About the Journal
About the Journal
Contemporary Journal of English Language Teaching (CJELT) is an international, peer-reviewed, open-access journal for people who care about English language teaching, learning, teacher education, literacy, assessment, applied linguistics, and language education policy. It welcomes scholars, teachers, graduate students, and practitioners from any country or educational context.
Peer-reviewed
Manuscripts are reviewed through an editorial and peer review process.
Open access
Published articles are freely available to readers with proper attribution.
International
The journal welcomes scholarship from diverse local, regional, and global ELT contexts.
Continuous publication
Accepted articles may be published online once the editorial process is complete.
Journal Focus
CJELT is dedicated to advancing research, scholarship, and professional dialogue in English language teaching and language education. This journal creates space for work that connects theory, classroom practice, teacher education, assessment, literacy, applied linguistics, and language education policy.
As an international journal, CJELT welcomes contributions from scholars, teachers, teacher educators, graduate students, and practitioners working in any country or educational context. We especially value work that offers meaningful theoretical, methodological, pedagogical, or policy-related insights for English language teaching and learning.
What We Publish
CJELT welcomes different forms of academic and professional writing, including original research articles, review articles, conceptual papers, critical perspectives, classroom-based studies, and practice-oriented scholarship.
Research and scholarship
Empirical studies, literature reviews, conceptual papers, and critical perspectives.
Practice and pedagogy
Classroom-based studies, teacher education work, assessment practices, and Praxis articles.
The journal encourages work that is rigorous, ethical, readable, and useful. We value scholarship that can travel between research and practice without losing sight of local educational realities.
Mission and Scholarly Values
CJELT supports high-quality, ethical, and context-sensitive scholarship. The journal encourages writing that connects research with classroom practice, teacher education, institutional development, and language education policy.
We welcome work that helps readers think more carefully about English language teaching: what works, what does not work, what needs to change, and what teachers and learners experience in real educational settings.
- Research that is methodologically careful and ethically responsible
- Scholarship that respects local knowledge and classroom realities
- Writing that contributes to international ELT conversations
- Work that bridges theory, practice, teacher education, and policy
Open Access and Copyright
CJELT is committed to open access. Published articles are freely available to readers and may be read, downloaded, shared, and cited for academic and educational purposes with proper attribution.
Authors retain copyright of their work. Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Publication Model
CJELT publishes accepted articles through a continuous publication model. Once manuscripts complete editorial screening, peer review, revision, copyediting, proofreading, and final formatting, they may be published online and assigned to the appropriate issue.
The journal publishes two regular issues each year, in June and December. This model helps accepted work become available to readers in a timely way while still maintaining the full editorial and review process.
