About the Journal
Journal of Technology for ELT (JTELT)
ISSN (Print): 2231-4431
An International, Double-Blind Peer-Reviewed, Diamond Open Access Journal
The Journal of Technology for ELT (JTELT) is an international, double-blind peer-reviewed scholarly journal published quarterly by the Learning Technology Special Interest Group (SIG) of the English Language Teachers’ Association of India (ELTAI). The journal serves as a dedicated platform for exploring the integration of technology in English language teaching, learning, teacher education, assessment, and research.
JTELT promotes critical inquiry into the pedagogical, theoretical, and practical dimensions of technology-enhanced language learning. The journal publishes original research articles, theoretical discussions, case studies, innovative classroom practices, tool reviews, and reflective accounts that examine the evolving relationship between technology and English language education across diverse educational and sociocultural contexts.
The journal welcomes contributions from teachers, teacher educators, researchers, instructional designers, educational technologists, and scholars interested in digital pedagogies and technology-mediated language learning.
JTELT follows a Diamond Open Access publishing model. The journal does not charge any submission, processing, or publication fees (APCs). All content is freely accessible online immediately upon publication, ensuring equitable access to scholarly knowledge and professional resources.
The journal operates under a clearly defined editorial governance structure and maintains editorial independence in all publication decisions. All submissions undergo a peer review process to ensure academic quality, originality, relevance, and ethical integrity. Manuscripts are accepted on a rolling basis and must be submitted through the journal’s online submission system.
JTELT is published four times a year, with issues appearing in January, April, July, and October. The journal is committed to promoting innovation, accessibility, and scholarly engagement in the use of technology for English language teaching and learning.