Guide for Authors

Submission and Review Procedure

Authors should submit their manuscripts electronically through the SLTE online system at, or send it directly to The site will give the authors step-by-step guidelines through the submission process.

All submissions go through a double review process. In-house review is aimed to decide if a manuscript fits the journal in terms of topic, content, and language style. In-house review may last one month. Submissions accepted in in-house review will go through a blind external review process. Two or three experts in the field will review the manuscript based on the SLTE evaluation criteria. External review may last 3-4 months. During the review, authors can track the status of the paper by logging in as authors. Any decision on the status of manuscripts will be announced to the author through both email and online author panel. The two review decisions are acceptance with major/minor revision and rejection. Manuscripts accepted with revision should be revised by the authors within the deadline set by the editors. Depending on the amount and quality of the needed revision, the revised version will be evaluated by the editors, initial reviewers, or new reviewers. Manuscripts with a rejection decision cannot be resubmitted even in the revised version.


Ethics in Manuscript Submission

Authors are requested to observe the following publication ethics:

(1) Manuscripts submitted to SLTE should not be under review by another journal. 

(2) Submission of a manuscript implies that, if accepted, it will not be published elsewhere in the same form, in the expanded form, and in the shortened form in English or in any other language in print or online without the written consent of SLTE.

(3) SLTE will not accept papers published in other journals in expanded or shorter versions. This includes manuscripts published in the shorted form in conference proceedings.

(4) Authors must ensure that there is no instance of plagiarism and self-plagiarism, including self-plagiarism, in the text. Authors failing to observe this ethical consideration will be blocked from further submission to SLTE.

(5) Authors are requested to disclose any conflict of interest with other people or organizations.

(6) New co-authors cannot be added after a manuscript is accepted. Changes in authors’ affiliations and biodata are acceptable.

(7) The corresponding author is responsible for the validity of the data and originality of the manuscript.

(8) The corresponding author must gain the co-authors’ permission on the submission of the manuscript. Manuscript submission by the corresponding author implies that the co-authors have confirmed the manuscript content and their status as co-authors.

(9) As SLTE adopts a blind review system, authors should ensure that self-citation by referring to “I” and “we” is avoided in the manuscript.


Manuscript Preparation

SLTE publishes original empirical papers with a qualitative, quantitative, or mixed methods design, teacher reflection papers, and invited state-of-the-art or conceptual papers. Review papers, and book reviews will not be accepted. All manuscripts should have pedagogical implications for second language teacher professional development and teacher education. Manuscripts should be 6000-8000 words including references and appendices. Authors should not include long appendices in the text. If long appendices are needed, they can be part of supplementary data for the peer review process. 

Manuscripts should be in an MS Word format and should be double-spaced throughout. Authors should use Times New Roman point 12 and leave 2.54 cm for margins on all sides. To fit the page, tables and figures should be single-spaced. Color figures and pictures should be avoided. All lines in the manuscript should be justified.

The preferred style in this journal is American English, but authors can use other styles like British English as far as they are consistent in using a style. To enclose words, phrases, and short quotations, double quotation marks should be used. Single quotation marks can be used within double quotation marks.  


Manuscript Structure

Authors are requested to observe the following structure to prepare the manuscript:

Title: It should be a maximum of 20 words in length and reflect the main purpose and variables of the study. Each content word in the title should be capitalized.

Abstract: It should be 150-200 words and embody the main sections of an abstract, including background, purpose, method, results, and conclusion/implications. Enough space should be given to report on method and results. 

Keywords: There should be 4-8 words in the section. All words should be in lowercase and separated by a comma. Keywords should appear in the text so that their inclusion in this section is justified. Keywords should be arranged alphabetically.

INTRODUCTION: It should provide a concise introduction to the main theme of the study, refer to the gap in the literature and motivation for the study, and state the general purpose of the study.  In this section, authors should avoid a detailed literature review or the formulation of research questions. An introduction should be a maximum of four paragraphs, with no subheadings.

LITERATURE REVIEW: This section should begin with the main concepts of the study to define them and describe their theoretical underpinnings. It should next give a review of previous studies on the topic of the study. The studies reviewed should be relevant and arranged in chronological or conceptually based order. This section may include subheadings. However, authors should avoid too many subheadings.

Research questions should be stated in a separate paragraph at the end of literature review. Authors should avoid the inclusion of null hypotheses.

METHODThe parts in this section vary in terms of the type of research. In experimental and participants-based studies, this section should include four separate parts: (1) Participants, (2) Instrumentation, (3) Data Collection, and (4) Data Analysis. In corpus studies, the section should be subdivided into (1) Corpus and (2) Data Analysis. Authors should provide sufficient details to allow the study to be replicated by future researchers.

RESULTS: This section should report on the findings in view of the research questions. As such, there should be separate subheadings relevant to each research question. Tables and figures should be placed in the proper place, next to the relevant text in the paper.

DISCUSSION: In this section, authors should sufficiently discuss the findings. It should include three main moves. First, a brief report should be given on the main findings. This should be followed by reasons for the findings. Next, the findings should be well tied to the past studies and theoretical concepts and models. The last two moves can also be combined to offer a more integrated argumentation for the findings.

CONCLUSION: This section should include two main parts without any subheadings.  It should begin with conclusions drawn from the findings. As this journal publishes papers focused on second language teacher education, conclusions should be followed by pedagogical implications of the study. This section may end with limitations of the study and suggestions for further research.  


Biodata: This is a short section which should include each author’s biodata in a maximum of 60 words.


Appendices (if any): If there is more than one appendix, they should be labeled as A, B, etc.


Heading Style

The headings and subheadings should have at most three layers as follows and should not be numbered:

HEADING (font size 14 pt and in bold)

Subheading (font size 14 pt and in bold)

Sub-subheading (font size 12 pt in both bold and italics)

Layer four should be embedded into paragraphs rather than as a subheading.


Tables and Figures

To draw tables, the format below should be followed:

Table X: xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx xxx

xxx xxx xxx xxx


Tables should be editable not as images. They should be centered but with no vertical lines. The font size for both the caption and the tables should be 12 pt. However, to fit large tables to the page, the font may change to 10 pt. In captions, only the first letter of the first word should be capitalized.

The same format for table captions applies to figures, but captions should be placed under the figures.


group                                              Number of Teachers                         Frequency of Reflection Tags

Male Teachers                                  13                                                            106

Female Teachers                              19                                                            194

Total                                                 32                                                            300


Text Citation and Reference Style

Citation in text should follow APA (6th edition).  Examples below show a variety of citations:

One Author: outside parentheses: Bailey (2009) ……; (inside parentheses): (Bailey, 2009)

Two to six authors: outside parentheses: Pennington and Richards (2016) or Freeman, Orzulak, and Morrisey (2009); (inside parentheses) (Pennington & Richards, 2016)

At the second mention, works with three authors or more should be cited as first author et al., e.g. Freeman et al. (2009).

Citations including page numbers: (Cun, 2014, p. 565)

Direct quotations with more than 40 words should be in a free-standing block of text, with all lines indented and with font size 11 pt.

Reference style, as exemplified below, should be followed by authors:


Johnson, K. E. (2009b). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.

Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge: Cambridge University Press.

Book Chapters:

Borg, S. (2012). Current approaches to language teacher cognition research: A methodological analysis. In R. Barnard & A. Burns (Eds.), Researching language teacher cognition and practice: International case studies (pp. 11-29). Bristol: Multilingual Matters.

Journal Papers:

Mori, R. (2011). Teacher cognition in corrective feedback in Japan. System, 39(4), 451-467.

Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and studying the language teaching mind: Mapping research on language teacher cognition. The Modern Language Journal, 99(3), 585-601.

Conference Presentations:

Sachs J. (1999) Teacher professional identity: competing discourses, competing outcomes. Paper presented at the Australian Association for Research in Education Conference, Melbourne, November.

Online Sources:

Bosse, M., & Törner, G. (2015).Teacher identity as a theoretical framework for researching out-of-field teaching mathematics teachers Retrieved November 15, 2017, from


Print Copies

All (first) authors will receive two free print copies of the issue wherein their papers are published.

Author Inquiries

Authors can track their submission at Further inquiries can be sent to the email address at