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.

The Journal publishes semi-annually, in May and November.

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 (Aims & Scope)

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. The journal is published online biannually. Submissions can be made at any time throughout the year.

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