ISSN: 1792-1244


This peer-reviewed electronic journal is dedicated to publishing research in the domains of TESOL (Teaching English to Speakers of Other Languages) and Applied Linguistics. Its mission is two-fold: (a) to promote efficient dissemination of the best of the research that is carried out by students and graduates of the M.Ed. in TESOL of the Hellenic Open University, and (b) to facilitate academic exchange between the students and faculty of that programme and members of the wider professional and academic community on a world-wide basis.

The journal publishes full-length articles that focus, in a principled way, on language learning, teaching and assessment and strongly support a conceptual framework that values the integration of theory and practice.

In particular, we welcome submissions in the following domains:

  • language learning: skills, discourse and interaction development
  • principles and practice in learning/teaching material
  • course design and evaluation
  • assessment, testing and certification in language learning
  • ICT technologies and ELT
  • young learners and the teaching/learning of English
  • English for specific purposes and the adult learner
  • teacher education and mentoring
  • intercultural approaches to the teaching of English
  • English as an international lingua franca.

Reviews of books whose subject-matter falls within these areas are also welcome.
We welcome submissions in both English and Greek.

Research Papers in Language Teaching and Learning is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of Open Access.


All articles in this Journal are published under the Creative Commons License Deed. Attribution 3.0 Unported (CC BY 3.0)