|FOCUS AND SCOPE|
|PEER REVIEW PROCESS|
|OPEN ACCESS POLICY|
Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- The submission file is in OpenOffice, Microsoft Word, or RTF document file format.
- Where available, URLs for the references have been provided.
- The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
- The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
Before you consider submitting your manuscripts to Erudita: Journal of English Language Teaching, please familiarize yourself with the Author Guidelines.
A. General Information for Submission
- Manuscript submitted to Erudita: Journal of English Language Teaching should be research-based papers that have not been published or are under consideration elsewhere.
- Prior to submission, register and login as an author to the open journal system (OJS).
- The manuscript must be submitted through the system of the journal. Manuscript submissions through email will not be considered.
- The manuscript should contain between 5,000 to 7,000 words with a single space, excluding abstract, references, and appendices.
- The manuscript is in English with Ms. Word doc., Docx., or RTF. formats, single space, 12 font size, Corbel font, A4 paper with 2.5 cm margins.
- The manuscript will be reviewed by subject reviewers, while the editors reserve the right to edit the manuscript for format consistency without altering the substance.
- The manuscript is prepared using the Article Template.
- The citations and references should follow the style of the American Psychological Association (APA) 7th Edition and use reference management software such as Mendeley, Zotero, etc.
- The manuscript must be checked in terms of grammar, structure, spelling, etc. It is recommended to use grammar checker software Grammarly.
B. Article Structure
- The article includes (a) Title; (b) Author(s) name, affiliation, and email address of the corresponding author; (c) Abstract; (d) Keywords; (e) Introduction); (f) Method; (g) Findings and discussion; (h) Conclusion; (i) Acknowledgements; (j) References; and (k) Appendices (if any).
- The title should be no more than 15 words, in sentence case, an initial capital letter for any proper nouns, left, bold, Corbel, and 14 font size. The title should indicate the novelty of the research. It should be concise and informative.
- The full name of the author(s) must be written without academic title(s) in 12-pt Corbel bold. The affiliation, including department, faculty, university, city/province, and country, should be written below the name in 10-pt Corbel. The corresponding author must provide his/her email address.
- The abstract must be between 150-200 words, consisting of the introduction indicating the research gap, purpose, research methodology, main findings, and research implication.
- The keywords should represent the content and highlight of your article. There must be 3-5 keywords (phrases). Each phrase in the keywords should be separated by a semicolon (;) and arranged alphabetically.
- The introduction should consist of the background of the study, research contexts, previous studies, and research objectives. The section should explicitly state the research gap and show the novelty of the research. The introduction should be presented in the form of paragraphs, not pointers/sub-headings, with a proportion of 15-20% of the whole article length.
- The method consists of a description concerning the research design, research setting and participants or data sources, data collection, and data analysis with a proportion of 10-15% of the total article length. The method section is presented in subheadings.
- The findings and discussion section consists of a description of the results of the data analysis to answer the research question(s) and their meanings seen from current theories and references of the area addressed. The proportion of this section is 40-60% of the total article length. This section should be explained in several subheadings.
- The conclusion section consists of the summary and restatement of the main findings. It should declare concisely the most important propositions of the paper as well as the authorâ€™s views of the practical implications of the result. You can also suggest future research and point out those that are underway.
- In the acknowledgements, the author(s) need to recognize those who helped in the research. They include individuals who have assisted you in your study: advisors or other supporters, e.g.: proofreaders, typists, and suppliers, who may have given materials. Do not acknowledge or mention the names of your co-authors.
- Quotation, citations, tables, figures, and references must comply with the APA citation style. Every source cited in the body of the article should appear in the reference, and all sources appearing in the reference should be cited in the body of the article.
- The sources cited should at least 80% come from those published in the last 5 years. The sources cited are primary sources in the form of reputable journal articles (strongly recommended), books, and research reports, including theses and dissertations. Citations from journals should be at least 80% of the total references cited.
- Citation is done using a bracket (last name and year of publication). When the sources are cited verbatim/direct quotation, the page number is included (p. 56 or pp. 56-57).
C. In-text Citations
Cultural diversity is associated with historical documents ... (Canale, 2016).
"material objects, historical facts and static artefacts ..." (Canale, 2016, p. 237).
Canale (2016) claims that cultural diversity is associated with historical documents ...
Building critical awareness ... (Fang & Widodo, 2019).
"critical awareness and criticality in challenging the monolingual policy ..." (Fang & Widodo, 2019, p. 101).
Fang and Widodo (2019) declare that building critical awareness ...
Foreign language learners ... (Humphries, Burns, & Tanaka, 2015).
"Supportive classroom culture in foreign language learning ..." (Humphries, Burns, & Tanaka, 2015, p. 172).
Humphries, Burns, and Tanaka (2015) reported that foreign language learners ...
D. Reference Guide (7th APA Style)
Journal Articles with DOI:
Canale, G. (2016). (Re)searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225â€“243. https://doi.org/10.1080/07908318.2016.1144764
Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students' critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49-61. https://doi.org/10.1016/j.system.2017.10.003
Stevens, R. (2015). Role-play and student engagement: reflections from the classroom. Teaching in Higher Education, 20, 481-492. https://doi.org/10.1080/13562517.2015.1020778
Widodo, H. P., Fang, F., & Elyas, T. (2020). The construction of language teacher professional identity in the Global Englishes territory: â€˜we are legitimate language teachersâ€™. Asian Englishes, 22(3), 1-8. https://doi.org/10.1080/13488678.2020.1732683
Journal Articles without DOI
Gentles, S., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: insights from an overview of the methods literature. The Qualitative Report, 20(11), 1772â€“1789. Retrieved from https://nsuworks.nova.edu/tqr/vol20/iss11/5
Hong, B. T. M. (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14(2). Retrieved from https://www.asian-efl-journal.com/monthly-editions-new/teaching-speaking-skills-at-a-vietnamese-university-and-recommendations-for-using-cmc/
Humphries, S. C., Burns, A., & Tanaka, T. (2015). â€œMy head became blank and I couldn't speakâ€: Classroom factors that influence English speaking. The Asian Journal of Applied Linguistics, 2, 164-175. Retrieved from https://caes.hku.hk/ajal/index.php/ajal/article/view/230
Julius, K., & Osman, A. (2015). Role-play technique as an antecedent of performance in English language: Evidence from secondary schools in Wareng District, Uasin Gishu County, Kenya. Journal of Education and Practice, 6, 119-124. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/20030/20387
Bickman, L., & Rog, D. J. (2008). The Sage handbook of applied social research methods (2nd ed.). Thousand Oaks, CA: Sage.
Durrant, J. (2020). Teacher agency, professional development and school improvement. Abingdon: Routledge.
Fang, F., & Widodo, H. P. (Eds.). (2019). Critical perspectives of global Englishes in Asia: Language policy and curriculum, pedagogy, and assessment. Bristol: Multilingual Matters. https://doi.org/10.21832/9781788924108-003
Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge: Cambridge University Press.
Edited Book Chapters
Chan, W. M., Chin, K. N., & Suthiwan, T. (2011). Foreign language teaching in Asia and beyond: An introduction to the book. In W. M. Chan, K. N. Chin, & T. Suthiwan (Eds.), Foreign language teaching in Asia and beyond: Current perspectives and future directions (pp. 1-28). Berlin: Walter de Gruyter.
Fang, F. (2018). Glocalisation, English as a lingua franca and ELT: Re-conceptualising identity and models for ELT in China. In B. Yazan & N. Rudolph (Eds.), Criticality, teacher identity, and (in)equity in ELT through and beyond binaries: Issues and Implications (pp. 23â€“40). Dordrecht, The Netherlands: Springer.
Widodo, H. P. (2016). Teaching English for specific purposes (ESP): English for vocational purposes (EVP). In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today (pp. 277-291). Champ: Springer.
Widodo, H. P., & Ferdiansyah, S. (2018). Engaging student teachers in video-mediated self-reflection in teaching practica. In K. J. Kennedy & J. C-K. Lee (Eds.), The Routledge handbook of schools and schooling in Asia (pp. 922-934). New York: Routledge.
Books in Bahasa Indonesia
Atmazaki, Ali, N. B. V., Muldian, W., Miftahussururi, Hanifah, N., Nento, M. N., & Akbari, Q. S. (2017). Panduan gerakan literasi nasional [National literacy movement guidelines]. Jakarta: Ministry of Education and Culture of the Republic of Indonesia.
Suseno, F. M. (1988). Etika Jawa: Sebuah analisa falsafi tentang kebijaksanaan hidup [Javanese etiquette: A Philosophical analysis of life wisdom]. Jakarta: Gramedia.
Theses/Dissertations in Repository
Dâ€™Angelo, J. (2015). A broader concept of world Englishes for educational contexts: Applying the â€œWEs Enterpriseâ€ to Japanese higher education curriculum. (Unpublished PhD dissertation), North-West University, South Africa.
Kroeker, R. H. (2009). The reality of English conversation classes: A study in a South Korean university. (Unpublished doctoral thesis), University of Birmingham, United Kingdom.
Widodo, H. P. (2015b). The development of vocational English materials from a social semiotic perspective: Participatory action research. (Unpublished doctoral thesis), University of Adelaide, Australia.
Aunurrahman, Hamied, F., & Emilia, E. (2017). Realizing a good education in an Indonesian university context. In A. G. Abdullah, I. Hamidah, S. Aisyah, A. A. Danuwijaya, G. Yuliani, & H. S. H. Munawaroh (Eds.), Ideas for 21st Century Education: Proceedings of the Asian Education Symposium (AES 2016) (pp. 297â€“300). London: Routledge. https://doi.org/10.1201/9781315166575