Archives
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January-February
Vol. 68 No. 1 (2026)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.
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November-December
Vol. 67 No. 6 (2025)The November–December 2025 issue of the Journal of English Language Teaching explores contemporary shifts in ELT by examining multilingual realities, multimodal pedagogies, language policy, learner affect, and digital accessibility. The articles collectively challenge monolingual and print-centric assumptions that continue to shape English education. Through studies on linguistic landscapes, translanguaging, multimodal literacy, learner anxiety and motivation, grammar learning, and inclusive online learning, this issue foregrounds equity, learner agency, and context-sensitive pedagogy. Together, the contributions invite educators and policymakers to reimagine English language teaching in ways that are inclusive, responsive, and grounded in learners’ lived linguistic experiences.
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