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March-April
Vol. 68 No. 2 (2026)The March–April 2026 issue of the Journal of English Language Teaching (JELT) explores the transformative impact of Artificial Intelligence, digital technologies, and multimedia environments on contemporary language education. Bringing together conceptual, empirical, and practice-oriented studies, the issue examines how digital innovation is reshaping pedagogy, literacy, communication, and assessment in English language teaching. The articles address themes such as instructional design for hybrid learning, AI-supported translanguaging, digital storytelling, AI-generated graphic organisers, animation-based pedagogy, digital literacy development, and vocabulary acquisition through experiential learning. The issue also critically engages with emerging concerns surrounding AI overreliance, learner agency, and academic integrity, highlighting the need for ethically grounded and pedagogically meaningful uses of technology. Complementing these research contributions is a timely review of Teaching with AI: A Practical Guide to a New Era of Human Learning, which reflects on the evolving relationship between AI and education. Overall, this issue invites educators and researchers to rethink the future of language learning in an increasingly digital world.
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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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