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Author Guidelines

Guidelines for the Proceedings of International Conference on English Language Teaching (INACELT) Paper Writing:

  1. Paper should be typed in MS Word doc. format; using 12-pt Times New Roman font; left, right, top, and buttom margins are 3 cm; single-spaced on A4-sized paper; 6-12 pages in length or 3000-5000 words in English (excluding References); containing the importance of the topic, the gap between theory and practice or between reality and expectation, or lacks of studies, objectives of the present study, method, findings, and conclusion.
  2. Paper must follow the ARTICLE TEMPLATE which should contain: (a) Title, which must be consice and informative; (b) Full name of contributor(s) without academic title(s), email address written below the name, affiliation and affiliation address; (c) Abstract (maximum 200 words), clear and informative, which should contain the purpose, methodology, and findings of the study; (d) 3-5 Keywords, which are well selected and closely related to the topic; (e) Introduction which includes review of related literature and research purpose in essay style; (f) Method; (g) Findings; (h) Discussion; (i) Conclusion (and Suggestion); (j) References; and (k) Appendix, if any.
  3. The title of paper should not exceed 12 words, bold, centered, with Times New Roman 14 font.
  4. An abstract not exceeding 200 words, in one paragraph, in Times New Roman 12, line spacing 1, and with no references, must appear on the top of the first page after the title of paper, the name of author, the author’s email, the author’s affiliation, and the affiliation address.
  5. The abstract should be clear and informative. It should contain the purpose, methodology, and findings of the research. Keywords must be well selected and closely related to the topic to facilitate reader’s search; it must be 3-5 keywords.
  6. The introduction should clearly state the purpose of the paper. It should include key references to appropriate work, and it should state the significant contribution of the research. All introductions should be presented in the forms of paragraphs, not pointers, with the proportion of 15-20% of the whole article length.
  7. The method section consists of description concerning the research design, the population and sample or the subjects of the research, data sources, data collection, and data analysis with the proportion of 10-15% of the total article length, all presented in the form of paragraphs.
  8. The findings and discussion sections consist of description of the results of the data analysis to answer the research question(s) and their meanings seen from current theories and references of the area addressed. The proportion of this section is 40-60% of the total article length.
  9. The conclusion section consists of the summary, restatement of the main findings. It should state concisely the most important propositions of the paper as well as the author’s views of the practical implications of the result. Also, the suggestion can be stated in this section following the conclusion. The suggestion should be based on the findings, discussion, and conclusion.
  10. The placement of the Figure is in the middle with the caption below is written in Times New Roman 11 font. The caption has to mention the title and the source of the picture.
  11. The Table must be typed, and consecutively numbered. The title is written above the table in Times New Roman 11 font, while the source is placed below the table in the same font.
  12. Every source cited in the body of the article should appear in the reference, and all sources appearing in the reference should be cited in the body of the article.
  13. Quotation and references follow American Psychological Association (APA) 6th edition style.
  14. It is suggested to use Reference Management Software, ZOTERO (
  15. Author’s Brief CV is written bellow the references. The biographical notes (narrative biodata) should be written and maximum 50 words per author.
  16. Articles must be checked in terms of grammar, structure, spelling, etc. It is suggested to use Grammar Checker Software such as GRAMMARLY (
  17. Subheading system:
    Level Two: Capitals-lowercase, Bold, Left Justification
    Level Three: Capitals-lowercase, Italic-bold, Left Justification
  18. References should be presented alphabetically and chronologically and be set to 12-pt Times New Roman font, justified, with a single line spacing and hanging indent.

See below for examples:
In-text Citations:

Author: 1 person
Richards (2001, p. 56) states ……
Curriculum in language teaching should …. (Richards, 2001, p. 56).

Authors: 2 people
Taylor and Bogdan (1984, p. 8) suggest …..
Qualitative research methods should…... (Taylor & Bogdan, 1984, p. 18).

Authors: 3-5 people
Roe, Stoodt, and Burns (1995, p. 15) suggest that ……..
In the midst of drafting a paper, peer ….. (Roe, Stoodt, & Burns, 1995, p. 15).

In the next citations will be:
Roe et al. (1995, p. 15) suggest that ……..
In the midst of drafting a paper, peer ….. (Roe et al., 1995, p. 15).

Authors: 6 people more
Davies et al. (2011, p. 279) state …..
A needs analysis from ........ (Davies et al., 2011, p. 279).

List of References:

Adinlou, N. A., & Far, L. M. (2014). The relationship of self-efficacy beliefs, writing strategies, and the correct use of conjunctions in Iranian EFL learners. International Journal of Applied Linguistics & English Literature, 3(4), 221-227. doi:

Davies, Y., Mishima, T., Yokomuro, S., Arima, Y., Kawahigashi, Y., Shigehara, K., … Takizawa, T. (2011). Developing health information literacy: A needs analysis from the perspective of preprofessional health students. Journal of the Medical Library Association. 100(4), 277–283. doi:10.3163/1536-5050.100.4.009

Hashemnejad, F., Zoghi, M., & Amini, D. (2014).The relationship between self-efficacy and writing performance across genders. Theory and Practice in Language Studies, 4(5), 1045-1052. doi:10.4304/tpls.4.5.1045-1052

Nashruddin, W. (2013). Why muslim students plagiarize in writing English texts? Journal on English as a Foreign Language, 3(2), 93-103. doi:

Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge.

Roe, B. D., Stoodt, B. D., & Burns, P. C. (1995). Secondary school reading instruction: The content areas (5th ed.). Boston: Houghton Mifflin Company.

Taylor, S., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings (2nd ed.). New York: Wiley.


Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
  2. The submission file is in OpenOffice, Microsoft Word, RTF, or WordPerfect document file format.
  3. Where available, URLs for the references have been provided.
  4. The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
  5. The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines, which is found in About the Journal.
  6. If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.

Copyright Notice

  • All articles published in the Proceedings of International Conference on English Language Teaching (INACELT) are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and the Proceedings of International Conference on English Language Teaching (INACELT), link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
  • Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to the Proceedings of International Conference on English Language Teaching (INACELT) to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
  • Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to the Proceedings of International Conference on English Language Teaching (INACELT), authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license. 


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