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.