The Language Learning Journal (LLJ) is an academic, peer-reviewed journal, providing a forum for research and scholarly debate on current aspects of foreign and second language learning and teaching. Its international readership includes foreign and second language teachers and teacher educators, researchers in language education and language acquisition, and educational policy makers.
The journal takes a particular – but not exclusive – interest in contexts where the language being learnt is little used outside of the learning environment, as well as in the teaching and learning of languages other than English. Papers on the teaching and learning of English as a second language are welcomed where discussion can be generalised to other languages. Submissions will normally be empirical in nature and are frequently underpinned by qualitative data.
The following are key areas of interest:
• Pedagogical practices in language learning classrooms • Classroom research and instructed language learning • Language learning skills and competences • Language learners and learner identity • Language learning in informal settings incl. study abroad • Methodological questions in language learning and teaching research • Multilingualism and multiculturalism • Language teacher education and language teacher identities • Language education and language policy • Digital technologies and language learning and teaching
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least one anonymous referee.
Journal metrics
Usage
219K annual downloads/views
Citation metrics
2.2 (2023) Impact Factor
Q1 Impact Factor Best Quartile
2.2 (2023) 5 year IF
5.5 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
1.936 (2023) SNIP
1.097 (2023) SJR
Speed/acceptance
3 days avg. from submission to first
decision
68 days avg. from submission to first
post-review decision
16 days avg. from acceptance to online
publication
16% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Elspeth Broady, formerly University of Brighton, UK
Editors
Li Wei, UCL Institute of Education, UK
René Koglbauer, University of Newcastle, UK
Ana Pellicer Sanchez, UCL Institute of Education, UK
Alison Porter , University of Southampton, UK
Kevin W. H. Tai, The University of Hong Kong, Hong Kong
Book Reviews Editor
c/o Norbert Pachler, UCLInstitute of Education, UK
Editorial Advisory Board
Mohammad Javad Ahmadian, University of Leeds, UK
Douglas Allford, formerly UCL Institute of Education, UK
Nick Andon, King’s College London, UK
Robert Balfour, North-WestUniversity, South Africa David Block , ICREA, Catalan Institution for Research and Advanced Studies & Universitat Pompeu Fabra
Sarah Breslon , European Centre for Modern Languages of the Council of Europe, Austria
Michael Byram , University of Durham, UK Mike Calvert , College of York St John, UK Katharine Carruthers , UCL Institute of Education, UK Gary Chambers , University of Leeds, UK
Simon Coffey , King’s College London, UK
Christiane Dalton-Puffer , University of Vienna, Austria Peter De Costa , Michigan State University, USA Michael Evans , University of Cambridge, UK Linda Fischer , University of Cambridge, UK Anna Lise Gordon , St Mary’s University, Twickenham, UK Suzanne Graham , University of Reading, Institute of Education, UK Andy Gao , University of New South Wales, Sydney Julia Hüttner, University of Vienna, Austria Celeste Kinginger , Pennsylvania State University, USA Terry Lamb , University of Westminster, UK Yongcan Liu , University of Cambridge, UK Ernesto Macaro , University of Oxford, UK Ann Miller , University of Leicester, UK Jim Milton , Swansea University, UK Amos Paran , UCL Institute of Education, UK Luke Plonsky , University of Northern Arizona, USA Ana Redondo , University of Bedfordshire, UK Robert Vanderplank , University of Oxford, UK Mark Warschauer , University of California Irvine, USA Stuart Webb , Western University, Ontario), Canada Cynthia White , Massey University, New Zealand Ursula Wingate , King's College London, UK Yongyan Zheng , Fudan University, Shanghai
Abstracting and indexing
The Language Learning Journal is abstracted and indexed in the British Education Index; Educational Research Abstracts Online (ERA); Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research) Linguistics Abstracts Online, Emerging Sources Citation Index and SCOPUS®.
Open access
The Language Learning Journal is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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Association for Language Learning and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Association for Language Learning and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Association for Language Learning and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Association for Language Learning and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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