Editorial: Responding to Change in English Language Teaching

Abstract

This issue of MaJER (Volume 23, Issue 1) examines how English Language Teaching (ELT) is adapting to new pedagogical and technological demands. As classrooms become more diverse and digitally mediated, teachers, learners and institutions are being asked to rethink how teaching, learning and assessment are carried out. The articles gathered here cluster around three broad concerns – teacher development, assessment and technology – while also reaching into learner psychology and classroom discourse. Although linguistic knowledge remains central to effective ELT, it is no longer sufficient on its own. Teachers and learners also need assessment literacy, inclusive awareness, digital competence, creativity and the ability to communicate flexibly across settings.