About JTELT

The Journal of Technology for ELT (JTELT) ISSN (Print): 2231-4431 is an open-access, peer-reviewed online journal published by the Learning Technology Special Interest Group (LT SIG) of the English Language Teachers’ Association of India. JTELT provides a national and international forum for teachers, teacher educators, researchers, and practitioner-researchers exploring how technology can meaningfully enhance English language and literature education across diverse educational contexts.

Positioned at the intersection of research and classroom practice, JTELT seeks to bridge the persistent gap between academic scholarship and the everyday realities of English language classrooms. The journal foregrounds pedagogically grounded, context-sensitive, and reflective engagements with technology, with particular attention to Indian classrooms and Global South contexts, where technological adoption is often shaped by local innovations, constraints, and pedagogic ingenuity.

JTELT welcomes contributions from teachers, teacher educators, researchers, and practitioner-researchers who critically engage with digital tools, platforms, and practices in English language education. The journal values work that moves beyond tool-centric descriptions to examine how technology reshapes pedagogy, learner engagement, assessment, teacher agency, and professional knowledge-making.

As part of its renewed vision, JTELT aims to function not only as a publication outlet but also as a professional and scholarly community for teachers and researchers interested in technology-mediated English education.

JTELT seeks to:

    • Promote contextually grounded research and reflective practice in technology-enhanced ELT
    • Amplify teacher voices and classroom-based knowledge, particularly from school teachers and early-career educators
    • Encourage small-scale, practice-based, and action-oriented research that may not always fit conventional research journal formats
    • Explore the pedagogical, professional, ethical, and policy dimensions of technology use in English language education
    • Create spaces for dialogue between researchers, practitioners, teacher educators, and institutions
    • Function as a capacity-building space for teacher-researchers by supporting teacher scholarship and mentorship 
  • A distinctive feature of JTELT is its commitment to scaffolding teacher participation in academic publishing and practitioner research. The journal actively seeks to:
  • Encourage early-career teachers and school-level teachers of English to contribute scholarly and reflective work
  • Offer mentoring support for teachers interested in action research and classroom inquiry
  • Model and scaffold the narrativisation and documentation of classroom practice, legitimising teacher knowledge as scholarly knowledge
  • Support collaborative and small-group research projects leading to case studies and practice-oriented publications
  • Contribute to knowledge-building within the Indian ELT community while remaining in dialogue with Global South and international perspectives 

 

Publication Model

Originally published as a quarterly online journal, with issues appearing in January, April, July, and October, JTELT transitioned to a continuous publication model in 2017. 

JTELT now accepts submissions throughout the year. Articles are published online immediately upon completion of the peer review and editorial process, ensuring timely dissemination of research and wider accessibility to readers. 

Access Type: Open Access

Publication Model: Continuous Publication (Articles published throughout the year)

Volume Period: June to May

Call for Papers
Researchers, teacher-educators and practitioners are invited to submit original articles for the upcoming issue of JTELT. See our latest Call for Papers here. Details on submission guidelines, peer-review process and publication timeline are shared here. 

Contact
 For editorial queries, write to: ltsigeltai@gmail.com