Objectives and Scope

The Journal of English Education Forum (JEEF) promotes research in the field of English Language Teaching (ELT), English Linguistics, and Applied Language Studies, with a focus on bridging theoretical concepts and practical educational applications. The journal welcomes contributions from educators, researchers, linguists, curriculum developers, policy makers, and advanced postgraduate scholars worldwide. To maintain high academic standards, all submitted manuscripts undergo a rigorous peer-review process.

• Theoretical Articles: Conceptual frameworks, theoretical evaluations, or new analytical models in ELT and applied linguistics.
• Empirical Studies: Original quantitative, qualitative, or mixed-methods research providing empirical evidence on English language learning and teaching.
• Case Studies: In-depth explorations of specific classroom practices, institutional ELT implementations, or localized language phenomena.
• Systematic Literature Reviews (SLR): Rigorous, structured syntheses and meta-analyses of existing literature in English language education and related subfields.

The editorial board welcomes manuscripts across the broad spectrum of English language education. The scopes of Journal of English Education Forum (JEEF) are:

1. English Teaching and Learning

This scope covers fundamental and applied research on the processes, practices, and psychological factors involved in learning and teaching English as a Foreign Language (EFL) or Second Language (ESL). Research may address four-skills development (listening, speaking, reading, writing), vocabulary acquisition, grammar instruction, learner autonomy, motivation, language anxiety, and socio-affective variables. Manuscripts should contribute to enriching pedagogical understanding and improving learning outcomes in classroom and non-classroom environments.

2. English Testing, Assessment, and Evaluation

This category focuses on research related to language testing, classroom-based assessment, and program evaluation in English education. Topics include the development and validation of assessment instruments, authentic assessment, formative and summative feedback, diagnostic testing, language proficiency measurement, washback effects, and self-/peer-assessment techniques. Manuscripts are expected to demonstrate strong psychometric or qualitative rigor, offering actionable insights into fair and effective language evaluation.

3. English Instructional Methods, Materials, and Techniques

This scope centers on the design, implementation, and critical analysis of teaching strategies, instructional materials, and classroom techniques in ELT. Research includes textbook analysis and development, task-based language teaching (TBLT), communicative language teaching (CLT), differentiated instruction, classroom interaction patterns, and innovative pedagogical interventions. Submissions must provide empirical evidence of instructional effectiveness and clear practical implications for language practitioners.

4. English for Specific Purposes (ESP)

This category encompasses research on English instruction tailored to specific professional, technical, or occupational disciplines (e.g., Business English, Medical English, English for Engineering, English for Tourism). Studies may focus on target needs analysis, genre analysis, specialized vocabulary acquisition, occupational discourse analysis, and authentic syllabus design. Manuscripts should highlight the alignment between discipline-specific communication demands and instructional delivery.

5. English for Academic Purposes (EAP)

This scope covers research related to language skills, academic literacy, and discourse conventions required in academic settings. Topics include academic writing development, scholarly publication skills, academic listening and note-taking, thesis/dissertation writing mentorship, source attribution, and stance/hedging in academic discourse. Manuscripts should offer practical and theoretical contributions to enhancing academic communication for university students and scholars.

6. English for Young Learners (EYL)

This category addresses research specifically tailored to teaching English to children and early adolescent learners (primary and early secondary education). Focus areas include child language acquisition, play-based learning, storytelling, TPR (Total Physical Response), age-appropriate materials development, parental involvement, and early literacy development. Submissions are expected to reflect developmental psychology and age-appropriate pedagogical frameworks.

7. Curriculum and Syllabus Design and Development

This scope includes research on macro- and micro-level curriculum planning, syllabus design, educational policy, and institutional implementation in English education. Topics address outcome-based education (OBE), needs assessment, curriculum evaluation, cross-cultural competence integration, local context adaptation, and educational reform policies in ELT. Manuscripts should present clear conceptual models, systematic development processes, or comprehensive policy evaluations.

8. Linguistics, Literature, and Translation in ELT

This scope focuses on applied language studies that directly inform or integrate with English language teaching. Research includes pedagogical grammar, phonetics/phonology, sociolinguistics, discourse analysis, pragmatics, literary texts as language learning resources, and translation/interpreting studies in ELT contexts. Manuscripts must explicitly demonstrate how linguistic theory, literary analysis, or translation practice connects to language learning and classroom applications.

9. Multilingualism and Multilingual Education

This category encompasses research on language contact, bi/multilingualism, and multilingual pedagogical approaches in English learning contexts. Topics include translanguaging practices, code-switching/code-mixing in instruction, additive bilingualism, heritage language preservation alongside English acquisition, and linguistic diversity in multicultural classrooms. Manuscripts should offer critical perspectives and empirical insights into navigating language diversity in ELT.