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.
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).
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.