ELT Classroom Research Journal

The ELT Classroom Research Journal focuses on classroom-based investigations by classroom teachers for the benefit of fellow English Language Teachers and their learners.

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Open Access

No Author Publication Fee

While there are tens of thousands of “scholarly” journals out there, few focus on the needs of busy English language teachers and their classroom, particularly for those in “library-poor” settings.

ELT Classroom Research Journal is oriented to teachers.

A Teacherly Approach to sharing research

Purpose

The global English language teaching profession is vast. Teachers of English as a second/other language (TESOL) may be state-licensed, certificated, Board-licensed, university graduates, or hold other skills/qualifications. For many of these ELT practitioners, scholarly research has had little relevance beyond their formal academic studies.

Classroom teachers are best aware of second/foreign language acquisition as it is happening, and the impact of various methods, approaches, and practices. It is time for practitioners to stake their claim to their hard-earned professional knowledge-base.

The ELT Classroom Research Journal is for teachers to share their insights with peers across the globe in a manner that is practical and approachable for both readers and those who do the classroom investigations. Diverse research designs are welcomed, those best fitting the skills and assets of the teacher-researcher, their students, and their working environment. Classroom investigations might include Exploratory or Participatory Action Research, Reflective Practice, and small-case studies.

While submissions are generally of shorter length than mainstream “scholarly journals,” with an abbreviated literature review (see Krashen, 2021; Ellis, 2021), articles must be based on careful investigatory practice.

References

 

Latest Issue

The Impact of Gamification on Students’ Motivation Towards Learning System Lessons in Online Classrooms

This Exploratory Action Research project investigates the impact of gamification on students’ motivation in online English classrooms. It was conducted at International House Yangon-Mandalay with the Common European Framework of Reference for Languages (CEFR) B1/B1+ students. The study addresses the low engagement in traditional textbook controlled-practice exercises by replacing them with games to explore learners’ motivation.

Enriching Instruction via Sustained Self-Observation

The benefits of recording teacher performance for purposes of reflection and analysis has long been recognized in ELT (see Richards & Lockhart, 1996; Farrell, 2015) and in general education (see Tripp, 2010). Between June 5th to November 22nd 2024, I engaged in self-observation with subsequent reflection and analysis of a blend of audio and video recordings from 15 different lessons

Teacher Research Mentors’ Perceptions of Book Review Writing in a Global Community of Practice

The research account describes the experiences of 36 teacher-research mentors who participated in a book review writing project facilitated by dedicated writing mentors in a global community of practice (MenTRnet). Even though members of the community were mainly concerned with mentoring the carrying out of classroom research, writing up and disseminating their mentees’ and their own findings were also pursued through research articles and blogs.

Reflections on the Exploration Phase of an EAR Project on Teaching Speaking

This article offers a reflective account of the exploration phase completed for an Exploratory Action Research project on teaching speaking. It was completed over a 6-month period, with the help of a critical friend. The focus of this article is the thought process that the teacher-researcher went through while engaged in the exploration, as well as the way that collaboration with a critical friend pushed the exploration forward.

The TIRF Bailey Award

Introducing the TIRF Bailey Award: Empowering Teacher-Researchers The International Research Foundation for English Language Education…