Aims and Scope

Aims and Scope

Interdisciplinary Studies in English Language Teaching (ISELT) is dedicated to advancing research and fostering innovation across diverse aspects of English language teaching (ELT). The journal provides a platform for interdisciplinary scholarship, bridging theoretical insights with practical applications while addressing global and local challenges in ELT. Our scope encompasses the following areas of interest:

  1. ELT Methodologies and Innovations:

 The journal emphasizes advancements in ELT methodologies, including communicative approaches such as Task-Based Language Teaching (TBLT) and gamification. Contributions may explore pedagogical innovations through diverse research methods, including quantitative, qualitative, and mixed approaches, to develop effective and engaging teaching practices.

  1. Applied Linguistics in ELT:

ISELT examines the practical applications of linguistic theories, such as sociolinguistics, psycholinguistics, and discourse studies, with implications for classroom teaching. This section particularly welcomes research on English as a Lingua Franca (ELF), World Englishes, and the interface between global English usage and pedagogical practices.

  1. Language Acquisition and Learning in ELT:

Studies addressing how learners acquire English as a first or additional language are integral to the journal’s scope. We particularly focus on cognitive, social, and cultural dimensions of language learning in inclusive and diverse educational settings, offering insights into effective language instruction strategies.

  1. Curriculum and Syllabus Design for ELT:

The journal promotes the development of learner-focused English curricula, integrating innovative teaching methodologies, digital tools, and culturally sensitive approaches. Submissions may also address ethical considerations in curriculum design, including equity and inclusivity.

  1. Language Testing and Assessment in ELT:

ISELT explores advances in assessing English language proficiency, including formative and summative assessment techniques tailored to diverse learning contexts. Articles critically examining standardized tests, their reliability, and their impact are encouraged.

  1. Teacher Education, Identity, and Professional Development in ELT:

Research focusing on English language teacher training, professional development, and identity formation is a key priority. This area also addresses the ethical challenges and evolving landscapes of teacher education, fostering discussions on how educators can adapt amid global and technological shifts.

  1. Teacher-Student Dynamics in ELT:

The journal examines teacher-student relationships and their influence on learning outcomes, motivation, and classroom management. Contributions are welcomed that explore ways to create supportive, inclusive environments that enhance English language learning.

  1. Technology-Enhanced Language Learning (TELL):

ISELT highlights the role of technology in ELT, including Computer-Assisted Language Learning (CALL), remote learning, and digital tools. Submissions may critically analyze the pedagogical and ethical implications of integrating technology into language teaching contexts.

  1. Bilingualism, Multilingualism, and Cross-Cultural Competency:

The journal welcomes research on the cognitive, social, and cultural impacts of bilingual and multilingual settings, as well as cross-cultural communication in ELT. Topics such as translanguaging and the role of diverse linguistic repertoires in instructional practices are of particular interest.

  1. Corpus Linguistics and Data-Driven Language Learning:

We invite research on corpus-based approaches to ELT, including the use of big data for material development and data-driven instruction. Studies that explore the implications of corpus linguistics for pedagogy and materials design are encouraged.

  1. Cognitive Linguistics and Psycholinguistics in ELT:

ISELT seeks studies that apply insights from cognitive linguistics and psycholinguistics to English language teaching. Contributions may explore conceptual structures and mental processes to improve teaching methodology and learner outcomes.

  1. Educational Planning, Curriculum Development, and Policy Design in ELT:

This section focuses on strategic planning and policy research that supports dynamic and inclusive English language education. Submissions addressing long-term educational planning for diverse learner populations are particularly welcomed.

  1. Critical and Ethical Perspectives in ELT:

ISELT encourages exploration of power dynamics, ethical considerations, and socio-political factors shaping ELT. Contributions may critically analyze global and local challenges in English language teaching, offering transformative insights into pedagogical practices.

Submissions Accepted:

The journal accepts submissions in a variety of formats to encourage a wide range of scholarly contributions:

  • Empirical studies
  • Theoretical papers
  • Systematic reviews and meta-analyses
  • Action research reports
  • Critical reflections on practice
  • Case studies