Author Guidlines

JOLIES (Journal of Linguistic and English Studies) published by LP3M Universitas Muhammadiyah Sorong is a biannual, refereed, open access, and practitioner-oriented electronic journal dedicated to enhancing and disseminating scholarly work of the current theory and research in the field of TESOL. It publishes both conceptual and research-based articles within the fields of teaching English as a foreign or second language, English language teaching and learning, and English language teachers' training and education. Then, all editions are fully double-peer-reviewed by a team of experts in TESOL from all over the world. The JOLIES (Journal of Linguistic and English Studies) welcomes submissions written in different varieties of world Englishes. The reviewers and Associate Editors come from a wide variety of cultural and academic backgrounds and no distinction is made between native and non-native authors. As a basic principle, the JOLIES does not define competence in terms of native ability, but we are a strictly reviewed journal and all our reviewers expect a high level of academic and written competence in whatever variety of English is used by the author.


Every effort will be made to accept different rhetorical styles of writing. The JOLIES (Journal of Linguistic and English Studies) also makes every effort to support authors who are submitting to an international journal for the first time. While major revisions may be requested, every effort is made to explain to authors how to make the necessary revisions. Each submission is first assessed by the Associate Editors, and then sent to reviewers who supervise the editorial review. Authors are notified by email of these results. Authors should note that due to the very large volume of submissions received, it may take 5 weeks for reviews to be completed.

All authors who comply with the requirements below receive an acknowledgement upon receipt to confirm the safe arrival of the paper. The JOLIES (Journal of Linguistic and English Studies) publishes the most recent data and research on many areas of TESOL studies. Papers that refer to the latest research will receive priority.

 Summary for preliminary acceptance for review;

  1. Advise of any change in email address promptly
  2. All permissions have been cleared for any copyrighted material.
  3. Auto Confirmation is immediately sent if your submission is received
  4. Cite all relevant references.
  5. Declare any conflicts of interest.
  6. Declare sources of research funding, including any grant ID numbers.
  7. Do not include plagiarized, obscene, libelous or defamatory material.
  8. Do not list people as co-authors unless they have made a significant contribution to the work and will share responsibility and accountability for the results.
  9. Do not make significant changes to your manuscript after it has been accepted without informing the journal editor. Significant changes would include new data, new content or a change in the list of authors.
  10. Do not submit the same or similar articles to any other journal.
  11. Give credit to other people who have helped or influenced your work.
  12. Have you included the no prior submission undertaking? This is an original publication and has not been published elsewhere and has not been submitted elsewhere or is under review in any other journal. 
  13. If you do not received an Auto Response check your Spam mail.
  14. In the e-mail message indicate what is new about your study
  15. Make sure that co-authors review the manuscript before you submit it and that all authors agree on the order in which authors will be listed.
  16. Make sure that you notify the journal if an error is found after publication that would require a correction to be printed.
  17. Mention any relevant articles that you have submitted or that are in press.
  18. No fees apply to submissions.
  19. No references to journals that are listed as Predatory Journals.
  20. Obtain permission to cite personal communications.
  21. Obtain permission to reproduce figures, tables or extensive extracts from the text of a source that is copyrighted or owned by someone else.
  22. Only MS Document format is accepted
  23. Please do not insert page numbers, headers or footer(s)
  24. Please provide bio, affiliation and email contact of all authors / co-authors
  25. Please do not write in CAPITAL letters apart from normal capitalization
  26. Present an accurate account of the research you have performed and give sufficient details and references to public sources of information to permit your peers to repeat the work.
  27. Specified if your paper is a full research paper or a non-research paper
  28. Papers may be up to 7,000 words in length excluding indexing
  29. Papers submitted in the free channel shall not contain more than one co-author
  30. Tables are included in the manuscript at the point they are intended to appear, preceded by a table caption
  31. Quotation and references follows APA 6th  edition referencing styles
    and the latter should be included at the end of the article in the following examples:
  • Byram, M., & Feng, A. (2006). Living and studying abroad : Research and practice. Clevedon, United Kingdom: Multilingual Matters.
  • Campbell, R. L. (2015). Interaction and social networks with target language speakers during study sbroad and beyond: The experiences of learners of Japanese (dissertation). Monash University,  Melbourne, Australia.
  • David, B. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91(1).
  • Duany, J., Xe, & Rez, L. A. (2000). On becoming Cuban: Identity nationality, and culture. The American Historical Review, 105(5).
  • Du Gay, P., & Hall, S. (2003). Introduction: who needs 'identity?: Questions of cultural identity. London: Sage Publications.
  • Ellwood, C. (2011). Undoing the Knots: Identity transformation in a study abroad program. Educational Philosophy and Theory, 43(9), 960-978.
  • Goldoni, F. (2017). Race, ethnicity, class and identity: Implications for study abroad. Journal of Language, Identity & Education, 16(5), 328-341.
  • Hall, S. (1990). Cultural identity and diaspora. In K. Woodward (Eds.), Identity and Difference (51-59). London: SAGE Publications.
  • Hall, S. (1997). The spectacle of the ‘other’. In S. Hall (Ed.), Representation: Cultural Representations and Signifying Practices (pp. 225-238). London: Sage in association with Open University.
  • Hall, S. (2013). The work of representation. In S. Hall, J. Evans, & S. Nixon (Eds.), Representation (1-47). London: Sage in association with The Open University.
  • Harmer, J. (2015). The practice of English language teaching (5th ed.). Harlow: Pearson Education Limited.
  • Ingram, M. (2005). Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon. Foreign Language Annals, 38(2), 211-222.
  • Jenkins, R. (1994). Rethinking ethnicity: Identity, categorization and power. Ethnic and Racial Studies, 17(2), 197-223.
  • Kasper, G., & Omori, M. (2010). Language and culture. In McKay, S. L., & Hornberger, N. H. (eds.) Sociolinguistics and Language Education. Clevedon: Multilingual Matters.
  • Kersten, A., & Abbott, C. (2012). Unveiling the global spectacle: Difference, identity and community. Culture and Organization, 18(4), 323-335.
  • Kinginger, C. (2013). Identity and language learning in study abroad. Foreign Language Annals, 46(3), 339-358.
  • Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press. 
  • Moreno, K. H. (2009). The study abroad experiences of heritage language learners: Discourses of identity. Austin: Proquest Dissertations Publishing.
  • Mpinganjira, M. (2009). Comparative analysis of factors influencing the decision to study abroad. African Journal of Business Management, 3(8), 358-365.
  • Norris, E. M., & Gillespie, J. (2009). How study abroad shapes global careers. Journal of Studies in International Education, 13(3), 382-397.
  • Primadhyta, S. (2017). Inggris jadi Negara Tujuan Utama Para Pemburu Beasiswa [England becomes the most popular destination country for scholarship hunters]. Available at [Verified 01 May 2018]
  • Sato, T. (2014). The effects of study abroad on second language identities and language learning. Turkish Online Journal of Qualitative Inquiry, 5(3).
  • Savicki, V. (2011). Relationship of foreign language proficiency to study abroad outcomes and inputs. The Interdisciplinary Journal of Study Abroad, 21(1), 63-85.
  • Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580.
  • Tanuwidjaja. (2017). Indonesia – education and training. Available at [Verified 02 May 2018]
  • Tian, M., & Lowe, J, A. (2014). Intercultural identity and intercultural experiences of American students in China. Journal of Studies in International Education, 18(3), 281-297.
  • Tsai, Y. (2012). The Effects of intercultural learning on English learning motivation among students studying abroad. New Horizons in Education, 60(1) 23-34. 
  • Watson, J. R., & Wolfel, R. (2015). The intersection of language and culture in study abroad: Assessment and analysis of study abroad outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 57-72.
  • Woodward, K. (1997). Concepts of identity and difference. In K. Woodward (Ed.), Identity and Difference ( 8-50). London: Sage in association with Open University.

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 Open Office, 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.