JELAP aims to advance the study, teaching, and assessment of English language proficiency. Its primary goals include promoting research and discussion on the development of English language skills across diverse contexts and populations. Specifically, the journal aims to explore the processes involved in acquiring and developing proficiency in English, whether as a first, second, or foreign language. This includes examining linguistic, cognitive, and socio-cultural factors that influence language learning and usage. The journal also focuses on the pedagogy of English language teaching, providing insights into effective instructional strategies, curriculum design, and assessment tools that help learners achieve high levels of proficiency. In addition, the journal aims to address the unique challenges faced by English learners in different regions and educational systems. It promotes research on bilingualism, multilingualism, and English as a global lingua franca, considering diverse linguistic backgrounds and cultural contexts. Moreover, JELAP emphasizes the importance of professional development for educators, offering research-based insights on how teachers can improve their own language proficiency and teaching skills. It also encourages studies that focus on teacher training, instructional leadership, and continuous professional learning. Furthermore, the journal strives to bridge the gap between academic research and practical application, encouraging contributions from both researchers and practitioners. By providing a platform for rigorous, peer-reviewed research, JELAP seeks to inform and improve educational policy, classroom practice, and language testing standards.