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.