Focus and Scope

The Teaching English as a Foreign Language Journal (TEFLJ) publishes high-quality research that explores innovative pedagogies, theories, and practices in the field of English language teaching (ELT). We aim to provide a platform for scholarly dialogue and practical insights into the challenges and opportunities of teaching English as a foreign language across diverse cultural, social, and political contexts. The journal is committed to advancing the profession by addressing both traditional and emerging issues in ELT, fostering global perspectives, and promoting inclusive, transformative education.

Key Areas of Focus:

• Sociopolitical and Critical Approaches to ELT: Investigating the intersections of language education with social, political, and cultural dynamics. This includes research on language, identity, and resistance, and how ELT can address issues such as power, equity, and social justice in both local and global contexts.
• Technology Integration in ELT: Exploring the role of Information and Communication Technologies (ICT) in enhancing language teaching and learning. This includes research on digital tools, online learning environments, blended learning, and the integration of technology in multilingual and diverse classroom settings.
• Affective Factors in Language Learning: Examining the emotional and psychological aspects of language learning, such as motivation, self-efficacy, anxiety, and learner engagement. Research on strategies to enhance speaking confidence, reduce language anxiety, and support learners' affective needs is encouraged.
• Innovative Pedagogies in ELT: Fostering new and creative approaches to language teaching that go beyond traditional methods. This includes project-based learning, task-based language teaching, drama-based pedagogy, and translingual approaches that emphasize the fluid use of multiple languages in the classroom.
• Language Teaching for Special Populations: Addressing the needs of marginalized, multilingual, or displaced communities in ELT contexts. This includes research on language education for refugees, migrants, and other non-traditional learners, as well as studies on inclusive pedagogies that support diverse learners.
• Teacher Development and Professionalization: Exploring the professional growth and development of language teachers, including teacher beliefs, instructional practices, and the impact of professional development programs. Research that investigates how teachers can enhance their effectiveness and adapt to changing educational demands is highly valued.
• Curriculum Design and Assessment in ELT: Examining innovative approaches to curriculum development, instructional design, and assessment strategies in ELT. This includes studies on how to align curricula with global standards, improve student outcomes, and ensure that language education is relevant, effective, and inclusive.