Information For Authors

Layout

  1. Manuscripts are typed in MS Word (.doc or .docx format) with A4-sized paper. Please use 1 inch for each margin, 12 sized Times New Roman type font, and double spacing.
  2. Manuscripts are submitted together with a 100-150 word abstract and key words.
  3. It is recommended that Arabic numerals are used to refer to figures (e.g. diagrams, photographs, illustrations and charts) and tables, and keep them in portrait, if possible.
  4. Manuscripts should conform to the APA style.

Submission guidelines

  1. Manuscripts which are submitted to the editor should be original, written in English and proofread.
  2. Manuscripts should have relevance to the themes of the journal. 
  3. (Original) Research articles, when applicable, are recommended to use the following outline:
    • Introduction: background and research question(s)/objective(s),
    • Research methods, 
    • Findings and discussion,
    • Limitations of the research and implications, and 
    • Conclusion. 
  4. Non-research articles (e.g. literature review, reflection, idea/innovation) should reflect a strong conceptual framework drawn from practice, research and theory evidence to inform and develop practices. Practice evidence refers to the existing practice (teaching, assessment, planning, etc), evidence from data/information held in school/college/workplaces, evidence collected for the purposes of practitioner enquiry, and evidence of professional reflection. Theory evidence refers to the work of theorists in relevant fields. For examples: a theory on language curriculum development by Jack C. Richards, ESP by Dudley-Evans and John, etc., which provide some underpinning rationales and critiques for practices. Research evidence refers to either the contributor's or other's research.
  5. Biodata (70-100 word long) of the contributor(s) is required to be separately send to the editor as a supplementary file to the uploaded paper.
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Referencing

1. Journal articles

Leat, D. and Higgins, S. (2002) 'The role of powerful pedagogical strategies in curriculum development', Curriculum Journal, 13(1), 71 - 85.

2. Books

McKernan, J. (2008) Curriculum and Imagination: Process Theory, Pedagogy and Action Research. Milton Park: Routledge.

3. Book chapters

Daly, J. A. and Vangelisti, A. L. (2003) ‘Skillfully Instructing Learners: How Communicators Effectively Convey Messages’. In Greene, J. O. and Burleson, B. R. (eds) Handbook of Communication and Social Interaction Skills. Mahwah, New Jersey: Lawrence Erlbaum.

4. Electronic resources

Black, P. and William, D. (2001) 'Inside the Black Box: Raising Standards Through Classroom Assessment', [Online]. Accessed on: 3 December 2012 Available at: http://www.pdkintl.org/kappan/kbla9810.htm.

Quotations

  1. Short quotations (a line or two) should be indicated by quotation marks and written in the main text followed by author, year, and page number in parentheses. For example: (Leat and Higgins 2002, p.73).
  2. Longer quotations are typed in single spacing, should form indented paragraphs and be followed by author, year and page number in parentheses.