Pedagogy: Journal of English Language Teaching is an international, peer-reviewed academic journal published by the Department of English Language Education, Universitas Islam Negeri (UIN) Jurai Siwo Lampung, Indonesia. The journal publishes original research articles and scholarly reviews in English language education, English Language Teaching (ELT), and applied linguistics with clear pedagogical implications.
The journal focuses on how English is taught, learned, and assessed across diverse multilingual, multicultural, religious, local, and digitally mediated educational contexts. Its scope covers classroom practices, teaching methodologies, curriculum and materials development, language assessment, teacher education and professional development, learner autonomy, educational technology and artificial intelligence in ELT, multilingualism, intercultural communication, and language education policy. The journal also welcomes studies that integrate religiosity, local wisdom, ethno-pedagogy, cultural identity, and value-based education into English language teaching and learning.
Pedagogy: Journal of English Language Teaching is published twice a year. The views expressed in published articles are solely those of the authors and do not necessarily represent the views of the journal, the publisher, the editorial board, or affiliated institutions. All manuscripts accepted for publication undergo an editorial and peer-review process by the Board of Editors and qualified reviewers.
This issue of Pedagogy: Journal of English Language Teaching features ten scholarly articles contributed by 32 authors from 15 academic and educational institutions in Indonesia and the Philippines. The contributions in this issue reflect a diverse range of institutional, disciplinary, and pedagogical contexts, bringing together studies situated in higher education, teacher education, secondary education, and technology-enhanced language learning environments. Collectively, the articles engage with current concerns in English language teaching and applied linguistics, including academic literacy, AI-assisted pedagogy, digital learning, language anxiety, cultural representation, ecological literacy, educational equity, and ELT policy. Through these contributions, this issue reaffirms the journal’s commitment to advancing contextually grounded, pedagogically relevant, and internationally connected scholarship in English language education.
| Journal title | Pedagogy: Journal of English Language Teaching |
| Frequency | 2 issues per year (June and December) |
| DOI | prefix 10.32332 |
| Online ISSN | 2580-1473 |
| Print ISSN | 2338-882X |
| Editor-in-chief | Prof. Dr. Dedi Irwansyah, M.Hum |
| Publisher | Universitas Islam Negeri (UIN) Jurai Siwo Lampung in collaboration with IELA (Indonesian English Lecturers' Association) |
| Citation Analysis | Google Scholar / Sinta |
| Acceptance Ratio | 30% |
Pedagogy: Journal of English Language Teaching is an international, peer-reviewed academic journal published by the Department of English Language Education, Universitas Islam Negeri (UIN) Jurai Siwo Lampung, Indonesia. The journal publishes original research articles and scholarly reviews in English language education, English Language Teaching (ELT), and applied linguistics with clear pedagogical implications.
The journal focuses on how English is taught, learned, and assessed across diverse multilingual, multicultural, religious, local, and digitally mediated educational contexts. Its scope covers classroom practices, teaching methodologies, curriculum and materials development, language assessment, teacher education and professional development, learner autonomy, educational technology and artificial intelligence in ELT, multilingualism, intercultural communication, and language education policy. The journal also welcomes studies that integrate religiosity, local wisdom, ethno-pedagogy, cultural identity, and value-based education into English language teaching and learning.
Pedagogy: Journal of English Language Teaching is published twice a year. The views expressed in published articles are solely those of the authors and do not necessarily represent the views of the journal, the publisher, the editorial board, or affiliated institutions. All manuscripts accepted for publication undergo an editorial and peer-review process by the Board of Editors and qualified reviewers.
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