About the Journal
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.
Current Issue
Vol. 68 No. 1 (2026): January-February
This issue of the Journal of English Language Teaching presents studies that examine several contemporary concerns in English language education. The articles address themes such as teacher autonomy and its role in learner-centred pedagogy, teachers’ preparation and lesson planning in multilingual classrooms, and the experiences of ESL teachers working in diverse institutional contexts. Other contributions discuss the pedagogical challenges of teaching Gen-Z learners, the potential of flipped learning in teacher education, and the use of technology and assessment practices in language classrooms. The issue also includes an exploratory article on the historical glossary Hobson–Jobson, which reflects the interaction between English and Indian languages. A book review on AI-assisted academic communication further connects current developments in technology with English language teaching and research.
Published:
01-01-2026