About the Journal
Established in 1971, The English Teacher stands as Malaysia’s longest-running journal dedicated to English Language Teaching (ELT). As a peer-reviewed, open-access publication, the journal is committed to advancing scholarly research, pedagogical reflection, and best practices in effective English language instruction. It serves a diverse global readership of ELT practitioners, researchers, and policymakers engaged in educating learners across all age groups and proficiency levels. The English Teacher is proudly indexed by the Malaysian Citation Centre (MyCITE)
SCOPE (But not limited to)
Curriculum Policy & Standardized Frameworks
CEFR Implementation and Adaptation
Curriculum Evaluation and Reform
Localized Contexts in Standardized Materials
Pedagogical Approaches & Classroom Practices
Communicative Language Teaching (CLT)
Project-Based and Task-Based Language Teaching (PBL/TBLT)
Higher Order Thinking Skills (HOTS) and Critical Thinking
Learner Motivation and Language Anxiety
Inclusive Education and Differentiated Instruction
Assessment and Evaluation
Formative and Summative Assessment
Alternative and Authentic Assessment
High-Stakes Testing and Washback Effects
Teacher Professional Development & Agency
Action Research and Reflective Practice
Teacher Agency, Identity, and Empowerment
Professional Learning Communities (PLCs)
Technology & Digital Literacies
Technology-Enhanced Language Learning (TELL)
Artificial Intelligence (AI) in ELT
Mobile and Blended Learning
Gamification and Digital Media
Academic Writing & Higher Education
English for Specific and Academic Purposes (ESP/EAP)
Feedback Mechanisms (Teacher, Peer, Automated)
Linguistic Error Analysis
Sociolinguistics, Culture & Multilingualism
Translanguaging and Code-Switching
World Englishes and Localized Varieties
Cross-cultural Communication in ELT
