Focus of the Journal

JELAP aims to advance the study, teaching, and assessment of English language proficiency. Its primary goals include promoting research and discussion on the development of English language skills across diverse contexts and populations. Specifically, the journal aims to explore the processes involved in acquiring and developing proficiency in English, whether as a first, second, or foreign language. This includes examining linguistic, cognitive, and socio-cultural factors that influence language learning and usage. The journal also focuses on the pedagogy of English language teaching, providing insights into effective instructional strategies, curriculum design, and assessment tools that help learners achieve high levels of proficiency. In addition, the journal aims to address the unique challenges faced by English learners in different regions and educational systems. It promotes research on bilingualism, multilingualism, and English as a global lingua franca, considering diverse linguistic backgrounds and cultural contexts. Moreover, JELAP emphasizes the importance of professional development for educators, offering research-based insights on how teachers can improve their own language proficiency and teaching skills. It also encourages studies that focus on teacher training, instructional leadership, and continuous professional learning. Furthermore, the journal strives to bridge the gap between academic research and practical application, encouraging contributions from both researchers and practitioners. By providing a platform for rigorous, peer-reviewed research, JELAP seeks to inform and improve educational policy, classroom practice, and language testing standards.

Scopes of the Journal

JELAP focuses on enhancing English language pedagogy and learners' proficiency. It aims to improve teaching practices, curriculum design, and assessment methods for students of English as a second or foreign language. The journal welcomes research from both theoretical and practical perspectives, particularly innovative strategies that improve proficiency in writing, speaking, reading, and listening. Topics include various pedagogical approaches such as communicative language teaching (CLT), task-based learning, and content-based instruction, with an emphasis on adapting these methods to diverse learner needs, levels of proficiency, and cultural backgrounds. Additionally, the journal promotes research on fostering critical thinking, creativity, and independent learning.

JELAP is committed to showcasing effective teaching practices across instructional techniques such direct instruction, collaborative learning, blended learning, and technology integration. Articles may explore the use of digital tools, multimedia, and online platforms to boost student engagement and learning outcomes. The journal also encourages comparative studies of different teaching methods, such as project-based learning versus traditional grammar-focused instruction, or flipped classrooms for reading comprehension.

JELAP invites research addressing specific language skills and their challenges:

• Writing: Studies may focus on improving academic, creative, or functional writing through techniques like peer feedback, process writing, and digital tools like blogs or e-portfolios.
• Speaking: Research on developing oral communication might examine the use of group discussions, presentations, debates, or language games, as well as pronunciation and intonation.
• Reading: Topics include improving reading comprehension, vocabulary development, and the use of authentic materials such as literature, newspapers, and online texts.
• Listening: The journal encourages research on enhancing listening skills through multimedia, podcasts, or real-world tasks that mirror authentic language use.

Assessment of language proficiency is another key focus. JELAP examines various methods, including formal tests, formative assessments, self-assessment, and alternative tools like portfolios and peer evaluations. Discussions around standardized exams (e.g., TOEFL, IELTS) and classroom-based assessments emphasize their validity, fairness, and reliability, while exploring how assessment can be used to support learning rather than just measure proficiency.

JELAP also covers teacher training and professional development. The journal welcomes studies on pre-service and in-service teacher education, reflective practices, and strategies for managing diverse classrooms with students of varying proficiency levels and cultural backgrounds. Additionally, it explores teacher motivation, job satisfaction, and professional growth, as well as classroom management techniques that support a positive learning environment.

The journal places particular importance on motivation in both students and teachers. It examines intrinsic and extrinsic motivational factors, classroom dynamics, teacher-student interactions, and goal-setting strategies that enhance engagement. For educators, JELAP discusses how job satisfaction, institutional support, and opportunities for growth can sustain high motivation and prevent burnout, ultimately improving teaching effectiveness.