Electronic Journal of Foreign Language Teaching

Aims & Scope

e-FLT is a peer-reviewed academic journal published by the Centre for Language Studies of the National University of Singapore.

Its primary objective is to disseminate scholarly information on research and development in the field of Second and Foreign Language Teaching and Learning in Asia and beyond.

It publishes articles and book reviews in English as well as in any of the following twelve languages taught at the Centre for Language Studies: Arabic, Chinese, French, German, Hindi, Indonesian, Japanese, Korean, Malay, Tamil, Thai and Vietnamese.

It will also welcome any information on upcoming academic conferences, seminars or symposiums as a service to its readers.

It is unique in that it is multilingual and practises the policy of accepting and publishing articles in twelve different languages.

There will be two issues of e-FLT a year, appearing in the months of June and December. e-FLT is published electronically in the Internet to allow it to reach a wider audience in Asia and the rest of the world, while keeping production costs to a minimum, making it possible to grant free access to the journal. e-FLT focuses primarily on – but is not restricted to – the following areas of inquiry and development in Second and Foreign Language Teaching and Learning: Teaching Methodologies Curriculum Development and Syllabus Design Materials Design Teacher Education and Professional Development Theories of Second Language Acquisition Theories of Second and Foreign Language Teaching Innovations/New Technologies in Language Teaching Linguistics Theories and Language Teaching.

Metrics & Ranking

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Apc url

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Task-Based Language Teaching and Theme-Based Role-Play: Developing EFL Learners’ Communicative Competence

  Citation: 13

  Authors: Budi

• The Achievement Emotions of English Language Learners in Mexico

  Citation: 6

  Authors: Peter, Javier

• Psychological changes following L2 e-tandem learning: A case study

  Citation: 4

  Authors: Sho

• We are Mobile Magicians but Digital Refugees: Helping Prospective English Teachers Explore Technology and Ubiquitous Learning

  Citation: 4

  Authors: Tony

• Examining the Reading Habits of University Students: A Study of Students at the Katima Mulilo Campus of the University of Namibia

  Citation: 4

  Authors: Belden, Georgina

• Teachers' Perceptions of the Implementation of Theme-Based Approach in Vietnamese EFL Classrooms

  Citation: 4

  Authors: Tham, Thuy

• Use of Information and Communication Technology by In-Service English Teachers for Self-Directed Professional Development

  Citation: 4

  Authors: Gamze, Perihan

• Predictors of Engagement and Success in a Flipped EFL Classroom in China

  Citation: 3

  Authors: Justin

• Learning from the Linguistic Landscape: A Project-Based Learning Approach to Investigating English in Japan

  Citation: 3

  Authors: Keith

• Students’ Beliefs about Teachers’ Roles in Vietnamese Classrooms

  Citation: 3

  Authors: Son Van, Anita