Call for Articles and Reviews

The ETAS Journal invites the submission of articles on various aspects of language teaching and methodology, lesson ideas, surveys of teaching materials, and reports that address language issues in Switzerland or the surrounding countries. We also invite submissions from presenters at the annual ETAS Conference and Professional Development Day for the new Conference Highlights section, and welcome offers to review books, digital resources and other teaching materials for the Resources section.

Please adhere to the following guidelines when submitting your work.

Submissions

Please send submissions described below in Word format by email attachment including a short biography, a recent photo, and 50-word abstract to publications@e-tas.ch

The ETAS Journal reserves the right to make editing changes without prior consultation with the author(s). Authors will be contacted regarding any major editing or revisions.

All contributors will receive one complimentary copy of the ETAS Journal, either in print format, PDF or both.
The ETAS Journal and the author(s) hold the copyright to the articles published in the Journal. 

Articles may not be reprinted without prior permission of ETAS Journal and the author(s).

Submissions may be: 

A FULL-LENGTH ARTICLES 

Conceptual, research-based or theoretical arguments that bridge theory and practice in ELT.
Word count: 2,000 (maximum, including no more than 12 references).

B AT THE CHALKFACE 

These articles are aimed at helping teachers do a better job – in and outside the classroom. They are descriptions of, or reflections on, teaching techniques or activities, teaching methods, best practice, professional development and other useful information, including target audience, materials, resources and procedures.
Word count: 1,500 (maximum, including no more than 10 references).

C CLASS ACT 

These articles focus on practical teaching techniques and materials design.
They include sample materials, notes on teaching procedures and recommended resources.
Word count: 1,500 (maximum, including no more than 10 references).

D IT WORKS FOR ME 

Collections of short teaching ideas clustered around one particular theme. These would ideally include warmers, fillers, activities that could be extended to form the basis of an entire lesson, possible variations (e.g. for teachers working online). Where possible, please also include some activities that incorporate the learners’ mobile devices.
Word count: 1,500 (maximum, including no more than 10 references).

All submissions must include a 50-word abstract, a brief author biography and recent photo, and a postal address. Articles should not include ‘commercial’ text selling, promoting or endorsing products or services. Permission should be sought for any images or materials included.

ADDITIONAL SECTIONS IN THE JOURNAL

CONFERENCE HIGHLIGHTS

This section provides a selection of reports on sessions delivered at the last ETAS conference.
Word count: 300–500 words. Two-line biography of presenter. Please send your submission to publications@e-tas.ch

MEET THE VOLUNTEERS

In this section, you can find profiles of our volunteers, where they live, their background, what they do in their teaching lives and what they do for ETAS. 
Word count: 100–200 words. Include ETAS title and photo.

RESOURCES

We also welcome reviews of the latest books, artificial intelligence use, digital tools and classroom and reference materials.
Word count: 300–500 words. Two-line biography of presenter. Please send your submission to publications@e-tas.ch

Please visit https://www.e-tas.ch/journal/guidelines/ for more information. 

FORMAT

Submissions must be in Word format and sent as an email attachment. 

  • Size: A4 page size, portrait (vertical). 
  • Font: Arial, 12-point font, black, left justified. 
  • Spacing: 1.5 lines. 
  • Do not use columns, indents or frames. 
  • Do not use headers or footers. 
  • Tables and diagrams must be in Word format. 
  • Photographs must be in JPEG format. 

REFERENCES

The ETAS Journal follows the APA 7th Edition Reference Style Guide. Sample formats for both in-text citations and references are available online at: http://owll.massey.ac.nz/referencing/apa-interactive.php
In-text citations must be included in the reference list. Please see ETAS Journal issues published after 2011 for examples. 

DEADLINES FOR UPCOMING JOURNALS

Summer 2025: 17 March 2025 

Winter 2025/2026: One week after PD Day for Conference Highlights

31 August 2025 all other contributions

ETAS Journal: Summer 2025

Focus: Assessment in English language teaching

For questions, contact: editor@e-tas.ch

Deadline: 17 March 2025

Assessment plays an essential role in (language) learning, helping stakeholders to monitor progress and enhance teaching and learning by acting upon both data and feedback. It helps us identify learner needs, shape learning objectives and monitor the effectiveness of instruction. Furthermore, assessment can promote a sense of ownership in learning, increasing all-round commitment accountability. We invite researchers, educators and experts in assessment in language education to submit original papers, reviews and insights on perspectives, practices and developments.


We welcome submissions related to the following areas, but not limited to:

  • Testing techniques and item writing: Presentations of different types of language tests, including multiple choice (MCQs), short answers, oral exams; practical examples accompanied by critical commentary and reflections.
  • Preparing learners for tests: Exploring washback; understanding language proficiency levels including the Common European Framework of Reference (CEFR).
  • Assessment methods: Different approaches to assessment, such as formative assessment (assessing learning during the instructional process) and summative assessment (evaluating learning outcomes at the end of a period of learning); discussions of the advantages and disadvantages of each approach and how to implement them effectively.
  • Authentic assessment: Using real-world tasks and contexts to assess language skills; ideas on performance-based assessment, portfolios, projects, and tasks that simulate real-life communication situations.
  • Assessment criteria: The importance of developing clear and transparent criteria for evaluating language proficiency in various skill areas (listening, speaking, reading, writing); discussions of success indicators at each proficiency level; explorations of con-constructing criteria with learners.
  • Validity and reliability: Ensuring that assessment tools are valid (measuring what they are intended to measure) and reliable (yielding consistent results); strategies for designing tests to meet these criteria; techniques for evaluating reliability and validity of assessment instruments.
  • Feedback and error correction: Providing constructive feedback to learners and working on implementation.
  • Peer and self-assessment practices: Ideas on how to equip learners to assess their own progress and that of others; thoughts on how teachers can facilitate and support such processes.
  • Ethics and social justice in assessment and testing: Ensuring equity and accessibility for all test takers; discussions of when and how accommodations can be made.
  • Technology in testing: Examining digital tools and best practice; reflecting on related pedagogical issues; discussions of the possible influence of AI on current and future practices; proctoring.

CONFERENCE HIGHLIGHTS

We also invite contributions from the Annual Conference in February 2025.
Please send your submission to publications@e-tas.ch

RESOURCES

We also welcome reviews of the latest books, artificial intelligence use, digital tools, and classroom and reference materials. 
Please send your submission to publications@e-tas.ch

ETAS Journal: Winter 2025/2026

Focus: Psychology in English language teaching

For questions, contact: lynn.williams@e-tas.ch

Deadline: 31 August 2025

Psychology plays a crucial role in helping language teachers understand how students learn, process information and overcome challenges. It offers insights into effective teaching strategies, student motivation and learning styles, which equips teachers to adapt their approaches to individual needs and preferences. Psychology also helps when it comes to managing classroom dynamics, fostering a positive learning environment and addressing student anxieties or difficulties effectively. Drawing on findings from psychology can enhance the overall educational experience and foster better outcomes for language learners.

We welcome submissions related to the following areas, but not limited to:

  • What teachers should know about neuroscience and psychology
  • The effects of working memory capacity on learning outcomes in ELT
  • Promoting an understanding of the role of metacognition in ELT
  • Investigating how various learning theories (including constructivism, behaviourism, cognitive load theory) can shape learning in ELT
  • Exploring how different learning environments (online vs traditional) affect learner motivation and engagement
  • The impact of formative feedback on learner performance and self-efficacy
  • The role of intrinsic vs extrinsic motivation in learner achievement
  • Understanding and adapting approaches to be more inclusive towards learners’ ethnic and racial identities 
  • Understanding and adapting classroom materials and approaches to be more inclusive and support all learners, regardless of their ethnic backgrounds or gender 
  • Strategies for supporting and enhancing self-regulated learning in ELT
  • Addressing special educational needs (SEN) and neurodiversity effectively and appropriately in ELT
  • Investigating the effects of social and emotional learning (SEL) programmes on learner performance and emotional well-being
  • The relationship between emotional intelligence and successful learning
  • Talking about, preventing and responding to issues around teacher burnout
  • Strategies for promoting teacher resilience and job satisfaction
  • The role of educational psychology in shaping policy and practice in ELT

CONFERENCE HIGHLIGHTS

We also invite contributions from the Professional Development Day in September 2025. Please send your submission to publications@e-tas.ch by 21 September.

RESOURCES

We also welcome reviews of the latest books, artificial intelligence use, digital tools, and classroom and reference materials. 
Please send your submission to publications@e-tas.ch

ETAS Journal: Winter 2025/2026

ETAS Journal: Winter 2025/2026

Focus: Psychology in English language teaching

For questions, contact: lynn.williams@e-tas.ch

Deadline: 31 August 2025

Psychology plays a crucial role in helping language teachers understand how students learn, process information and overcome challenges. It offers insights into effective teaching strategies, student motivation and learning styles, which equips teachers to adapt their approaches to individual needs and preferences. Psychology also helps when it comes to managing classroom dynamics, fostering a positive learning environment and addressing student anxieties or difficulties effectively. Drawing on findings from psychology can enhance the overall educational experience and foster better outcomes for language learners.

We welcome submissions related to the following areas, but not limited to:

  • What teachers should know about neuroscience and psychology
  • The effects of working memory capacity on learning outcomes in ELT
  • Promoting an understanding of the role of metacognition in ELT
  • Investigating how various learning theories (including constructivism, behaviourism, cognitive load theory) can shape learning in ELT
  • Exploring how different learning environments (online vs traditional) affect learner motivation and engagement
  • The impact of formative feedback on learner performance and self-efficacy
  • The role of intrinsic vs extrinsic motivation in learner achievement
  • Understanding and adapting approaches to be more inclusive towards learners’ ethnic and racial identities 
  • Understanding and adapting classroom materials and approaches to be more inclusive and support all learners, regardless of their ethnic backgrounds or gender 
  • Strategies for supporting and enhancing self-regulated learning in ELT
  • Addressing special educational needs (SEN) and neurodiversity effectively and appropriately in ELT
  • Investigating the effects of social and emotional learning (SEL) programmes on learner performance and emotional well-being
  • The relationship between emotional intelligence and successful learning
  • Talking about, preventing and responding to issues around teacher burnout
  • Strategies for promoting teacher resilience and job satisfaction
  • The role of educational psychology in shaping policy and practice in ELT

CONFERENCE HIGHLIGHTS

We also invite contributions from the Professional Development Day in September 2025. Please send your submission to publications@e-tas.ch by 21 September.

RESOURCES

We also welcome reviews of the latest books, artificial intelligence use, digital tools, and classroom and reference materials. 
Please send your submission to publications@e-tas.ch