Editorial Policies

Focus and Scope

We welcome articles of generally not exceeding 8000 words on subjects of interest to an international audience of intermediate to advanced English teachers and learners.

The journal welcomes diverse perspectives and methods, including qualitative, quantitative, critical and textual approaches. Contribution will ideally comprise

  • Scholarly discussion of new issues
  • Reports of research in new areas
  • Experiment reports of new teaching and learning software application
  • Reviews and analysis of contemporary and historical publications
  • debates/discussions on the above areas
  • Essays, memoirs, and other forms of reflective writing

Although the main focus of the articles in the journal is likely to be English teaching and learning as a practice, we welcome contributions which discuss the policy and exploration in other relative areas where the focus of the article is English teaching or learning.


Section Policies


Checked Open Submissions Checked Indexed Checked Peer Reviewed


Checked Open Submissions Checked Indexed Unchecked Peer Reviewed

Peer Review Process

We adopt a doubleĀ blind peer review policy, where both the referee and author remain anonymous throughout the process.

Our referees play a vital role in maintaining the high standards of the journal CETLĀ and all manuscripts are peer reviewed following the procedure outlined below.

Editors make an initial evaluation of all manuscripts submitted to the journal. Manuscripts rejected at this stage typically are insufficiently original, have serious scientific flaws, or are outside the aims and scope of the journal. Those that meet the minimum criteria are passed on to two editors for review.Whenever possible, referees are matched to the paper according to their expertise.

Authors of manuscripts rejected at this stage will be informed as soon as possible, usually within 4 weeks of receipt.

If the piece successfully goes through the initial screening but is turned down by the second reader, the editorial team may decide that a third reader is advisable, depending also on the objections raised by the second reader. At any rate, the final decision should always rest with the Editor in chief. Accepted articles will be advised for English language editing if necessary.


Open Access Policy

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.



This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...


About the journal

CETL is a fully referred bimonthly international journal that publishes original contributions on the subjects of English teaching and learning in non-English-Speaking countries with a focus on the application of modern technology and online resources.It is run and supported by UniBravo Publishing of Cubel UK Ltd which is a liaison service provider for education businesses between China and UK. This journal intends to explore the effective teaching and learning methods in a contemporary sense for intermediate to advanced English teachers and learners alike. CETL promotes a lifelong learning and learn-to-learn approach in mixed or merged disciplines; also it focuses on the application of modern technology and online resources in the area of classroom learning as well as learning in a wider sense.