Research Studies in English Language Teaching and Learning

RSELTL is a peer-reviewed academic journal that focuses on the study of worldwide English language teaching and learning. The journal provides a platform for researchers, educators, and linguists to share their research findings, ideas, and best practices related to the development and implementation of English language programs and curricula.

The journal covers a wide range of topics related to English language teaching and learning, including second language acquisition, language policy and planning, cross-cultural communication, multilingual education, and the use of technology in language education. The journal also features original research articles, review articles, and case studies on the latest advances in the field of English language teaching and learning.

Vol. 4 No. 4 (2026): Issue 4

2026-07-17

We are pleased to present Volume 4, Number 4 (2026) of the journal. This issue features a collection of original research articles that contribute to current scholarship and practice within the journal's scope. The published studies offer diverse perspectives, rigorous methodologies, and evidence-based findings that address contemporary challenges and emerging developments in the field.

We extend our sincere appreciation to our authors for their valuable contributions, to our reviewers for their thorough and constructive evaluations, and to our Editorial Board for their continued dedication to maintaining the journal's academic standards. Their collective efforts have been essential in ensuring the quality and integrity of this issue.

We hope that the articles published in this issue will stimulate further research, encourage scholarly dialogue, and support researchers, educators, practitioners, and policymakers worldwide.

Thank you for your continued support of the journal. We invite you to read, share, and cite the articles published in this issue.

Announcement: Vol. 4 No. 3 (2026): Issue 3

2026-05-24

We are pleased to announce the publication of Volume 4, Number 3 (2026). This issue presents a collection of scholarly contributions that advance current discussions and research in the field. We extend our appreciation to all authors, reviewers, and editorial board members for their valuable contributions and continued support.

We invite readers to explore the latest issue.

Vol. 4 No. 4 (2026): Issue 4

Published: 17.07.2026

Beyond the AI feedback paradox: How metacognitive re-flection transforms AI corrections into L2 learning

Phạm Huy

823- 846

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First-language planning reduces cognitive load and enhances multiple dimensions of L2 oral performance among intermediate EFL learners

María Rojas

870- 887

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The effects of synchronous and asynchronous speaking activities on foreign language speaking anxiety and pronunciation development among intermediate EFL learners

Ishara Perera

847- 869

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Journal Ownership and Management
RSELTL is owned and managed by Pierre Online Publications LTD®, which oversees all aspects of its publication, including editorial policies, peer review procedures, and operational management. While the editorial board functions independently in making peer-review decisions, the publisher ensures adherence to ethical publishing standards and international best practices.