giving their time. Several very interesting proposals have already been received, and many are slated for publication in Volumes 5 or 6.

 

A recent update to the journal was the establishment of clear guidelines on the use of GenAI, which can be viewed on the Ethics Statement page: https://www.tesolcommunications.com/ethics_statements/. I also wish to thank the various Associate Editors who have joined the journal to assist with overseeing the review process for multiple sections. I continue to oversee all processes and directly manage submissions to the Research Articles section.

 

This issue includes six papers: four empirical research studies and two research syntheses. As I reread these articles, I find a thread running through all of them: the exploration of innovative approaches to language learning, with several studies focusing particularly on the role of technology, AI, and digital tools in enhancing learner engagement, motivation, and collaboration. Below, I provide a summary of each paper and highlight its significance for the field of TESOL.