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. 67 No. 6 (2025): November-December
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.
Published:
01-11-2025