Journal of Edulingual Studies (JES) is an online, open-access, double-blind, and peer-reviewed academic journal published quarterly by Zerodale Inc.,Toronto, Canada. The journal is dedicated to disseminating reports of the findings of the original and innovative research of conceptual, theoretical, empirical, and practical nature, covering niches and issues related to current trends and topics of pedagogy and practices in the field of teaching and learning of English as an International Language (EIL) or as a Foreign or second Language (EFL ESL), from either a disciplinary or multi-disciplinary perspective. Providing a medium for informed debate of the principles and practices that determine how English is learned and taught nationally or internationally, Journal of Edulingual Studies (JES) seeks to provide a forum for members of the profession worldwide, including (but not limited to) scholars, faculties, practitioners, and professionals to exchange knowledge in the form of empirical and theoretical research articles and review papers (systematical reviews, meta-analysis, and book reviews). Promoting diverse perspectives and critiques, JES is particularly interested in articles that challenge the taken-for-granted issues in English language pedagogy, Translation Studies, Linguistics, Literature, Discourse Analysis, Applied Linguistics, Sociolinguistics, and Psycholinguistics. The journal especially welcomes contributions focusing on learning dynamics and the experiences of efficacious language programs across diverse international contexts, connecting academicians’ visions and insights gained from related disciplines with practitioners’ everyday concerns addressing real-world problems. To care for our environment and take action on global warming and climate change, we at Journal of Edulingual Studies (JES) decided not to publish the journal in print version.

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