About the Journal

JELLT (Journal of English Language and Language Teaching) is published twice a year (April and November); the aim of this journal is to promote a principled approach to research on English as EFL and related concerns by encouraging inquiry into the relationship between theoretical and practical studies. The Journal welcomes contributions in such areas of current analysis as EFL Teaching and Learning, Language in Education, Language Planning, Language Testing, Curriculum Design and Material Development, Multilingual Education, Discourse Analysis, and Translation.

 

Aims and Scope

Aims

• The journal provides a formal, well-organized forum for non-native-English scholars to make new academic contributions to research and practice in ELT on a global basis.

• The journal serves as a hosting space for both native and non-native academics to share ideas and become involved in novel dialogues, with an emphasis on under-researched areas in the field.

Scopes

• Local teachers’ beliefs about various aspects of ELT theory and practice

• Fresh insights into current debates and controversial topics

• Shared research findings from both teachers and scholars in ELT, especially from an outer circle perspective

• Case studies in local contexts that enhance the localization of academic theories in ELT (such as the practice of the lesson study model that originates outside of the inner circle)

• Recognition of local teachers’ voices, which are less heard of in the inner-circle discourse, and their practical classroom ideas that are less common but important to not overlook

• Rethinking the transferability of ELT theories across global contexts (such as the communicative doctrine, the meaning of autonomy, the practice of verbal participation, etc.)

• Practical classroom experiments in language education that would expand teachers’ knowledge and skills

• Identifying gaps and addressing new topics that have not been strong focuses in previous research discourse in education (such as the use of silence in teaching, the improved alignment between pedagogy and assessment, etc.)

 

Peer-Review Process

The submitted manuscript is first reviewed by the editors and must be free from plagiarism contents. The maximum limit of similarity is 20%. The submitted manuscript will be evaluated, whether it is suitable for our focus and scope or has a major methodological flaw.

At least two peer-reviewers will review every submitted paper. Reviewers are unaware of the authors' identity, and authors are also unaware of the identity of reviewers (double-blind review method). Reviewing process will consider novelty, objectivity, method, scientific impact, conclusion, and references. Reviewers' comments are then sent to the corresponding author for necessary actions and responses. The suggested decision will be evaluated in an editorial board meeting. Afterward, the editor will send the final decision to the corresponding author.