Focus and Scope

Linguapedia is a peer-reviewed journal dedicated to advancing scholarly research and academic inquiry in English Language Teaching (ELT). The journal publishes original research articles and academic articles that contribute theoretically, empirically, and critically to the understanding and development of English language education across diverse educational, linguistic, cultural, and technological contexts.

The scope of the journal includes, but is not limited to, the following areas:

• ELT Pedagogy and Methodology, including teaching approaches, methods, strategies, classroom practices, interaction, and innovative pedagogies;
• Language Skills and Competence, including listening, speaking, reading, writing, grammar, vocabulary, pronunciation, communicative competence, and integrated language skills;
• Teacher Education and Professional Development, including teacher preparation, teacher cognition, identity, reflective practice, pedagogical competence, and professional learning;
• Learner Development and Individual Differences, including motivation, autonomy, engagement, learning strategies, identity, beliefs, attitudes, and learner characteristics;
• Technology and Innovation in ELT, including digital learning, artificial intelligence, mobile-assisted language learning, game-based learning, blended and online learning, augmented and virtual reality, and emerging educational technologies;
• ELT Materials and Resources, including the development, evaluation, adaptation, and use of textbooks, digital materials, multimodal resources, and authentic learning resources;
• Multilingual, and Intercultural ELT, including multilingualism, linguistic and cultural diversity, intercultural communicative competence, language identity, equity, and access;
• Assessment and Evaluation in ELT, including language testing, classroom assessment, formative and summative assessment, alternative and digital assessment, assessment literacy, validity, reliability, fairness, and program evaluation.

Linguapedia prioritizes manuscripts that demonstrate originality, methodological rigor, theoretical engagement, critical analysis, and clear contributions to the field of ELT. Empirical studies conducted in specific local or institutional contexts are encouraged when their findings offer broader theoretical, pedagogical, methodological, or international implications.

The journal welcomes submissions from researchers, teacher educators, teachers, and scholars worldwide, particularly studies that contribute to cross-cultural perspectives on English language education.