VELES Voices of English Language Education Society

Focus & Scope
Voices of English Language Education Society (VELES) is a peer-reviewed, open-access journal that publishes scholarly work in English language education, applied linguistics, EFL/ESL teaching and learning, language assessment, teacher education, educational technology, and related fields. VELES prioritizes rigorous, theory-informed, and evidence-based studies with clear pedagogical, theoretical, or policy implications. The journal gives particular attention to research situated in EFL contexts in Indonesia, Asia, and the wider Global South, while also welcoming relevant international contributions. VELES accepts studies across primary, secondary, tertiary, vocational, professional, and lifelong-learning contexts.

On this page
1. Teaching and Learning
2. Curriculum, Materials, and Assessment
3. Technology-Enhanced Language Learning
4. Teacher Education and Professional Development
5. ESP, EAP, and Workplace English
6. Methodological Approaches Welcomed
1. Teaching and Learning
VELES welcomes studies that examine how English is taught, learned, practiced, and developed in diverse educational settings. Submissions in this area should provide clear insights into classroom practice, learner development, instructional innovation, or language learning processes.

English language pedagogy and classroom practice, including task-based, genre-based, project-based, communicative, CLIL, EMI, and other instructional approaches.
Development of language skills, including speaking, listening, reading, writing, vocabulary, grammar, pronunciation, discourse, pragmatics, and intercultural communicative competence.
Learner-related factors, including motivation, anxiety, self-efficacy, engagement, metacognitive strategies, cognitive resilience, learner autonomy, and self-regulated learning.
Inclusive English language education, including special needs education, differentiated instruction, multilingual classrooms, and culturally and linguistically diverse learning contexts.
2. Curriculum, Materials, and Assessment
VELES publishes research that explores the design, implementation, evaluation, and impact of English language curricula, learning materials, and assessment practices. Manuscripts in this area should show how curriculum, materials, or assessment contribute to effective and equitable English language education.

Curriculum and syllabus design, curriculum implementation, learning outcomes, and alignment between objectives, instruction, and assessment.
Development, adaptation, and evaluation of teaching materials, textbooks, modules, worksheets, open educational resources, and multimodal learning resources.
Language assessment and feedback, including classroom assessment, alternative assessment, formative assessment, rubrics, test development, validation, washback, and assessment literacy.
3. Technology-Enhanced Language Learning
VELES welcomes studies on the use of technology to support English language teaching and learning. Submissions should critically examine how digital tools, platforms, or emerging technologies influence learning processes, learner engagement, teacher practice, access, or outcomes.

Digital, mobile, blended, online, and distance English language learning, including LMS, MOOCs, mobile applications, and online learning platforms.
Emerging technologies in language learning, including artificial intelligence, automated feedback, chatbots, AR, VR, XR, learning analytics, and digital dashboards.
Digital literacy, multimodal literacy, online interaction, learner engagement in digital environments, accessibility, ethics, and equity in technology-supported learning.
4. Teacher Education and Professional Development
VELES encourages research on English language teachers’ learning, beliefs, identities, practices, and professional growth. Studies in this area may focus on pre-service teachers, in-service teachers, teacher educators, mentors, or professional learning communities.

Pre-service and in-service English teacher education, mentoring, coaching, reflective practice, microteaching, practicum, lesson study, and professional development programs.
Teacher cognition, beliefs, identity, agency, emotions, wellbeing, resilience, and decision-making in English language teaching contexts.
Classroom-based research, action research, design-based research, and practitioner inquiry that aim to improve teaching practice and student learning.
5. ESP, EAP, and Workplace English
VELES accepts studies related to English use in academic, professional, vocational, and workplace contexts. Manuscripts in this area should demonstrate relevance to specific learner needs, disciplinary communication, professional practice, or institutional contexts.

English for Specific Purposes, English for Academic Purposes, English for Occupational Purposes, and English for professional or vocational communication.
Needs analysis, genre analysis, register studies, disciplinary literacy, workplace discourse, professional communication, and academic communication.
Design, implementation, and evaluation of ESP/EAP materials, courses, tasks, assessment, and learning programs.
6. Methodological Approaches Welcomed
VELES welcomes diverse methodological approaches, provided that the study is rigorous, ethical, transparent, and clearly connected to English language education or applied linguistics. Authors should ensure that the research design, data, analysis, and claims are aligned with the study objectives.

Quantitative, qualitative, and mixed-methods research.
Classroom-based research, action research, practitioner inquiry, and design-based research.
Corpus-based research, discourse analysis, conversation analysis, content analysis, narrative inquiry, case study, ethnography, and other relevant approaches.
Literature reviews, systematic reviews, meta-analyses, and bibliometric studies with clear search, screening, selection, and synthesis procedures.