Please note that ELT Research Journal follows the format recommended in the Publication Manual of the American Psychological Association (APA – 6th edition). Therefore, please ensure that your article adhere to APA requirements. However, if you are not familiar with the APA requirements, you can check out the following websites for information about APA guidelines:
Here are some suggestions for academic writing.
- Use impersonal style throughout your paper and focus on the issue, not the writer by avoiding the use of the personal pronouns ‘I’ and ‘we’.
- Use formal vocabulary.
- Use objective language whenever possible as you are stating facts.
- Use markers such as ‘firstly’, ‘secondly’, and ‘finally’.
- Use linkers such as ‘as a result’ and ‘therefore’.
- Use any verb that can replace a phrasal verb.
- Back up your points with reasons and examples.
- Avoid the use of contractions (use full forms instead: e.g. do not rather than don't).
- Avoid the use of extreme adjectives and exclamations.
- Avoid the use of colloquial English.
- Ensure that the first usage of abbreviations both in the abstract and the article should be spelled out, e.g.: Short-Term Memory (STM); and do not switch between the abbreviated and written-out forms of a term throughout your paper.
- Do not explain standard abbreviations such as ELT and EFL.
- Avoid expressions with slashes such as ‘and/or’.
Please use the following items as a checklist before sending your manuscript.
- Supply at least four key words (up to six) to your article that are easy for indexing and search purposes.
- Supply an abstract of no more than 200 words.
- Double space your article.
- Indent new paragraphs.
- Use APA format for in-text citations.
- Use APA format for the reference list.
- Ensure that your in-text citations and reference list match exactly.
- Order the entries in the reference list alphabetically by the surname of the first author.
- Order the in-text citations of two or more works within the same parentheses alphabetically by the surname of the first author.
- Ensure that the punctuation used in your article adhere to APA format.
- Supply your biographic information for ‘About the Author’ section (no more than 100 words for each author).
- Consider benefiting from language editing services.
- If you have questions about ELT Research Journal format, please let us know.
Sample Reference List
Ajideh, P. (2003). Schema theory-based pre-reading tasks: A neglected essential in the ESL reading class. The Reading Matrix, 3(1), 1-14. Retrieved on November 10, 2007 from http://www.readingmatrix.com/articles/ajideh/article.pdf
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alexander, P. A., & Jetton, T. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285-310). Mattwah: Earlbaum.
Alptekin, C. (2008). Multicompetence revisited: from EFL to ELF. Plenary speech at the 5th ELT Research Conference – 23-25 May 2008, Bridging the gap between theory and practice in ELT. Çanakkale Onsekiz Mart University, Turkey.
Carrell, P. L. (1983). Some issues in studying the role of schemata, or background knowledge, in second language comprehension. Reading in a Foreign Language, 1, 81-92.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461-481.
Carrell, P. L. (1988). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 101-113). New York: Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading. TESOL Quarterly, 17, 553-573.
Chastain, K. (1988). Developing second-language skills (3rd ed.). San Diego: Harcourt Brave Jovanocich.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications. Language Learning, 53, 3-32.
Dörnyei, Z. (2005). The psychology of the language learner. New Jersey: Lawrence Earlbaum.
Ellis, N. C. (2001). Memory for language. In P. Robinson (Ed.), Cognition and second language instruction (pp. 33-68). Cambridge: Cambridge University Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. Harlow: Pearson Education.
Longman dictionary of contemporary English. (1978). London: Longman.
McLaughlin, B. (1987). Theories of second language learning. London: Edward Arnold.
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information-processing perspective. Language Learning, 33, 135-158.
Oxford, R. (1989). Use of language learning strategies: A synthesis of studies with implications for strategy training. System 17, 235–247.
Oxford, R. L. (1990a). Language learning strategies: What every teacher should know. New York: Newbury House Publishers.
Oxford, R. (1990b). Styles, strategies, and aptitude: Connections for language learning. In T. S. Parry, & C. W. Stansfield (Eds.), Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice Hall.
Oxford, R. L. (Ed.) (1996). Language learning strategies around the world: Cross- cultural perspectives. Honolulu: University of Hawaii.
Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Oxford, R. (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman, & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75–92). Palgrave Macmillan: Basingstoke.
Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. Modern Language Journal, 73, 404-419.
Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 291–300.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23(1), 1-23.
Oxford, R. L., & Ehrman, M. (1995). Adult’s language learning strategies in an intensive foreign language program in the United States. System, 23, 359–386.
Oxford, R., & Green, J. (1995). Comments on Virginia LoCastro's “Learning strategies and learning environments” -- Making sense of learning strategy assessment: Toward a higher standard of research accuracy. TESOL Quarterly, 29, 166- 171.
Zhaohua, S. (2004). Effects of previewing and providing background knowledge on EFL reading comprehension of American documentary narratives. TESL Reporter, 37(2), 50-63.
This journal permits and encourages authors to post items submitted to the journal on personal websites or institutional repositories both prior to and after publication, while providing bibliographic details that credit, if applicable, its publication in this journal.UDEAD- International Association of Research in Foreign Language Education and Applied Lingusitics This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.The copyediting stage is intended to improve the flow, clarity, grammar, wording, and formatting of the article. It represents the last chance for the author to make any substantial changes to the text because the next stage is restricted to typos and formatting corrections. The file to be copyedited is in Word or .rtf format and therefore can easily be edited as a word processing document. The set of instructions displayed here proposes two approaches to copyediting. One is based on Microsoft Word's Track Changes feature and requires that the copy editor, editor, and author have access to this program. A second system, which is software independent, has been borrowed, with permission, from the Harvard Educational Review. The journal editor is in a position to modify these instructions, so suggestions can be made to improve the process for this journal.
1. Microsoft Word's Track Changes Under Tools in the menu bar, the feature Track Changes enables the copy editor to make insertions (text appears in color) and deletions (text appears crossed out in color or in the margins as deleted). The copy editor can posit queries to both the author (Author Queries) and to the editor (Editor Queries) by inserting these queries in square brackets. The copyedited version is then uploaded, and the editor is notified. The editor then reviews the text and notifies the author. The editor and author should leave those changes with which they are satisfied. If further changes are necessary, the editor and author can make changes to the initial insertions or deletions, as well as make new insertions or deletions elsewhere in the text. Authors and editors should respond to each of the queries addressed to them, with responses placed inside the square brackets. After the text has been reviewed by editor and author, the copy editor will make a final pass over the text accepting the changes in preparation for the layout and galley stage. 2. Harvard Educational Review Instructions for Making Electronic Revisions to the Manuscript Please follow the following protocol for making electronic revisions to your manuscript: Responding to suggested changes. For each of the suggested changes that you accept, unbold the text. For each of the suggested changes that you do not accept, re-enter the original text and bold it. Making additions and deletions. Indicate additions by bolding the new text. Replace deleted sections with: [deleted text]. If you delete one or more sentence, please indicate with a note, e.g., [deleted 2 sentences]. Responding to Queries to the Author (QAs). Keep all QAs intact and bolded within the text. Do not delete them. To reply to a QA, add a comment after it. Comments should be delimited using: [Comment:] e.g., [Comment: Expanded discussion of methodology as you suggested]. Making comments. Use comments to explain organizational changes or major revisions e.g., [Comment: Moved the above paragraph from p. 5 to p. 7]. Note: When referring to page numbers, please use the page numbers from the printed copy of the manuscript that was sent to you. This is important since page numbers may change as a document is revised electronically.
An Illustration of an Electronic Revision
- Initial Copyedit: The journal copy editor will edit the text to improve flow, clarity, grammar, wording, and formatting, as well as including author queries as necessary. Once the initial edit is complete, the copy editor will upload the revised document through the journal Web site and notify the author that the edited manuscript is available for review.
- Author Copyedit: Before making dramatic departures from the structure and organization of the edited manuscript, authors must check in with the editors who are co-chairing the piece. Authors should accept/reject any changes made during the initial copyediting, as appropriate, and respond to all author queries. When finished with the revisions, authors should rename the file from AuthorNameQA.doc to AuthorNameQAR.doc (e.g., from LeeQA.doc to LeeQAR.doc) and upload the revised document through the journal Web site as directed.
- Final Copyedit: The journal copy editor will verify changes made by the author and incorporate the responses to the author queries to create a final manuscript. When finished, the copy editor will upload the final document through the journal Web site and alert the layout editor to complete formatting.
Thank you for your continuous interest in ELT Research Journal (ELTRJ). We would like to inform you about the latest updates regarding our journal. One of the indices, ULAKBİM, updated their evaluation and coverage criteria for 2020 in terms of research ethics and the required some supplementary documents. In this regard, the following guidelines will be applied and required from authors who have already submitted their papers as of the 1st of January, 2020 or are thinking of submitting their manuscripts to ELTRJ from now on.
INFORMATION AND DOCUMENTS REQUESTED BY THE AUTHORS
- It is obligatory to obtain an official document from Ethics Board/Committee Approval for all manuscripts which have been uploaded since the 1st of January, 2020 and are now in the reviewing process. If you believe that you will not be able to obtain such a document, it is advisable that you withdraw your submission. Even if your paper is accepted, it will not be published without presenting the official document. In addition, the manuscripts must be prepared in accordance with the new template.
- For the new submissions: Without the necessary official document from ethics board/committee approval for scientific research, it will not be possible to initiate the evaluation process of the articles.
- Authors should refer to the approval of the committee in their paper as well. They need to present information (e.g., name of the board, date and the document number) in the methodology section. This information must also be placed either in the footnote of the first page or final page of the article.
- Authors are required to conform to the ethical considerations and specify them in their manuscript. These statements should be included in the "Research and Publication Ethics Statement" part of the journal template.
The information that should be included in the manuscript
Research and Publication Ethics Statement (required)
In this section, the author’s statement on research and publication ethics should be included. This title should definitely be included for all articles.
Authors’ contribution (Optional)
This part specifies if two or more authors contributed to the manuscript equally. It is encouraged to specify, in narrative form, how each author contributed.
In this section, if the research is supported by an institution or organization, information such as institution name and project number will be specified.
This section will include information about the people or institutions that the authors would like to thank.
Declaration of Conflicting Interest (Required)
In this section, the statements of the authors regarding the conflict of interest will be included. This title should definitely be included for all articles.