Research Studies in English Language Teaching and Learning

1. Aims and scope

Research Studies in English Language Teaching and Learning (RSELTL) publishes pedagogy-centred, methodologically rigorous research in English language teaching and learning. The journal prioritises studies in which teaching practices, instructional design, and classroom decision-making are treated as central objects of scholarly analysis.

Submissions must demonstrate:

A clear focus on pedagogical practice or instructional intervention
Strong theoretical grounding in applied linguistics or language education
Robust empirical or analytically grounded research methods
Relevance that extends beyond a single local, institutional, or national context

While RSELTL recognises the interdisciplinary nature of English language education, submissions that are primarily theoretical, policy-oriented, or descriptive are considered only when they show a clear and explicit connection to pedagogy and classroom practice.

2. Manuscript types

RSELTL accepts the following types of submissions:

Research articles (5,000–8,000 words, excluding references):
Empirical qualitative, quantitative, or mixed-methods studies with a clear pedagogical focus.
Review articles (4,000–7,000 words):
Systematic, scoping, or critical reviews that synthesise international research with explicit implications for English language pedagogy.
Short reports (2,000–4,000 words):
Focused empirical studies or classroom-based interventions with clear methodological transparency and pedagogical relevance.
Book reviews (1,500–3,000 words):
Reviews of recent publications directly related to English language pedagogy and teaching practice.

Purely conceptual or theoretical manuscripts are considered only when they make a clear, analytically grounded contribution to pedagogical understanding in English language teaching and learning.

3. Mandatory scholarly criteria for consideration

To be considered for peer review, all submissions must meet the following minimum scholarly requirements:

Clearly stated research aims, questions, or analytical objectives
An explicit methodology section appropriate to the research design
Critical engagement with recent and relevant international literature
Analytical depth that goes beyond descriptive reporting
A clearly articulated contribution to scholarship and/or pedagogical understanding

Manuscripts that do not meet these criteria may be desk-rejected prior to peer review.

4. Manuscript submission

Manuscripts must be submitted electronically via the journal’s online submission system or via email at rseltl@pierreonline.uk.
Submissions must be original, unpublished, and not under consideration elsewhere.

The manuscript file should include the title page, abstract, main text, tables and figures (if any), and references.

5. Formatting and structure

5.1 General formatting

Language: British English
Font: Times New Roman, 12-point
Line spacing: Double-spaced
Margins: 1 inch (2.54 cm) on all sides
Citation and referencing style: APA 7th edition

5.2 Title page

The title page must include:

A concise and informative title
Author(s)' full name(s)
Institutional affiliation(s)
Corresponding author's email address

5.3 Abstract and keywords

Abstract: 200–250 words summarising the study's aim, methodology, key findings, and pedagogical or theoretical significance
Keywords: 4–6 keywords, written in lowercase and separated by commas

5.4 Structure of research articles

Research articles should generally include the following sections, although the structure may vary according to the study design and methodological approach:

Title
Abstract (200–250 words)
Introduction (approximately 500–1,000 words)
Literature review (approximately 500–1,500 words)
Methodology (approximately 800 words)
Results (approximately 500–900 words)
Discussion (approximately 1,000–1,500 words)
Conclusion (approximately 500 words)
References (APA 7th edition)

The methodology section must clearly describe the research design, participants or data sources, data collection procedures, and analytical approach. For qualitative, conceptual, theoretical, or review studies, the analytical framework and interpretive procedures must be explicitly explained.

The discussion section must critically interpret the findings in relation to relevant international research and pedagogical practice, demonstrating how the study contributes to understanding English language teaching and learning.

5.5 Tables and figures

Number all tables and figures consecutively (e.g., Table 1, Table 2, Figure 1, Figure 2).
Provide a clear and informative title for each table and figure.
Provide notes and, where applicable, appropriate source acknowledgements for tables and figures.
Tables must be provided in an editable format (e.g., Microsoft Word or Excel) and must not be submitted as images.
Figures must be of sufficient resolution and quality for publication.
Tables and figures must be referred to in the main text in numerical order.

6. Ethical considerations

Authors must adhere to applicable ethical standards for research involving human participants, including informed consent, confidentiality, anonymity where appropriate, and responsible management of research data.

Studies involving human participants must include a clear statement confirming ethics approval from the relevant institutional or research ethics committee, where applicable.

Authors should ensure that all research procedures comply with the ethical requirements of their institution and the applicable regulations of the relevant jurisdiction.

All submissions are screened using plagiarism-detection software. Identified similarities may be reviewed by the editorial team as part of the editorial assessment process.

7. Peer review process

All submissions undergo double-blind peer review. Authors and reviewers remain anonymous to one another throughout the peer-review process.

The initial peer-review process typically takes approximately 3–6 weeks, although the timeframe may vary depending on reviewer availability, manuscript complexity, and the need to secure appropriate reviewers.

Editorial decisions are based on reviewer reports, the scholarly quality of the manuscript, its methodological rigour, and its alignment with the journal's scope and focus on English language teaching and learning.

Authors may be required to revise and resubmit their manuscripts in response to editorial and reviewer feedback. Revised manuscripts may be subject to further review before a final editorial decision is made.

8. Publication fees

RSELTL does not charge submission fees, article processing charges, or publication fees.

The journal is committed to providing free and open access to high-quality research in English language teaching and learning.

9. Copyright and open access

RSELTL is an open-access journal.

Authors retain copyright in their work while granting RSELTL the right to publish the work under the Creative Commons Attribution (CC BY 4.0) licence.

The CC BY 4.0 licence permits others to share and adapt the published work, provided that appropriate credit is given to the original author(s) and source.

10. Language and academic clarity

Manuscripts must be written in clear, academically appropriate British English and demonstrate coherence, precision, consistency, and argumentative clarity.

Submissions containing persistent language, grammatical, formatting, or structural problems that substantially obscure meaning may be returned to the authors for correction or rejected prior to peer review.

The journal does not provide language editing or proofreading services. Authors are responsible for ensuring the linguistic accuracy, clarity, and overall presentation of their manuscripts before submission.

Authors who are not confident in their English-language proficiency are encouraged to have their manuscripts professionally proofread or reviewed by a suitably qualified English-language editor before submission.