About the Journal

The EFL Education Journal is a peer-reviewed academic journal dedicated to disseminating research findings and conceptual studies in the field of English as a Foreign Language (EFL) education. The journal serves as a professional publication platform for lecturers, researchers, teachers, and education practitioners both within and beyond the Faculty of Teacher Training and Education (FKIP), University of Jember. Published three times a year—in March, July, and November—the journal aims to contribute to the advancement of theory, research, and practice in EFL teaching and learning across diverse educational contexts.

The journal prioritizes articles derived from empirical research, particularly studies that address issues in EFL teacher education, classroom pedagogy, curriculum development, assessment practices, instructional innovation, and professional development of teachers. Conceptual and critical discussions that provide new insights into EFL education and respond to emerging challenges in language education are also welcomed. Contributions must be original works that have not been published or submitted elsewhere and are open to lecturers, researchers, teachers, and students engaged in EFL education and related fields.

Manuscripts submitted to the journal typically range from 5,000 to 8,000 words and undergo a review process to ensure academic quality and relevance. Submissions for review should be addressed to the Editor of the EFL Education Journal, English Education Study Program, FKIP University of Jember.