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.

Peer Review Process

We adopt a double 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 CETL 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.

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.

Sponsors

Many thanks to Cubel Culture and Education Liaison for making this journal an reality!

Journal History

Currently in some non-English-speaking countries like China, a significant proportion of English teaching and learning in classrooms are test driven. Online and multi-media resources have made it possible for teachers and learners to access a vast quantity of firsthand and real life materials that helps massively in the acquisition of English competencies. However, it is debatable how effectively these modern resources could assist with teaching and learning, for example whether the result achieved is worth the time spent on searching for appropriate teaching and learning resources. Also, it’s doubtful whether traditional methods could still play a key role in the teaching and learning of English language. This journal intends to explore the effective teaching and learning methods in a contemporary sense for intermediate to advanced English teachers and learners alike. The original idea of launching journal CETL comes from a group of Chinese scholars and ex-English teachers who live and work in the UK, who reckons that there is a huge demand for such a journal to be published and run in the UK. The idea is welcomed and supported by Cubel UK, the education business liaison service provider based in Birmingham, who has kindly provided office and fund for carrying out work on the CETL journal. By providing support and assistance to authors with English language copy-editing, this journal will perform as another platform for teachers and learners alike to explore the acquisition of the language and to share their experience and thoughts about learning and teaching in a modern sense with the audience world-widely.