Call for Submissions Highlights Australian Focus on AI in TESOL
The Australian Council for TESOL Associations has issued a targeted call for papers for the 2026 special issue of its journal TESOL in Context. The edition, titled “AI in English Language Learning and Teaching in the Australian Context,” invites contributions that examine how artificial intelligence tools are reshaping English language education across universities, English language centres, the Adult Migrant English Program, and teacher-training courses.
Guest editors Dr Nhung Nguyen of Monash College, Associate Professor Rod Neilsen of Deakin University, and Dr Yingmei Luo of Deakin University will oversee the issue. Submissions close on 1 November 2025, with online publication scheduled for July 2026. The journal operates as a diamond open-access publication hosted on Deakin University’s Open Journal Systems platform and is indexed in Scopus.
Background on TESOL in Context and ACTA
TESOL in Context serves as the peer-reviewed journal of the Australian Council for TESOL Associations, the national body representing professionals teaching English to speakers of other languages. The publication reaches educators in universities, schools, early childhood settings, vocational education and training, ELICOS providers, and the Adult Migrant English Program. It publishes two general issues and one special issue each year, emphasising the Australian context while maintaining an international readership.
The journal’s move to fully open-access digital format has increased accessibility for researchers and practitioners without article processing charges. Recent special issues have addressed digital technology, interactional competence, and initial teacher education, establishing a track record of timely thematic collections relevant to policy and classroom practice.
Why AI in the Australian TESOL Context Matters Now
Australian higher-education institutions and language providers are integrating generative AI tools into curriculum design, assessment, and student support at an accelerating pace. Universities such as Deakin and Monash maintain established TESOL and applied linguistics programs that train future educators and conduct research on language acquisition. The special issue responds to documented gaps in empirical work on the four language skills, particularly reading and grammar sub-skills, as well as pronunciation, fluency, note-taking, and assessment practices within Australian settings.
Government-funded programs like the Adult Migrant English Program deliver language instruction to new arrivals, creating a distinct context where AI applications must align with settlement goals, cultural responsiveness, and equity considerations. Teacher-training courses at institutions across the country are likewise examining how AI can support pre-service educators while addressing ethical and pedagogical challenges.
Key Themes Invited for the Special Issue
The call welcomes empirical studies, theoretical papers, systematic literature reviews, and book reviews. Priority areas include AI applications for speaking (pronunciation, intonation, fluency), writing (grammar, vocabulary), reading (scanning, skimming, metacognitive strategies), and listening (note-taking, gist and detail comprehension). Additional foci encompass AI-supported feedback, assessment and testing, and teacher professional development.
Contributors are encouraged to ground submissions in Australian classroom realities, including adult migrant programs, university English language centres, and initial teacher education. The emphasis on sub-skills and assessment reflects practitioner needs for evidence-based guidance on tool selection and integration.
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Guest Editors and Institutional Expertise
Dr Nhung Nguyen brings experience from Monash College, where she contributes to English language pathway programs. Associate Professor Rod Neilsen and Dr Yingmei Luo, both at Deakin University, draw on expertise in applied linguistics and teacher education. Their combined leadership ensures the issue balances theoretical depth with practical relevance for Australian higher-education and language-provider audiences.
Deakin University’s hosting of the journal platform underscores its commitment to open scholarship in education. Monash University’s involvement highlights the role of pathway colleges in preparing international students for degree programs, an area where AI tools are increasingly deployed for personalised learning.
Submission Process and Guidelines
Manuscripts must follow the journal’s submission guidelines available on the TESOL in Context site. New authors should contact Managing Editor Dr Fiona Tang at tic@tesol.org.au to set up an account in the Open Journal System. The process emphasises rigorous peer review while maintaining the diamond open-access model that eliminates financial barriers for both authors and readers.
Potential contributors from Australian universities, English language centres, and AMEP providers are particularly encouraged to submit. The timeline allows approximately eight months from submission to publication, supporting timely dissemination of findings relevant to the 2026 academic year.
Implications for Academics and Researchers in Australian Higher Education
The special issue presents an opportunity for academics in applied linguistics, education, and related fields to publish work that directly informs curriculum and policy. Australian universities face increasing expectations to demonstrate research impact in teaching and learning innovation. Contributions addressing AI in TESOL can strengthen institutional profiles in national research assessments and support applications for competitive grants.
For PhD candidates and early-career researchers, the issue offers a focused outlet aligned with growing demand for expertise in AI-enhanced language education. Publications in a Scopus-indexed journal enhance visibility for academic job applications and promotion pathways within the sector.
Opportunities for Professional Development and Collaboration
ACTA’s network of state and territory associations provides channels for sharing the call and fostering collaborative submissions. University-based TESOL programs may consider forming cross-institutional teams to explore comparative studies across different provider types or regions.
The emphasis on teacher training invites contributions that connect research with professional learning initiatives already underway at institutions such as the University of Melbourne, the University of Queensland, and Curtin University, all represented on the journal’s editorial board.
Photo by Brecht Corbeel on Unsplash
Future Outlook for AI Integration in Australian TESOL
As generative AI tools evolve, Australian providers will need evidence on effective, ethical, and equitable implementation. The 2026 special issue is positioned to supply that evidence base at a critical juncture, informing both institutional strategy and national policy discussions around digital capability in education.
Longer-term, sustained research output from this and subsequent issues can support the development of Australian-specific frameworks for AI in language education, complementing broader higher-education digital transformation agendas.
Engaging with the Call as a Reader or Contributor
Academics, program coordinators, and policy advisers are encouraged to review the full announcement and consider how their current or planned work aligns with the themes. Early dissemination of the call through university research offices and professional associations will help maximise the diversity and quality of submissions.
The resulting collection is expected to serve as a key reference for Australian TESOL practitioners and researchers for years to come, supporting evidence-informed decision-making in an era of rapid technological change.
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