Journal of Foreign Language Teaching and Translation Studies is now indexed in ISC Indexing Database.


The Journal of Foreign Language Teaching and Translation Studies (JFLTTS), published by Sheikhbahaee University, is a peer-reviewed journal that publishes original articles in the areas of teaching and learning English as a foreign/second language and translation studies. It is particularly keen to help make connections between fields, theories, research methods, and scholarly discourses.

JFLTTS no longer accepts email submissions. All submissions should be made online after registering in the system as Author. Click here to start online submission.

  • All the received manuscripts, before sending for the reviewing process, will be checked by iThenticate plagiarism checker.
  • The processing and publishing of manuscripts are free of charge.
  • This journal follows the Committee on Publication Ethics (COPE) and complies with the highest ethical standards in accordance with ethical laws.

Call for papers for the special issue of Journal of Foreign Language teaching and Translation Studies

The Role of EFL Teacherpreneurs in Shaping the Discourse of Language Teaching Market

The online market of language teaching has changed at a rapid speed due to the globalization of economy and adoption of cost-efficient technology-based products. This rapid change has caused EFL teachers combine their skills, knowledge, experience, creativity, and passion to develop a new line of resources within the EFL market, and earn additional income. The term “teacherpreneur” was coined to refer to such teachers in 2010. The term refers to teachers who engage in educational entrepreneurship, and sell their original classroom materials in virtual market places. Online teacherpreneurs can experience significant financial gain, find a venue for their own creative expression, and feel an increased sense of autonomy as a small business owner. In sum, these factors can tend to teachers’ professional satisfaction (Shelton & Archambault, 2018).

With the prevalence of social media, more EFL teachers will join online professional communities, and discuss professional ideas virtually. Educators self-publish original materials to Online educational marketplace websites such as TeachersPayTeachers.com (Siedel & Stylianides, 2018). Educators can download lessons, activities, and supplemental resources at a small cost. Research about online educational marketplaces has been scant (Pittard, 2017), and such inquiry is necessary because such for-profit platforms “increasingly intervene in and rework public education at massive scale, both within and beyond state control” (Williamson, 2017, p. 62). Furthermore, empirical investigations of online teacherpreneurs’ experiences within social media communities is very scant, and only few studies have explored teachers’ experiences collaborating on social media platforms such as Twitter (Carpenter & Krutka, 2014, 2015; Davis, 2015;  Greenhalgh & Koehler, 2017; Lord & Lomicka, 2013; Shelton & Archambault, 2018; Visser, Evering, & Barrett, 2014; Wesely, 2013) and Facebook (Ranieri, Manca, & Fini, 2012; Steinbreacher & Hart, 2012). For this special issue, Journal of Foreign Language Teaching and Translation Studies welcomes proposals for papers addressing the following aspects of EFL teacherpreneurism (though this is not intended as an exhaustive list of possible topics).

Potential topics 

  1. Characteristics of the participants of the online community structure.
  2. Exploring the teachers’ achievements in entrepreneurship and teaching practice 
  3. Exploring the learners’ achievements in these communities
  4. Exploring the teachers’ perceptions about these affinity spaces
  5. Describing the contents offered and downloaded in social affinity spaces (Instagram, twitter, facebook) contents
  6. Describing the users’ ratings of the social affinity spaces’ contents.
  7. Describing the learning standard of these spaces. 
  8. Exploring the ways that online educational market place content is often tied up with technology and user agency.
  9. Critical analysis of inequalities in these affinity spaces

Deadline for abstract proposals

March 30, 2023

Please send abstract (700-800 words excluding references) to Foreign language teaching and translation studies journal via the submission system.

All contributors will be notified of the outcome of their submissions by April 30, 2023. 

All accepted contributors will receive further instructions and information with their notification of acceptance. 

All accepted contributions will be double blind peer-reviewed.

Original Article

A Pragmatic Exploration of the Temporal Discourse Marker Thumma in Parallel Corpora of Two Persian Translations of the Quran

Pages 1-22

10.22034/efl.2022.340564.1161

Ali Mohammad Mohammadi


Level of Proficiency, Cultural Intelligence and Pragmatic Production among Malaysian ESL Learners

Pages 23-42

10.22034/efl.2022.336310.1154

Maryam Orang; Ghayth Kamel Shaker Al-Shaibani; Thomas Chow Voon Foo


Educational Accountability and Quality of Classroom Life in EFL Contexts: Investigating Public-and Private-Sector EFL Teachers’ and Learners’ Perception

Pages 43-64

10.22034/efl.2022.349335.1179

Maryam Bahrami; Raouf Hamzavi


Exploring the Perception of Translation Educators about the Need for Teaching Translation Theories to Undergraduate Students of Translation Studies

Pages 65-90

10.22034/efl.2022.331957.1148

Zahra Zare; Shiva Sadighi


Gender-Specific Charactonyms in Persian Translation of John Bunyan’s The Pilgrim's Progress, Part 2

Pages 91-106

10.22034/efl.2022.336727.1155

Abdolreza Rostami


Journal Metrics


Google h-index 11
Google i10-index 12
Google Citations NO. 308
Acceptance Rate 34
Submission to First Decision (Days) 14
Submission to Acceptance (Days) 54
Number of Indexing Databases 35

                                                              

 

 

Keywords Cloud