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.

References

 

 

Latest Issue

Classroom-Based Explicit Instruction of Formulaic Sequences: Effects on Japanese EFL Learners’ Speaking Performance

This classroom-based study investigates whether explicit instruction in formulaic sequences (FSs) enhances Japanese EFL learners’ speaking performance. Over a 15-week semester, first-year university students were divided into an experimental group (English B), which received structured FS instruction using model scripts, visual highlighting, guided rehearsal, and weekly short written tests, and a control group (English A), which followed the regular curriculum without script-based FS instruction.

BOOK REVIEW – The Routledge Handbook of Language Teacher Action Research

The Routledge Handbook of Language Teacher Action Research edited by Anne Burns and Kenan Dikilitaş is a valuable guide for readers who are new to action research (AR) or who want to strengthen their understanding of its principles and practice. Written in a clear and accessible style, the book combines theoretical and practical insights with real-life examples that help prepare researchers for the challenges and unexpected situations they may encounter in the field. The volume brings together contributions from forty-four researchers representing diverse global regions, including Scandinavia, Central and South America, the Pacific Rim, and Europe. Collectively, these authors have made a substantial contribution to the advancement and wider dissemination of AR.

BOOK REVIEW – Global Stories on School Improvement: A Comparative Review of Action Research Projects

Various international organizations and agencies have played a crucial role for decades in the field of classroom research for the professional development of teachers’ pedagogical practices, thereby leading to school transformation (Calhoun, 2002; ProFuturo, 2025). Among these, the British Council (BC) has gained global recognition for its exceptional work in supporting education through its Partner Schools network. The BC’s focus has been on three pillars of modern education: leadership at all levels, effective continuing professional development (CPD), and the integration of technology and artificial intelligence (AI) into English Language Teaching (ELT) and other school subjects.

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