Call for Papers for a Special Issue: Teaching in the Age of AI — Technology, Pedagogy, and the Future of ELT

Journal of Technology for ELT | JTELT

Journal of Learning Technology SIG, English Language Teachers' Association of India (ELTAI)

ISSN 2231-4431  | Peer-reviewed |  Open Access  |  No Publication Fees

 

Call for Papers 

Special Issue: Teaching in the Age of AI — Technology, Pedagogy, and the Future of ELT

Ongoing Submissions: from 1 June 2026 

Invitation

JTELT — the Journal of Technology for ELT — invites original, previously unpublished contributions for its forthcoming special issue on Teaching in the Age of AI: Technology, Pedagogy, and the Future of ELT.

Artificial intelligence has moved from a speculative horizon into everyday classrooms. Teachers are navigating new questions about authorship, assessment, feedback, and what it means to know, learn, and teach a language when generative tools are always at hand. Researchers are building new frameworks, reinterpreting old ones, and sometimes discovering that old ones still hold. This special issue invites work that thinks carefully, honestly, and imaginatively about what is actually happening at the intersection of AI and English language teaching and learning.

We welcome contributions that embrace this complexity: that question assumptions as readily as they celebrate possibilities, and that are grounded in the realities of teaching — in India and globally.

Thematic focus

We particularly welcome contributions that engage with any of the following (this list is indicative, not exhaustive):

AI and Language Learning

1. Generative AI and second-language acquisition — possibilities and pitfalls
2. Learner interactions with AI tools (ChatGPT, Gemini, Copilot, etc.) in ELT contexts
3. AI as interlocutor, writing partner, or feedback provider
4. Translanguaging and multilingualism in AI-mediated language learning

Pedagogy, Curriculum, and Assessment

1. Designing AI-visible or AI-integrated ELT curricula
2. Rethinking writing assessment in an age of AI-assisted composition
3. AI and critical literacy — teaching students to read, evaluate, and use AI outputs
4. Assessment practices that foreground process, thinking, and dialogue

Teacher Education and Professional Development

1. Preparing pre-service and in-service teachers to work with AI
2. Teacher beliefs, anxieties, and experimentation with AI tools
3. Institutional AI policies and their implications for ELT professionals
4. AI-visible pedagogy and reflective practice

Equity, Ethics, and Critical Perspectives

1. Digital divides and differential access to AI tools in Indian and Global South ELT contexts
2. Ethical questions of authorship, plagiarism, and academic integrity in AI use
3. Language bias, representational harms, and the politics of AI in ELT
4. Critical frameworks for thinking about AI as a third participant in classroom dialogue

Creative and Innovative Practices

1. AI-assisted creative writing, storytelling, and literary engagement
2. Multimodal and digital literacies in AI-integrated ELT
3. Games, simulations, and speculative pedagogy in the age of AI

What we welcome

This is not a journal that expects you to celebrate AI uncritically — or to condemn it reflexively. We welcome:

1. Empirical research (qualitative, quantitative, mixed-methods)
2. Theoretical and conceptual papers
3. Reflective practitioner accounts and classroom-based inquiry
4. Reviews of books, tools, platforms, or games relevant to AI and ELT.
5. Interviews with researchers, practitioners, innovators or policymakers working at this intersection
6. Opinion pieces, working papers, and provocation essays

 

Early-career researchers and practitioner-researchers are encouraged to submit.

Article types and word limits

• Empirical Research / Theoretical or Conceptual papers —
  up to 5,000 words (excluding abstract, references, appendices);
  abstract ~150 words;
  3–5 keywords
• Book Review —
  1,000–1,500 words (excluding references);
  abstract ~100 words;
  3–5 keywords
• Author Interview (transcript) —
  1,500–3,000 words;
  abstract ~100 words;
  3–5 keywords
• Reflective Practitioner Account / Working Paper / Opinion Piece —
  1,500–3,000 words;
  abstract ~100 words;
  3–5 keywords

Key dates

• Submission window: Ongoing from 1 May 2026
• Acknowledgement of receipt: Within a week of submission
• Review decisions communicated: Within 90 days of submission
• Revised manuscripts (Minor): Within 60 days of the decision
• Revised manuscripts (Major): Within 90 days of the decision
• Publication: Within 45 days of final acceptance
• Mode: Continuous publication (2026)

How to submit

Please submit the following (1 to 5) to 

ltsigeltai@gmail.com, editor.jtelt@gmail.com with CC to eltai_india@yahoo.co.in 

Subject line: JTELT Submission – [Article Type]

1. Blinded Manuscript (only title, abstract, keywords, body, references - no author identification)
2. Author Information Sheet - a separate doc with author details, ELTAI membership number, short bio of 75 - 100 words 
3. Author Declaration 
4. Plagiarism report (less than 10%) 
5. AI Use Declaration  

Detailed submission guidelines, including formatting requirements and authorship policy, are available in the JTELT Submission Guidelines document.

JTELT is free to submit and free to read. No publication fees. No access charges. However, priority is given to ELTAI members. Authors of accepted papers who are not yet members will be invited to join before publication. Visit www.eltai.in for details. 

About JTELT

JTELT — the Journal of Technology for ELT — is an international, double-blind, peer-reviewed, open-access journal published by the Learning Technology Special Interest Group of ELTAI (English Language Teachers' Association of India), Chennai, India. Launched in 2009, the journal publishes in a continuous publication (CP) mode as a peer-reviewed publication and carries no author or reader fees.

ISSN: 2231-4431

Contact

Editorial queries: editor.jtelt@gmail.com, ltsigeltai@gmail.com 

ELTAI Membership: www.eltai.in