Journals

  • Journal of English Language Teaching

    Journal of English Language Teaching (JELT)
    ISSN: 0973-5208 (Print)

    The Journal of English Language Teaching (JELT) is an international, double-blind, peer-reviewed scholarly journal published bimonthly by the English Language Teachers’ Association of India (ELTAI). Established in 1965, prior to the formation of ELTAI in 1969 and its registration in 1974, JELT has maintained uninterrupted publication for six decades. The journal provides a rigorous academic platform for research and critical inquiry in English language teaching, applied linguistics, teacher education, and related areas of English studies. It publishes original research articles, theoretical discussions, pedagogical analyses, and context-responsive studies that address issues in English language teaching and learning across diverse educational, linguistic, and sociocultural settings.

    JELT follows a Diamond Open Access publishing model. The journal does not charge submission, processing, or publication fees (APCs). All published content is freely accessible online, ensuring equitable dissemination of research. Print copies are distributed to ELTAI members as part of the Association’s academic outreach.

    The journal operates under a clearly defined editorial governance structure and maintains full editorial independence. All submissions undergo a double-blind peer review process to ensure academic integrity, methodological rigour, and relevance to the journal’s scope. Manuscripts are accepted on a rolling basis and must be submitted through the journal’s online submission system.

    JELT publishes six issues annually (January–February, March–April, May–June, July–August, September–October, and November–December) and adheres to recognised standards of publication ethics and transparency in scholarly communication.

  • Journal of Teaching and Research in English Literature

    The Journal of Teaching and Research in English Literature (JTREL) (ISSN 0975-8828), established in July 2009, is an international, double-blind peer-reviewed, open-access journal committed to fostering scholarly exchange among educators and researchers in the field of English literature. The journal publishes high-quality, original contributions including research articles, critical reviews, interviews with authors, poetry and short stories.

    JTREL welcomes submissions from both established scholars and emerging researchers, encouraging diverse academic perspectives. The journal is published online on a quarterly basis by the English Language Teachers’ Association of India (ELTAI).

    The journal levies no submission, processing, or publication fees, ensuring unrestricted access for both authors and readers. Submissions are accepted on a rolling basis throughout the year, and all manuscripts must be submitted via the journal’s website. Submissions sent via email are no longer accepted.

  • Journal of Technology for ELT

    Journal of Technology for ELT is an open-access research journal for teachers of English. It is published four times a year by the Computer Technology Special Interest Group (SIG) of English Language Teachers' Association of India (ELTAI).

  • The 19th International and 55th Annual ELTAI Conference on "Lessons Taught, Lessons Learnt: Teacher and Learner Narratives"

    The 19th International and 55th Annual ELTAI Conference, themed “Lessons Taught, Lessons Learnt: Teacher and Learner Narratives,” brings together educators, researchers, scholars, and practitioners from across India and abroad to reflect on the lived experiences of English language teaching and learning. This Proceedings Series presents selected papers that emerged from the conference, offering insights into classroom practices, research-based innovations, and teacher- and learner-driven narratives that shape the landscape of English language and literature education today.

    The contributions in this volume highlight the diversity of contexts in which English is taught and learnt, foregrounding voices from schools, colleges, universities, and community spaces. Together, they underscore the value of sharing stories, documenting pedagogical challenges and breakthroughs, and engaging critically with evolving educational realities. This series stands as a record of collective reflection and professional growth, and as a resource for those committed to strengthening English education in India and beyond.