English Teaching

Aims & Scope

English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies.

The journal has as its main focus English teaching in L1 settings.

Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings.

It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks.

Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues.

The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives.

Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.2

SJR (SCImago Journal Rank)

Year	Value
2024	0.555

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	29

Journal Rank

Year	Value
2024	10478

Journal Citation Indicator

Year	Value
2024	152

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Abstracting & Indexing

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

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

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

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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.

• Emerging theory of teacher resilience: a situational analysis

  Citation: 32

  Authors: Sally Valentino, Cathy

• Teaching spoken English in Iran’s private language schools: issues and options

  Citation: 26

  Authors: Karim, Jack C.

• Vietnamese teachers’ self-efficacy in teaching English as a Foreign Language

  Citation: 19

  Authors: Nga Thi Tuyet, Terry

• Community cultural wealth and literacy capital in Latin American communities

  Citation: 18

  Authors: Lina

• Community responsive literacies: the development of the Ethnic Studies Praxis Story Plot

  Citation: 17

  Authors: Edward R., Daisy D., Allyson

• Accommodating linguistic prejudice? Examining English teachers’ language ideologies

  Citation: 16

  Authors: Mike

• Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness

  Citation: 16

  Authors: Autumn A., Jennifer D.

• The changing pedagogical discourses in China

  Citation: 16

  Authors: Wei

• Assessing students’ multimodal compositions: an analysis of the literature

  Citation: 15

  Authors: Kate T., Dani

• Conditions that mediate teacher agency during assessment reform

  Citation: 15

  Authors: Jill, Kelli, Linda

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