This website is for ELT ARTICLES/ ESSAYS (up to 1000 words). It is NOT for long research.
No need to upload your post, just copy & post it in the box.
You can post your essay, book review, research summary, thesis/ dissertation summary, personal experience, teaching experience, conference/ event report, literary criticism/ commentary book/ job fair report, and others.
ELT Digest is truly international, with subscribers in almost every country in the world. Readers of ELT Digest teach EFL, ESL, EAP, and ESP in a range of local contexts and conditions. They work in primary and secondary schools, in colleges and universities, in the state and private sectors. Some are teacher trainers and others are teachers in training. Many hold posts of responsibility and manage ELT programmes and projects.
We have now set up a web-based online submission system for articles/ essays, features and reviews. We can now only accept contributions through this system. Before you consider submitting your article to ELT Diget, please familiarize yourself with the website and the type of posts we publish. If you do not have access to recent articles, you may view a sample issue on our website. We welcome posts and essays that draw on experience with new methods, techniques, materials, syllabuses, means of assessment, approaches to teacher training, and other areas of professional interest. Posts focusing on aspects of the English language (grammar, vocabulary, pronunciation, discourse features, etc.) are also welcome. We are also glad to receive articles which deal with the issues implicit in English language teaching in context, e.g. the effects of educational policy, aspects of management, the planning and development of projects, review and evaluation procedures, cultural aspects of ELT, and so on. Contributors are asked to take into account the following important factors when writing their articles:
In preparing your article, please pay close attention to the following:
Articles of around up to 1000 words in length are preferred. Please give a word count at the end of your article. Word counts should include tables and appendices, but may exclude the abstract and the list of references.
Please try to make your article as easy to read as possible. Use short headings and subheadings to make the structure of your article clear. If appropriate, illustrate your article with examples, diagrams, tables, etc. If you introduce a term which you think may not be familiar to some readers, give a short definition in a note at the end of the article. The use of 'he' and 'his', 'she' and 'her' is acceptable only when a definite person is being referred to. Please use ‘he or she’, ‘his or hers’; ‘they’ or ‘them’; or plural nouns, e.g. ‘students’, ‘teachers’, etc.
Please use standard British English spelling of words such as ‘centre’ or ‘colour’. Where British English has alternative spellings of words such as ‘recognize’/‘recognise’, please use the ‘z’ form, e.g. ‘summarize’. But note that in British English ‘analyse’ is spelt with ‘s’. Please use ‘for example’ in the text and ‘e.g.’ in lists of tables/figures. There should be no comma after ‘e.g.’ or ‘i.e.’.
Please use:
cooperative, email (no hyphen); internet (capital letter not necessary, but please be consistent); online (no hyphen); per cent (two words – only use % in tables/figures); sociocultural (no hyphen); website (no hyphen); learnt (not learned); focus, focuses, etc. (one ‘s’); none the less (three words); on to (two words).
One to ten (in words), 11, 12, and so on in figures, unless these appear at the beginning of a sentence or when both a small and large number appear in the same sentence, e.g. … ‘5 classes of 28 …’. When using thousands, please use a comma separator, e.g. 2,500. Fractions should be written in words and hyphenated. Percentages in the text are normally given as whole numbers, e.g. 27 per cent, but can be given with decimal points in tables/figures where necessary.
First level lists should be numbered first, with lower-level lists being alphabetized. Numbered and alphabetized lists should have no full points or brackets around the initial number / letter, e.g.
1 The house they lived in was green.
a It used to be blue before it was green.
b It used to be red before it was blue.
2 The building they worked in was blue.
Alphabetized lists:
a The house they lived in was green.
b The building they worked in was blue.
Bulleted lists should have no punctuation at the end except for the final point:
The following do not need to be spelt out in either the abstract or text: EAP, EFL, ESP, ELT, ESOL, TESOL, NS (native speaker), NNS (non-native speaker), IATEFL, L1, L2, IT, CELTA Countries and organizations: United States of America (USA, or US for descriptive purposes); United Kingdom (UK). (No full points.)
These appear most commonly in names, and should be marked up for the typesetters. Foreign language words should appear in italics without single quote marks, e.g. ‘… the word platano means ‘banana’ in English’.
These appear most commonly in names, and should be marked up for the typesetters. Foreign language words should appear in italics without single quote marks, e.g. ‘… the word platano means ‘banana’ in English’.
See the ELT Digest Template for guidance on formatting your article with the correct layout.
Headings and subheadings should be on a separate line, ranged left. Underline main headings, but do not underline subheadings. Do not use a numbering or lettering system for headings. Do not try to format your submission in the style of a published article.
Please make sure that pages are numbered.
If you wish to make references in the text to other publications please do so clearly and in the following way: author’s surname, date, and page number in parentheses, e.g. (Kramsch 1993: 35). If the reference is to a general argument or topic covered by the author, you may omit the page number. However, a quotation or a specific point made by an author must be supported by a page number reference. If you refer to the same publication twice (or more) in quick succession, please use the following form on the second or subsequent occasion, e.g. (Kramsch ibid.: 156). If you refer to the same publication more than once, but not on the same page, then please use the following form on the second or subsequent occasion, e.g. (Kramsch op.cit.). Please remember not to over-reference your article either in relation to specific points you make in the text (maximum of two references to support any specific point), or overall (maximum of 15 references overall). In your article, please make sure you refer to no more than two of your own previous publications. If a publication has two or more authors/editors, please list all names in the References and in the first instance in the text (then use et al. thereafter); if referring to two or more publications, please list these chronologically rather than alphabetically, e.g (Waters 1998; Seedhouse 2004).
List of references
Please give full bibliographical details of references and list them in alphabetical order of author, following the style of the examples given below. Page numbers for articles should be truncated where possible (e.g. ELT Journal 63/1: 25–9; ELT Journal 60/3: 213–21). However, no page ranges are required for books.
British Council. 2006. Future Perfect-English Language Policy for Global Transition Conference Report. Available to download as a pdf. (accessed 18 December 2007). [Note that for internet/web references, a full web address is required together with a date accessed.]
Donato, R. and F. Brooks. 1994.’Looking across collaborative tasks: capturing L2 discourse development’. Paper presented at AAAL Conference, Baltimore, Maryland.
Johnson, K. 2008. An Introduction to Foreign Language Learning and Teaching (Second edition). Harlow: Pearson Longman.
Littlejohn, A. 1992. ‘Why are ELT materials the way they are?’. Unpublished PhD thesis, Lancaster University, UK.
Nunan, D. 1990. ‘Action research in the language classroom’ in J.C. Richards and D. Nunan (eds.).
Pennington, M.C. 1990 ‘A professional development focus for the language teaching practicum’ in J. C. Richards and D. Nunan (eds.). [Note this format when your list of references contains two or more mentions of an edited collection.]
Richards, J. C. and D. Nunan (eds.). 1990. Second Language Teacher Education. Cambridge: Cambridge University Press.
Swales, J. 1989. ‘Service English programme design and opportunity cost’ in R.K. Johnson (ed.). The Second Language Curriculum. Cambridge: Cambridge University Press. [Note this format when your list of references contains only one mention of an edited collection.]
Wenden, A. 1986a. ‘Helping language learners think about learning’. ELT Journal 40/1: 3-12.
Wenden, A. 1986b. ‘What do second language learners know about their language learning?’ Applied Linguistics 7/2: 186-201.
Footnotes
Short notes can appear in the text within brackets; longer ones should be collected together at the end of the article. There will be no footnotes on individual pages. Please number your notes consecutively, giving clear superscript numbers in the appropriate places. You should not include more footnotes than are absolutely necessary.
Reusing copyrighted material
As an author, you must obtain permission for any material used within your manuscript for which you are not the rightsholder, including quotations, tables, figures, or images. In seeking permissions for published materials, first contact the publisher rather than the author. For unpublished materials, start by contacting the creator.
Availability of Data and Materials
Where ethically feasible, ELT Digest strongly encourages authors to make all data and software code on which the conclusions of the paper rely available to readers. We suggest that data be presented in the main manuscript or additional supporting files, or deposited in a public repository whenever possible.
Terms of acceptance