INSTRUCTIONS FOR AUTHORS
ELT Research Journal is a peer-reviewed international journal devoted to the publication of articles and general issues relating to research in English Language Teaching as a foreign/second language around the world. The ELT Research Journal is a forum for constructive dialogue among researchers who seek to illuminate current and emerging areas of interest to the workers of the field.
All articles are subject to independent anonymous peer review. Articles accepted for publication become the copyright of the journal, unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language.
Papers to be published in ELT Research Journal must not have been published previously elsewhere. However, papers presented at a conference and not published in their entirety in the conference proceedings may be considered for publication providing that this is stated as a footnote under the title. A statement by the author is requested to this effect. All submissions will be checked to ensure originality by means of plagiarism detectors.
ELT Research Journal encourages accepted authors to upload their data collection materials to the IRIS database (http://www.iris-database.org). IRIS is an online repository for data collection materials used for second language research. This includes data elicitation instruments such as interview and observation schedules, language tests, pictures, questionnaires, software scripts, URL links, word lists, pedagogical interventions, and so on. Once an article has been formally accepted, the authors can upload their instrument(s) with an ‘in press’ reference, and the IRIS team will add page numbers to the reference once they are available. The sharing of research instrumentation benefits the research community and helps authors and journals increase the visibility of their published research, as download statistics for research instruments broadly reflect citation indices.
Submitted papers will be reviewed on the basis of the quality of their argument, the contemporary nature of their work, and the exemplary nature of their research for cross national contexts relating to teaching and learning of English as a foreign/second language.
To submit an article, authors must first register to the website. Articles are submitted through a five-step submission process. Please click on ‘start a new submission’ to submit your paper. An anonymous version of the paper (without the name(s) and affiliations of the author(s), without the acknowledgements) must be submitted. In the case of the author’s identity being clear from the text, the writer should refer to themselves as “AUTHOR” throughout the article. This is crucial for the blind review procedures. ELT Research Journal Submission Form must be sent as a supplementary file. In submission form, a short biography, not exceeding 100 words, should be provided for each author.
The content of the journal is available only in English.
Length of articles
The length of articles, excluding appendices and bibliography, should be between 3.000 and 8.000 words. Longer articles of academic importance and topical interest may, however, be considered.
The title of the paper should be less than 13 words.
The abstract (between 120-200 words) should be followed immediately by the Key Words (maximum 6) used in the article.
Since ELT Research Journal is published in English, manuscripts should be submitted only in English.
Format of Electronic Articles
Articles sent to the journal in electronic form - Microsoft Word 97 or later - should be written in Times New Roman 12 point with double line spacing and justified on left. Margins should be arranged to 2.54cm on the right and left, and at the top and bottom. Page numbers, headers, and footers should not be used. Explanatory notes should be given as endnotes before the references, not as footnotes.
Tables and Figures
Any special characters used in the text should be sent together with the article. Tables, graphics, figures, and photographs included in the article must be inserted in the text. Tables need to be drawn according to APA guidelines. Any papers that do not conform to the policies outlined above in the style guidelines cannot be considered for publication in the Journal.
Referring to Other People’s Work in the Text
References within the text should be shown in brackets with the surname, date and/or page number [e.g. (Riding & Rayner, 1998, p. 1) or (Riding & Rayner, 1998)]. All references should be shown in the references section. Extracts of less than 40 words should be shown between the lines in “quotation marks” whereas longer ones should be indented 1,25 cm from the left and right margins without quotation marks as a block.
In their conclusion to their review of cognitive styles and learning strategies, Riding and Rayner (1998, p. 190) conclude that
Much of the work on style to date has been exploratory in nature – mapping the ground. The next stage is now required to systematically investigate the aspects, nature, role, relationship to other constructs and practical applications of style. This should significantly advance the understanding of individual differences and indicate the extent of the practical importance of style.
GUIDELINES FOR AUTHORS
Please note that ELT Research Journal follows the format recommended in the Publication Manual of the American Psychological Association (APA – 6th edition). Therefore, please ensure that your article adhere to APA requirements. However, if you are not familiar with the APA requirements, you can check out the following websites for information about APA guidelines:
Here are some suggestions for academic writing.
Please use the following items as a checklist before sending your manuscript.
Plagiarism Screening PolicyManuscripts accepted for publication are subjected to plagiarism check through iThenticate plagiarism check software. Authors are expected to conform to the originality expectations of the journal. Once an act of over similarity/plagiarism is detected, authors are informed about the incident and their manuscript is rejected. Authors may be allowed to improve their manuscripts within acceptable limits of similarity.
Sample Reference List
Ajideh, P. (2003). Schema theory-based pre-reading tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14. Retrieved on November 10, 2007 from http://www.readingmatrix.com/articles/ajideh/article.pdf
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alexander, P. A., & Jetton, T. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mattwah: Earlbaum.
Alptekin, C. (2008). Multicompetence revisited: from EFL to ELF. Plenary speech at the 5th ELT Research Conference – 23-25 May 2008, Bridging the gap between theory and practice in ELT. Çanakkale Onsekiz Mart University, Turkey.
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1, 81-92.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461-481.
Carrell, P. L. (1988). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 101-113). New York: Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading. TESOL Quarterly, 17, 553-573.
Chastain, K. (1988). Developing second-language skills (3rd ed.). San Diego: Harcourt Brave Jovanocich.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53, 3-32.
Dörnyei, Z. (2005). The psychology of the language learner. New Jersey: Lawrence Earlbaum.
Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. Harlow: Pearson Education.
Longman dictionary of contemporary English. (1978). London: Longman.
McLaughlin, B. (1987). Theories of second language learning. London: Edward Arnold.
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information-processing perspective. Language Learning, 33, 135-158.
Oxford, R. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System 17, 235–247.
Oxford, R. L. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House Publishers.
Oxford, R. (1990b). Styles, strategies, and aptitude: Connections for language learning. In T. S. Parry, & C. W. Stansfield (Eds.), Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice Hall.
Oxford, R. L. (Ed.) (1996). Language learning strategies around the world: Cross- cultural perspectives. Honolulu: University of Hawaii.
Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Oxford, R. (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman, & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75–92). Palgrave Macmillan: Basingstoke.
Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, 404-419.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 291–300.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23(1), 1-23.
Oxford, R. L., & Ehrman, M. (1995). Adult’s language learning strategies in an intensive foreign language program in the United States. System, 23, 359–386.
Oxford, R., & Green, J. (1995). Comments on Virginia LoCastro's “Learning strategies and learning environments” -- Making sense of learning strategy assessment: Toward a higher standard of research accuracy. TESOL Quarterly, 29, 166- 171.
Zhaohua, S. (2004). Effects of previewing and providing background knowledge on EFL reading comprehension of American documentary narratives. TESL Reporter, 37(2), 50-63.
This journal permits and encourages authors to post items submitted to the journal on personal websites or institutional repositories both prior to and after publication, while providing bibliographic details that credit, if applicable, its publication in this journal.UDEAD- International Association of Research in Foreign Language Education and Applied Lingusitics This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.The copyediting stage is intended to improve the flow, clarity, grammar, wording, and formatting of the article. It represents the last chance for the author to make any substantial changes to the text because the next stage is restricted to typos and formatting corrections. The file to be copyedited is in Word or .rtf format and therefore can easily be edited as a word processing document. The set of instructions displayed here proposes two approaches to copyediting. One is based on Microsoft Word's Track Changes feature and requires that the copy editor, editor, and author have access to this program. A second system, which is software independent, has been borrowed, with permission, from the Harvard Educational Review. The journal editor is in a position to modify these instructions, so suggestions can be made to improve the process for this journal.
1. Microsoft Word's Track Changes Under Tools in the menu bar, the feature Track Changes enables the copy editor to make insertions (text appears in color) and deletions (text appears crossed out in color or in the margins as deleted). The copy editor can posit queries to both the author (Author Queries) and to the editor (Editor Queries) by inserting these queries in square brackets. The copyedited version is then uploaded, and the editor is notified. The editor then reviews the text and notifies the author. The editor and author should leave those changes with which they are satisfied. If further changes are necessary, the editor and author can make changes to the initial insertions or deletions, as well as make new insertions or deletions elsewhere in the text. Authors and editors should respond to each of the queries addressed to them, with responses placed inside the square brackets. After the text has been reviewed by editor and author, the copy editor will make a final pass over the text accepting the changes in preparation for the layout and galley stage. 2. Harvard Educational Review Instructions for Making Electronic Revisions to the Manuscript Please follow the following protocol for making electronic revisions to your manuscript: Responding to suggested changes. For each of the suggested changes that you accept, unbold the text. For each of the suggested changes that you do not accept, re-enter the original text and bold it. Making additions and deletions. Indicate additions by bolding the new text. Replace deleted sections with: [deleted text]. If you delete one or more sentence, please indicate with a note, e.g., [deleted 2 sentences]. Responding to Queries to the Author (QAs). Keep all QAs intact and bolded within the text. Do not delete them. To reply to a QA, add a comment after it. Comments should be delimited using: [Comment:] e.g., [Comment: Expanded discussion of methodology as you suggested]. Making comments. Use comments to explain organizational changes or major revisions e.g., [Comment: Moved the above paragraph from p. 5 to p. 7]. Note: When referring to page numbers, please use the page numbers from the printed copy of the manuscript that was sent to you. This is important since page numbers may change as a document is revised electronically.
An Illustration of an Electronic Revision