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ETAS Journal Winter 2019: Call for Articles

Focus on Digital Literacy

ETAS Journal invites submissions to its Winter 2019 Focus on Digital Literacy: how it has affected language teaching, language learning, language teachers and language learners.

From interactive whiteboards and digital course materials to Skype lessons and chatgroups, many teachers and students are eagerly taking advantage of technological tools to improve their teaching and learning. However, in this time of innovation and disruption, how much do we actually know about the changes which are taking place? In this Focus, we are looking for varied perspectives, experiences, and best practices related to digital literacy and how it has affected language teaching, language learning, language teachers and language learners.

Topics may include but are not limited to the following:

  • Has digital literacy improved outcomes for learners?
  • Has it improved working conditions for teachers?
  • Has it created new possibilities in language teaching?
  • Has gamification had an effect in your lessons?
  • How have classroom dynamics changed?
  • How have materials changed?
  • How has homework changed?
  • How has motivation changed?
  • How has testing changed?
  • How has student writing changed?
  • How has professional development changed?
  • How have schools' requirements for professional development changed?
  • How have notions of student and teacher autonomy changed?
  • How have ethical considerations changed?

Submissions should be in one of these formats:

Full-length articles: Articles in this category advance conceptual, research-based, or theoretical arguments that bridge theory and practice related to digital literacy. Articles must be fully grounded in current literature and should not exceed 2,000 words, including references.

Best practices and teacher reflections: Articles in this category feature descriptions of teaching techniques or activities, teaching methods, best practices, professional development, and other useful information. Articles should specify audience, materials, procedures, and teacher reflections on procedures. Submissions to this section should not exceed 2,000 words, including references.

Specific requirements on content: Articles must

  • include a brief, 50-word abstract
  • not include ‘commercial’ text selling, promoting, or endorsing products or services
  • be written as a MS Word document and sent as email attachment, including short biographical information about the author and mailing address

Specific requirements on format: Articles must

  • be printed across A4 pages upright and left justified, as Word document in a black, 12-point font such as Times New Roman or Arial
  • not be in columns, indented, or framed
  • have no hyphenated words at the line end
  • include only tables and diagrams formatted in Word (other illustrative material should be sent separately by mail and be black on white)
  • not contain headers or footers

Specific requirements on references

  • For the references, use APA 6th 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 or check any recent editions of ETAS Journal
  • For notes within the text, use the APA 6th Edition Reference Style in-text citations format (author-publication, date-page number), not footnotes or endnotes
  • Sources used as in-text citations should be included in the Reference List
  • Sources included in the Reference List must match those that have been cited in-text.

Please send your submission as a Word document by email attachment by 15th May 2019 to the Special Supplement Editor, Ben Hoyt. Please include the abstract, a short biodata (approx. 120 words), a recent photo, and a mailing address. Contributors will receive one complimentary copy of the ETAS Journal.

For any queries, please contact the Winter 2019 Focus Editor. We would love to hear from you!

Ben Hoyt (ben.teaches.english@gmail.com)