Aim

Research Studies in English Language Teaching and Learning (RSELTL) is a peer-reviewed, open-access academic journal dedicated to publishing pedagogy-centred, methodologically rigorous research that advances scholarly understanding of English language teaching and learning. The journal has a distinctive focus on studies in which teaching practices and instructional decision-making are treated as central objects of scholarly inquiry, supported by robust empirical evidence and clear theoretical positioning.

RSELTL seeks to contribute to international discussions in English language education by publishing research that critically examines how pedagogical approaches are designed, enacted, and experienced in real educational settings. The journal prioritises work that offers analytical insight into classroom practice and demonstrates relevance beyond a single local context, contributing to broader understandings of teaching and learning in English language education.

Editorial positioning and niche focus

RSELTL adopts a clearly defined editorial niche centred on pedagogy-focused empirical research in English language teaching and learning. While recognising the interdisciplinary nature of the field, the journal gives editorial priority to studies that investigate classroom-based practices, instructional interventions, and teaching–learning processes through systematic and analytically grounded research. This niche provides a coherent intellectual identity for the journal and supports consistency, scholarly quality, and comparability across published issues.

Submissions outside this core focus are considered only when they demonstrate a strong and explicit connection to pedagogical practice and make a meaningful contribution to the journal’s pedagogy-oriented scholarly agenda.

Scope

RSELTL publishes original empirical studies, well-grounded qualitative and quantitative research, and theoretically informed analyses that align with its pedagogy-centred focus. Priority is given to submissions addressing the following areas:

Pedagogical approaches and classroom practice

Research examining instructional strategies, teaching methods, classroom interaction, and pedagogical interventions in EFL, ESL, ESP, and EAP contexts, with a clear analytical focus on how teaching practices shape learning processes and outcomes.

Language learning and learner engagement in instructional contexts

Studies investigating language development, learner participation, motivation, and engagement as they emerge through specific teaching approaches and classroom practices.

Teachers, pedagogy, and professional learning

Research exploring teacher cognition, instructional reasoning, pedagogical beliefs, and professional learning as they relate directly to classroom practice and teaching decision-making.

Technology-mediated pedagogy in English language education

Empirical and theoretically informed studies examining how digital tools and learning technologies are pedagogically integrated into English language teaching, with attention to instructional design and classroom enactment.

Pedagogy in multilingual and diverse learning contexts

Research addressing pedagogical practices in multilingual, multicultural, and global English contexts, including translanguaging-informed instruction and teaching English in linguistically diverse classrooms.

Editorial focus and submission expectations

RSELTL encourages submissions that:

• Articulate clear research aims or questions centred on pedagogy

• Engage critically with international literature in English language education

• Employ transparent and appropriate research methodologies

• Demonstrate analytical depth rather than descriptive reporting

• Offer pedagogical insights of relevance to an international readership

Manuscripts with a local or context-specific focus must clearly explain their broader pedagogical significance. All submissions undergo rigorous editorial screening followed by double-blind peer review to ensure scholarly quality, coherence, and academic integrity across all published issues.

Through its pedagogy-centred editorial focus, RSELTL aims to establish a distinct and recognisable scholarly identity within the field of English language teaching and learning and to contribute sustained, high-quality research to international academic dialogue.