Article Types

ELSTICS-IJ welcomes scholarly contributions that advance research and practice in English language education. The journal prioritizes manuscripts that present clear research questions, rigorous analysis, critical discussion, and meaningful contributions to theory, research, pedagogy, policy, or professional practice.

The journal publishes five main types of articles:

  1. Research Articles

  2. Research Synthesis

  3. Conceptual and Theoretical Articles

  4. Methodological Articles

 

Article types are determined by the nature of the scholarly contribution rather than by the research method alone. Quantitative, qualitative, mixed-methods, experimental, interpretive, critical, corpus-based, and longitudinal approaches may be used where appropriate and methodologically justified.

1. Research Articles

Research Articles report original research that addresses significant questions in English language education and contributes to existing knowledge. Topics may include artificial intelligence and digital learning, teacher and learner agency, curriculum and pedagogy, language assessment, multilingualism, intercultural communication, teacher education, professional development, language policy, and materials development.

A Research Article should establish a clear connection between the research problem, literature review, research questions, methodology, findings, interpretation, and contribution. Authors are encouraged to explain not only what the findings reveal, but also how they can be interpreted, why they matter, and what they contribute to wider scholarly discussions.

Studies conducted in specific institutions, classrooms, countries, or communities are welcome. However, authors should explain the broader relevance of their findings beyond the immediate research context.

A strong Research Article demonstrates:

  • A clear and significant research problem.

  • Critical engagement with relevant and current literature.

  • An appropriate and transparent research design.

  • Rigorous data analysis and interpretation.

  • A clear distinction between findings and discussion.

  • Meaningful engagement with relevant theories or concepts.

  • A contribution to knowledge, theory, or practice.

Typical length: 5,000–8,000 words, including references.

2. Research Synthesis

Research Synthesis articles critically examine and integrate existing research to develop a comprehensive understanding of a particular topic or field. ELSTICS-IJ welcomes systematic reviews, scoping reviews, meta-analyses, qualitative evidence syntheses, integrative reviews, and other methodologically rigorous forms of research synthesis.

These articles should go beyond summarizing individual studies. They should identify patterns, relationships, inconsistencies, methodological trends, theoretical developments, limitations, and unanswered questions in the literature.

Authors should clearly explain what is currently known, what remains uncertain, where important research gaps exist, and what future investigations are needed. Appropriate methodological and reporting standards should be followed according to the type of synthesis undertaken.

Typical length: 5,000–8,000 words, including references.

3. Conceptual and Theoretical Articles

Conceptual and Theoretical Articles develop, extend, challenge, or critically examine ideas relevant to English language education. They may propose conceptual frameworks, reconsider established theories, connect previously separate concepts, examine theoretical debates, or offer new perspectives on emerging educational issues.

These articles do not necessarily require original empirical data. However, they must present a clear and well-supported scholarly argument grounded in relevant literature. A general discussion or descriptive literature review is insufficient unless it develops a distinct conceptual or theoretical contribution.

ELSTICS-IJ welcomes articles that advance understanding of issues such as artificial intelligence, educational technology, multilingualism, identity, agency, pedagogy, assessment, and language education policy.

Authors should clearly explain how their arguments extend, challenge, or reorganize existing knowledge and what new understanding they offer to the field.

Typical length: 4,000–7,000 words, including references.

4. Methodological Articles

Methodological Articles contribute to the design, conduct, analysis, or evaluation of research in English language education. They may address research design, measurement, research instruments, data collection, analytical procedures, research synthesis, validity, reliability, trustworthiness, reproducibility, or methodological challenges associated with emerging areas of research.

A methodological article should identify a specific methodological problem and provide a clear, well-supported approach to addressing it. Authors should explain the rationale, procedures, advantages, limitations, and potential applications of the proposed approach. Empirical evidence may be included when necessary to demonstrate or evaluate its usefulness.

The contribution should be applicable beyond a single research project and provide practical or theoretical value for other researchers.

Typical length: 4,000–7,000 words, including references.