In an increasingly interconnected world, where colonial legacies still resonate in the academic field of English Language Teaching (ELT) with profound and devastating force, this new issue of Methodological Uncertainties of Research in ELT Education explores the methodological uncertainties that emerge when embracing a decolonial approach to research by diligent doctoral researchers and their supervisors. Through a series of interrelated chapters, a complex narrative unfolds about the practice of research in ELT, challenging the established norms in applied linguistics for English Language Teaching and proposing alternative ways of understanding and approaching research in our field. The narrative is composed of six chapters. Each one represents a different thread with its dilemmas and tensions, which this preface discusses below.