Welcome to the ELT Classroom Research Journal (ELTCRJ), a peer-reviewed academic journal dedicated to advancing the study and practice of English Language Teaching (ELT) in diverse classroom contexts. Our mission is to provide a platform for both established and emerging researchers to share high-quality, evidence-based insights that inform and transform ELT practices worldwide.

Our Purpose

ELTCRJ is uniquely positioned as a mentoring journal, committed to supporting early-career researchers, pre-service teacher educators, and practitioners in their journey toward academic publication. We aim to bridge the gap between research and practice by showcasing classroom-focused studies that directly impact teaching and learning. Through our editorial guidance, we help authors refine their research for clarity, rigor, and practical relevance, ensuring that each publication contributes meaningfully to the global ELT community.

Who We Serve

Our journal is designed for:

• Emerging Researchers: Graduate students, early-career academics, and teacher-researchers seeking support in developing and disseminating their work.
• Practitioners: Teachers who wish to engage with actionable, research-based insights to improve their classroom practices.
• Teacher Educators: Scholars in teacher training programs who aim to integrate innovative classroom research into their courses.
• Policymakers and Institutions: Stakeholders interested in understanding the practical implications of ELT research for education systems worldwide.

Our Mentoring Process

At ELTCRJ, we believe that high-quality academic research is built on collaboration and growth. Our mentoring process includes:

• Editorial Feedback: Authors receive constructive guidance from our experienced editorial team, who are dedicated to helping researchers refine their studies.
• Practical Relevance: We work with contributors to ensure their findings address real-world classroom challenges.
• Workshops and Webinars: Regular opportunities to engage with experts in ELT classroom research through developmental events.

Focus and Scope

ELTCRJ publishes research that emphasizes the intersection of theory and practice in ELT classrooms. Key areas of focus include, but are not limited to:

• Classroom-based action research.
• Teacher education and professional development.
• Curriculum design and implementation.
• Technology integration in ELT.
• L1 influences on second language acquisition.
• Innovations in teaching methodologies.
• Assessment and feedback strategies.

We welcome contributions that are interdisciplinary, global in perspective, and applicable across diverse educational settings.

Publication Model

ELTCRJ is an open-access journal, ensuring that all published articles are freely available to readers worldwide. We believe in the power of accessible research to inspire change and foster collaboration across borders.

Peer Review and Ethics

We adhere to a double-blind peer-review process, ensuring the integrity and quality of every submission. As a member of the Committee on Publication Ethics (COPE), we uphold the highest ethical standards for authorship, research integrity, and publication practices.

Our Vision

ELTCRJ strives to:

• Empower Emerging Researchers: Cultivate the next generation of ELT scholars by providing personalized mentoring and development opportunities.
• Advance Classroom Practice: Share research that directly impacts teaching and learning outcomes.
• Promote Global Collaboration: Celebrate diverse perspectives and foster connections between researchers, educators, and institutions worldwide.