About the Journal

Edulangue is a scientific, peer-reviewed, and open-access journal administered and published by the English Language Education Program under the auspices of the Center of Research and Community Service (LP2M) of Mataram State Islamic University (UIN Mataram). It serves as a scientific platform where professionals or academics share their theoretically and practically informed knowledge, experiences, practices, and innovations in the area of English Language Teaching. This journal is home to teachers, scholars, researchers, professionals, and academics with interests in research for English teaching and learning. Edulangue is published biannually both in June and December in the form of electronic and paper.
 
Recent Award: Edulangue: Journal of English Language Education (ISSN: 2622-8777) has been successufully evaluated by ICI Journals Master List 2019 with calculated ICV 2019 = 72.12 Index Copernicus Value (ICV) for 2019, whose passport can be accessed here.
 
Journal Title: Edulangue: Journal of English Language Education
Initial: Edulangue
Frequency: 2 issues per year
DOI: 10.20414/edulangue
Online ISSN: 2622-8777
Editor in Chief: Husnawadi
Publisher: Universitas Islam Negeri Mataram

   Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Current Issue

Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
					View Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education

Edulangue, June 2022 edition, declined more than twenty submissions due to their low academic writing standards and a lack of scientific inquiry procedure. Among them, six most publishable manuscripts were accepted based on the current trends  of L2 instruction theories. This edition covers various issues, such as the inclusion of intercultural paradigm in ELT in the time of Covid-19 pandemic, Digital-based Games for enjoyment and lexical learning, the application of TBLT in non-formal language education, perceptions of Google Meet use in primary schools in EFL context, use of differentiated instructions for ELT in a Taiwanese schooling context, and introducing race-based instruction for multilingual learners.

It is expected that this edition contributes to the current body of knowledge and practices in the realm of English language teaching and learning.

Finally, Edulangue editorial board would like to express sincere gratitude toward the authors, editors, reviewers, and all the parties involved in the publication of this edition, not to mention the State Islamic University of Mataram.

Published: 2022-06-29
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